cdsCode	lea	priorityNumber	measures	summary	barriers	revisions	countyPerformance	additionalInfo	meetingDate	year
01100170000000	Alameda County Office of Education	7	The youth attending ACOE schools have significant needs in non-cognitive areas that overshadow their academic assessment performance. In order to better identify student needs, target specific interventions and achieve growth and positive outcomes, ACOE has implemented a Response to Intervention (RTI) program and continues 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. We have piloted a new tracker in the site Response to Intervention (RTI) process to collect data on the number of students requiring additional support in academic, health, mental health, and other services during the 2022-23 school year.	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 and students with interrupted formal education (SIFE) population is more significant this year and has been steadily growing at our sites. These unique EL student populations 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 but also require ongoing professional development for our teachers and monitoring by our site administrators using specific site goals and LEA instructional strategies.	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.	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, certification programs, and work-based learning opportunities to ensure students have access to these academic opportunities with the addition of a School Counselor. The addition of the ACOE Student Support Division will also provide student support services, including school health services, behavioral and mental health services, prevention programs, transition and attendance supports. The Chief of Student Services collaborates with partner agencies to develop a framework for a robust and coordinated system of support for students across Alameda County Schools with a particular focus on foster, homeless, court-involved, expelled, and disconnected youth, especially those in ACOE schools.  These investments provide our students with the additional supports required to succeed in school.	Met		13JUN2023	2023
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 22-23 school year were socioeconomically disadvantaged.  In 22-23 90% of our seniors applied to 4 year colleges and 87% 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.	Met		15JUN2023	2023
01100170123968	Community School for Creative Education	7	CSCE reviews multiple measures, including the School Accountability Report Card (SARC) data from the previous year. These measures will be reviewed to track the extent to which all students have access to a broad course of study. Annual teacher survey data will also be used by CSCE to assess the proper implementation of State standards and parent survey data to assess student engagement levels in adopted curriculum.  Every student enrolled at CSCE 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. We 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 students have access to academic courses and grade levels. The core classes in which all TK-8th grade students will participate are Physical Education, Science, Math, English and Social Studies. In addition to the core classes listed above, students have access to various electives during their time at CSCE offers Art for TK-5th grade students and a varied of electives (Handwork, Spanish, Global Scholars, Math Intervention, Reading Intervention, High School Advising/Yearbook, etc) for grades 6-8.  CSCE tracks and disaggregates over time data on Fountas and Pinnell, NWEA, and the End of Unit Tests in our Core Curricula of Eureka Math and EL Education.	All students and subgroups have access to the same curriculum at CSCE which includes a broad course of students in core subjects and the arts, as well as daily physical activity.	CSCE 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.  We are working on increasing the coherence between grades 1 - 8 Math and ELA curriculum in Eureka Math and EL Educaton by having our Assistant Head of School receive coaching through Instruction Partners to support their coaching of all teachers.  CSCE is also identifying further professional development to enhance the designated and integrated ELD instruction to better support English Learners.	Met		17JUN2023	2023
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 766 students in grades K-8. Student demographics include: 49% Asian, 23% Two or More Races, 8% African American, 8% Hispanic, 8% White, 3 % Filipino, 6% are Students with Disabilities (SWD), 18% English Language Learners (ELL), 0.1% Homeless Youth (HY) and 27% Socioeconomically Disadvantaged.  Yu Ming’s program rooted in a one-way dual language immersion model in which two languages are used for instruction (i.e. in this case, English and Mandarin), with at least 50% of instruction in the second language.  Yu Ming Charter School provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of Yu Ming Charter School’s educational program.   Yu Ming Charter School uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include master schedule, student course schedule (semester), report cards, student schedules, transcript analysis, and parent/conference reports. Also, this will be verified by the school Directors during classroom observations and ensure classroom schedules are being followed.	An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At Yu Ming Charter School, all students have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, students have access to and are enrolled in the following according to grade level:  • Gr K-8: VAPA, Choral & Instrumental Music • Gr. 5: Design Lab • Gr. 6-8: Design Lab, Journalism (Chinese), Service Learning (Chinese), Contemporary China (Chinese), Musical Instruments, Coding, Art, Mathematical games	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		22JUN2023	2023
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. Next year we are adding a Montessori Coach to add more support for our classroom teachers.	Met		22JUN2023	2023
01100170130625	Alternatives in Action	7	Alternatives in Action utilizes teacher credentials, classroom schedules, and master schedules 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, Foreign Language and CTE coursework. 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.	Alternatives in Action offers a rigorous academic program that serves a diverse student body. All students receive instruction in English, Science, Social Science, Math, Physical Education, CTE, Foreign Language and Visual and Performing Arts.	Alternatives in Action is a small charter school focused on supporting generations of young adults who are inspired and prepared to take meaningful action that positively transforms their lives and their communities. Due to staffing and physical space constraints, we cannot expand our course offerings any further.	Alternatives in Action 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.  We plan to add more CTE pathways and expand our Performing Arts offerings.  We also support our students in participating in Dual Enrollment at the local community college.	Met		14JUN2023	2023
01100170131581	Oakland Unity Middle	7	All students have equal access to our broad curriculum through the Summit Learning Platform: students with exceptional needs attend the same classes as other students with support from an Educational Specialist and an Instructional Assistant; African American and Latino and English Learners and socioeconomically disadvantaged students have access to all the same classes at each grade level and all subgroups are achieving at strong levels compared to students from the same demographic groups attending the Oakland Unified School District schools.	Not applicable.	Our school budget is based on our enrollment which is limited by the site location. Our maximum enrollment for the current site is 180. If we were larger, we would be able to offer more options but we are confident that our students are experiencing high quality curriculum with the Summit Platform and that they are benefiting from our focus on developing their fundamental skills in preparation for the rigors of high school.	One new action that has broadened the course of study at our school is we added health component to P.E. class and a Spanish class for non-native speakers.  We are also planning on adding a Reading Intervention course in the 23-24 school year for students who need more support with literacy fundamentals.	Met		08JUN2023	2023
01100170136101	Connecting Waters Charter - East Bay	7	Connecting Waters Charter School, East Bay uses a Student Information System (SIS) provided by School Pathways, Inc. to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. Our SIS tracks what courses each student is completing, and can disaggregate data as needed.	Since Connecting Waters Charter School, East Bay is an Independent Study Charter, students have flexibility in the courses they choose.  Students wishing to complete UC approved, college prep (a-g) coursework may do so through a variety of options, including online classes, on-site classes at a Resource Center, or through one of our approved vendors or online providers.  Connecting Waters Charter School, East Bay has over 40 a-g course titles approved by UC, and over 165 course titles in general (non-college prep) coursework titles for students to choose from.  See High School Course Catalog for additional information.	Connecting Waters Charter School, East Bay recognizes the following barriers that may be causing lower than usual student enrollment in broad courses of study:  Connecting Waters Charter School, East Bay received charter approval following Ed Code 51225.3 in which the minimum graduation requirement for a diploma follows the State Mandated Requirements for Graduation. Students that follow the minimal state requirements for a diploma are not able to meet the minimum UC/CSU admission requirements.    State credentialing requirements limit the accessibility to some specialized courses, such as Advanced Placement, CTE and foreign languages.    Connecting Waters Charter School, East Bay is a non-classroom based charter which limits wet labs for sciences for students to access throughout each county served due to the 2016 California Supreme Court ruling in the Anderson Union High School District v. Shasta Secondary Home School which only allows charters to offer classes at a resource center within the boundaries of their authorizing district.	Connecting Waters Charter School, East Bay has created four (4) College/Career Emphasis for each high school student to choose from to ensure students are graduating college and career ready. The emphasis options include:  1. CC Emphasis = 2 Community College Courses (must be academic or CTE) 2. a-g + CC Emphasis = a-g completion (15 a-g courses)AND 1 semester Community College Course 3. a-g + CTE Emphasis = a-g completion (15 a-g courses) AND CTE Pathway Completion (two CTE courses) 4. CTE + CC Emphasis = CTE Pathway Completion (two CTE courses) AND 1 semester CC course *NOTE: “completion” = C- or better “CTE” = Career Technical Education, two courses required for completion “a-g” = College preparatory course that have been approved by UC/CSU “CC” = Community College.  Additionally, Connecting Waters Charter School, East Bay has partnered with approved vendors to allow for additional course accessibility.	Met		13JUN2023	2023
01100170136226	Opportunity Academy	7	A number of factors are taken into account when assigning students to a broad course of study. First, students are assessed in both math and English language arts to determine skill levels using the NWEA MAP assessment tool. The school has recently introduced the use of a writing assessment, DBQ to garner more information about student skill levels. Grade level spans are not considered because most students transfer credits from previous schools. Depending on how many credits they are transferring will determine their grade level. However, it is skill levels that determines which courses students will be enrolled. The school offers A-G course work through online curriculum and printed curriculum. Students may take a combination of course both printed or online to meet their short term and long-term education and career goals. AOA is a credit recovery program where students are able to earn their high school diploma so the school does not offer AP or IB courses, honor courses, or elective credits. AOA students are only required to earn the state’s 130 credit minimum.	Through the use of the assessments noted above, students, families and the general education teacher work closely together to design an education pathway that will best help that student reach their short term and long-term goals. Most of the students who enroll are looking for employment, to get a promotion on their jobs, or want to be connected to college career pathways where they can earn job certification for employment. The school tracks curriculum used for all courses through the use of a spreadsheet that is present to the school board and approved in compliance with the William’s Act. As well, the school documents the courses offered into their yearly SARC. Teacher teams have been on curriculum adoption teams for social science and science. All teachers are certified to teach ERWC with 16% of students taking and completing the course, up from 0% the prior year. Moreover, the school tracks how many students are taking at least one A-G course while earning their high school diploma.	AOA is a credit recovery high school diploma school. It is the design of the school to offer students credits they need to graduate using the state’s minimum credits of 130. Students have access to all core content areas, health, and PE which are the courses needed for students to earn their high school diploma at AOA. The school does not offer world language, though students can take the course using the online curriculum, Edgenuity.	AOA has no plan to change its instructional model or unique design in order to expand course offerings beyond what is currently being offered.	Met		13JUN2023	2023
01100170137448	Aurum Preparatory Academy	7	Aurum Preparatory Academy, Oakland CA, utilizes various locally selected measures and tools to monitor student access and enrollment in a comprehensive course of study. These include grade-span-specific assessments, tracking unduplicated student groups, and addressing the needs of individuals with exceptional requirements.	Using locally selected measures and tools, we ensure equitable access and enrollment in a broad course of study for all students across our school sites. Our commitment to diversity and inclusivity drives us to bridge any potential gaps among student groups.  Over time, we have made substantial progress in enhancing access and enrollment in diverse courses of study. Our continuous efforts focus on providing opportunities for every student to explore and engage in a comprehensive educational experience, regardless of their background or characteristics.  By proactively addressing disparities, we foster an inclusive learning environment where every student can access and benefit from a wide-ranging curriculum.	The barriers hindering the LEA from providing universal access to a broad course of study include:  Resource Disparities: Unequal allocation of resources, including funding, instructional materials, and technology, limits course offerings and access for some students. Staffing Challenges: Limited availability of qualified educators or support staff can restrict the variety of courses offered and their accessibility. Equity Gaps: Socioeconomic disparities and discrimination can create inequities in access to advanced courses, specialized programs, and extracurricular activities. Transportation: Limited transportation options may hinder students from accessing courses offered off-campus or at other locations. Special Needs Support: Inadequate support for students with disabilities may limit their participation in a full range of courses. Language Barriers: English Language Learners (ELLs) may face language-related challenges accessing certain courses. Curricular Gaps: Limited availability of courses in critical subjects, such as STEM or the arts, may curtail students' exposure to diverse fields of study. Addressing these barriers necessitates a multifaceted approach, including equitable resource allocation, recruitment of qualified staff, strategies to close equity gaps, improved transportation options, enhanced support for special needs students, language support for ELLs, and expanded curricular offerings.	In response to assessment results and locally selected measures, Aurum Preparatory Academy in Oakland, CA, actively evaluates and implements necessary revisions, decisions, and actions to ensure equitable access to a comprehensive course of study for all students. This includes refining curriculum, enhancing instructional strategies, and offering targeted support to address learning gaps and promote student success. We continuously analyze data to identify areas needing improvement and make data-informed decisions to uphold our commitment to providing a rich and inclusive educational experience for every student.	Not Met For Two or More Years		08JUL2023	2023
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		20JUN2023	2023
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.	Met		16JUN2023	2023
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.	Met		16JUN2023	2023
01316090000000	California School for the Blind (State Special Schl)	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
01316170000000	California School for the Deaf-Fremont (State Special Schl)	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
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 enrolling in these programs of study with ~49% of the pathway enrollment coming from SPED, SED, or ELL. 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 three 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.  Two pathways, Biotech and Digital Film, offer students who achieve a grade of B or better articulated credit with Laney College.	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. Also, our efforts to expand the number of pathways offered has 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. 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. This recruitment strategy has increased enrollment in the pathways featured. All CTE teachers also participate in the Open House showcases hosted by the high schools for incoming freshmen and their parents that provides teachers with an opportunity to give students and parents access to their fully-equipped labs and studios. The district’s CTE coordinator submits frequent articles featuring CTE success stories to each high school principal and to the district communication office to raise the visibility of the CTE pathways. These success stories were shared widely with the AUSD community and were also featured in local news outlets.	Met		27JUN2023	2023
01611190119222	Nea Community Learning Center	7	100% of learners at our school continue to 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. At the begining of the 22/23 school year we adopted Mastery Based Grading in the 6-12 program, as it is already utilized in the TK-5 program. Learners are assessed and graded on a 1-4 scale based on their understanding/mastery on a specific standard in each of their content classes. 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 admin, and Deans work to support our push-in model that ensures all learners having access to our curriculum. Learners who require additional support are triaged through our Multi Tiered System of Supports.	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 and check ins 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 based on learner interest.	A lack of appropriate facility space makes it challenging to hold as many intervention classes as needed.  We continue to hold 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. This year we hired 2 part time reading interventionists who meet with learners 1-2x week who have assessed as being far below grade level in reading.	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 Learner Support Teams (LSTs), and get suggestions from or make recommendations to the school's counselors or Special Education staff.	Not Met		23AUG2023	2023
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.	Met		15JUN2023	2023
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 adopted one new curriculum approved by the CA Education Code and aligned to common core standards - Common Lit for our English courses. We have have also adopted English 3D as our ELD curriculum. We continue to use Lab Aids for science, are rooted in TCI for history, use Illustrative Mathematics for math courses, 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	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 into 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 (fewer than five a year over the past four years) 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		13JUN2023	2023
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 (472 seats) and applied arts (796 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. 835 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), 796 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		27JUN2023	2023
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		14JUN2023	2023
01611500000000	Castro Valley Unified	7	CVUSD monitors access to a broad course of study by accessing and reviewing data on a-g fulfillment and CTE enrollment on an ongoing basis. In addition to the measures, each year schools review data from the College/Career Indicator (CCI) regarding progress with ensuring that CVUSD students graduate at a high rate and do so in a manner that prepares them for college and/or career interests. At the middle school level, schools examine elective course offerings and add new courses to prepare students for success at the high school level and beyond. Local data , especially enrollment data for honors, AP and a-g completion are also examined at the high school level.  At the elementary level, all students have access to the Common Core Standards across the content areas. Teachers also supplement the robust curriculum with the CVUSD social-emotional/antibias & anti-racism curriculum.	Upon examination of the CCI and CTE enrollment data, the CVUSD has made progress with overall a-g completion and CTE enrollment for CVUSD students. Gaps in access to advanced and AP courses persist between students from historically marginalized communities and overall access. Additionally, the percentage of students with disabilities who complete a-g courses is significantly below the overall district average. There is no significant gap in access to a broad course of study at the elementary or middle school levels because all students are provided with the same curriculum with the addition of specialized courses. For English Learner students who have not redesignated for an extended period of time, so-called Long-term English Learners (LTEL), enrollment in a-g and AP courses was low at the high school level. One area of focus at the elementary level will be providing all students with  visual and performing arts. Our PreK-5 students will have access to visual arts and music.	Among the barriers to access for students are prerequisites for honors and Advanced Placement (AP) courses at the high school level, as well as a limited number of sections for AP courses, which limits access. Additionally, because not all students access music at the elementary level (PreK-5 grade), some students are underprepared to access our comprehensive instrumental music program at the middle school and high school levels. Further, many students with disabilities would benefit from increased inclusion to general education courses with appropriate support. LTEL students did not have access to full a-g coursework in many cases because most ELD courses are not approved by the University of California Office of the President (UCOP) to meet college entrance requirements.	CVUSD has made progress overall and with historically underserved groups with a-g completion and CTE course participation. Sections of Advanced Placement courses have been added to reduce barriers for students to access curriculum. A new math course has been created at the high school level to provide more students with access to a third year of a-g approved mathematics. A focus on improving the rate at which ELD students redesignate as fully English proficient (RFEP), especially at the middle school level, will help to prepare English Learner students for all high school courses and remove barriers to accessing a-g curriculum. Additionally, CVUSD has continued to provide Afrocentric courses in English and Social Studies, and recently created honors sections of these courses. A continued focus on inclusion for students with disabilities in general education courses has helped to increase access for students with IEPs to a-g courses and CTE programs. At the middle school level, new elective courses have been created, including Ethnic Studies for 8th graders, to help prepare students for the critical thinking skills that will be needed at the high school level. At  the elementary level, Castro Valley USD has implemented a two-way Spanish Dual Language Immersion  enriched educational program that provides instruction to both native Spanish speakers (50%) and native English speakers (50%) in the same classroom, assisting them to become bi-lingual, bi-literate, and bi-cultural.	Met		28JUN2023	2023
01611680000000	Emery Unified	7	In grades 1-5, the district utilizes the following measures to define a Broad Course of Study: Student Access to Board-Approved Instructional Materials Student Access to PE Instruction Student Access to Art Instruction Student Access to Enrichment and STEM offerings Teacher Professional Development in Core Instructional Programs  In grades 6-12, we use the following measures to define a Broad Course of Study: Student Access to Acceleration Courses Student Access to A-G Courses Student Access to CTE (Career Technical Education) Courses Student Access to Art Courses	Since EUSD only has one of each school level (elementary, middle, and high school), the only differences in access between the sites are predicated on students' developmental levels. Every student has an opportunity to engage in enrichment activities, as well as take AP courses at the high school level, and participate in the arts. For instance, students at elementary, middle school, and high school have art instruction. In addition, below are some of the many enrichment opportunities the district offers at evey developmental level: At AYES: dodgeball gr 3-5, girls soccer gr 2-4, hip hop, Latin dance, Spanish Language for kindergarten and first grade, art, maker space, and coding. At AYMS: art, soccer, boy's reading club, boys' basketball team, immersive learning with virtual and augmented reality in collaboration with Verizon,debate, film making, hip hop, student council, girl soccer, dance. At ESS: football, track & field, debate, anime, hip hop dance, East Bay YOuth Scientist partnership with Lawrance Hall of Science, student government, Muslim Student Association, Dungeons and Dragons Club. Dual enrollment courses with Berkeley City College and other colleges placed by PERALTA AP courses in biology, math, art, and computer science; the AP offerings will be expanded in the upcoming year to include AP geography and AP environmental science.  Collaborations with ECCL, People's Conservatory, and Kala Art Institute.	The only barriers are staffing and lack of extra time, but all of the courses and offereings are available to all of our youngsters.	The district will focus on the continued expansion of course offerings - more electives and more core subject opportunities, such as preAP chemistry to continue in the AP Chemistry in -2024-25, adding Digital Photography 2 and Maker Space 2, Pre-AP Chemistry, AP Calculus, AP Statistics, Pre-calculus, using Benchmark assessments to improve strategic planning, and more entreprenureal opportunities in Maker's Space.	Met		28JUN2023	2023
01611760000000	Fremont Unified	7	FUSD Board Policy 6143 recognizes that a well-aligned sequence of courses fosters academic progress and provides for the best possible use of instructional time. The District's course of study shall provide students with opportunities to attain the skills, knowledge, and abilities they need to be successful in school, college, and the workplace. Adherence to the course catalog ensures that all FUSD students take the requisite courses necessary for graduation that are outlined in California Education Code. The course catalog includes courses for designated English Learners and individuals with exceptional needs.	FUSD has identified the following measures to assess the broad course of study available to students (Note: Outcomes from 2021-22 as the most recently available end-of-year dataset): • Four-Year Adjusted Cohort Graduation Rate (ACGR): 93.8% • Combined four- and five-year graduation cohort that completed a-g Requirements: 72.6% • Grade 11 students who are “ready” for college level coursework as indicated by their scores on the Smarter Balanced Summative Assessments: 56.39% (ELA), 46.45% (Math) • Combined four- and five-year graduation cohort that completed at least one Career Technical Education (CTE) Pathway: 10.4% • Number of students enrolled in Dual Language Immersion program (2022-23): 1,046 students (572 Mandarin, 474 Spanish) • Triennial Assessment Completion Rate (2022-23): 97.4%  These metrics, along with the California School Dashboard Additional College/Career Measures Only Report & Data, inform the development of LCAP and our monitoring of LCFF Priority 7.	FUSD secondary schools provide instruction on both core content as well as a wide variety of elective coursework.  From these offerings, all students have access to a broad course of study within FUSD schools.  The Secondary Education and Curriculum & Instruction Departments within the Instructional Services division conduct an annual review of course availability and staffing requirement to compare those against both requisite course offerings and additional coursework advocated for by students and their families.  The 2022-23 school year saw high levels of planning for new courses to be added to the course catalog in the coming years.  In response to community feedback, a 10th grade social studies Advanced Placement course offering was developed and resources acquired.  Starting in 2023-24, Advanced Placement World History will be offered at all five comprehensive high schools across FUSD.  Ethnic Studies will become a graduation requirement for those students graduating in 2030.  Though years away, FUSD will begin to offer this course during the 2024-25 school year with the 2022-23 school year providing multiple points of collaboration for the initial development of this new course.	Through remaining funds in the Educator Effectiveness Block Grant, FUSD provides embedded coaching and professional development through the work of teachers on special assignment (TOSA) who are curricular and instructional leaders.  FUSD committed to an ongoing review of the course catalog and an analysis of policies regarding course availability in response to feedback from students, families, and staff.	Met		28JUN2023	2023
01611760130534	Circle of Independent Learning	7	All students receive instruction, aligned to California state content standards and curriculum frameworks, as well as any necessary intervention, accommodations, and assistance to meet graduation, college, and career requirements. Access to core academic content and courses that lead to graduation and success is provided to all students regardless of income, race, primary language, disability, and/or family situation. Standards aligned instruction requires collaboration among educators, support for teachers, and, most importantly, a sustained focus on the strengths and needs of individual students together with the persistent belief that all students can achieve academic excellence and be successful in life. COIL utilizes tools such as Renaissance Learning, Lexia, Alex, as well as other online assessment programs to identify areas of need and areas of acceleration. These assessment tools are used multiple times during the school year to help with initial course placement, verify academic progress and overall growth in all academic areas by grade level.	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 students 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.  One additional and specific plan is to review the intervention program, and levels of tiered intervention support. Strengthening the student success plan process which is the first level of support and ensure the effectiveness of that process for catching academic needs and help early. Lastly, COIL continues to develop the program of EL intervention and provide EL supports/strategies via in-person/remote direct instruction opportunities.	Met		06JUN2023	2023
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:  Product Innovation and Design Pathway; Biotechnology Pathway; Design, Visual, and Media Arts Pathway; Entrepreneurship/Self Employment Pathway; Cabinetry, Millwork, and Woodworking Pathway; and Agriscience Pathway.	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		28JUN2023	2023
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. We conduct audits of classes to ensure that students are learning and demonstrating growth in their classes through weekly reports that are shared with all partners in the school. From this report, teachers are empowered to communicate with students and their families in order to continue to work with them to engage in the curriculum. This is particularly true for our multilingual learners. The school also monitors Black and African American achievement and the achievement of students with IEPs to monitor and provide academic support. Social Science offers Honors World History, Honors US History and AP US History as well as Gov/Econ and AP Gov and Politics. English-two AP courses, and various electives. Math-2 AP courses, Science-2 AP courses, World Languages-two AP courses. We are starting to build out a Biliteracy Program. Five College Prep Electives that students can choose to take. We have two pathways which are the business pathway through Chabot College and the CTE Digital Arts Pathway through Chabot College. We also offer numerous Concurrent Enrollment courses on campus, which allows access to college level general education courses.	All students have access to a broad course of study. However, in AP classes, there is an underrepresentation of Black and African American students in AP Social Sciences and STEM courses. This past year, there were no Black or African American students enrolled in AP English Literature. There is an overrepresentation of AAPI students in AP classes, while there is an underrepresentation of Latino males in all AP courses. For our Chabot concurrent enrollment courses, there is an underrepresentation of Latinx students, and an overrepresentation of AAPI students. There is also an overrepresentation of Latino males remediating or retaking courses, which prevents students from accessing a broad course of study. There is also an overrepresentation of English Learners remediating or retaking English and Social Science courses.	In reflection, LPS Hayward will need to continue to use current resources and staff, such as the college counselors, teachers, and other support staff, to support our emerging bilingual students, as well as Latino male students, in accessing the curriculum and building self-advocacy skills to grow confident in their academic skills. Our English Learners and Latino males are not passing their English or Social Science classes at disproportionate rates, which requires students to retake courses, which prevents them from accessing a broader course of study. For our Black or African American students, we need to continue to support, empower, and challenge students to engage with Advanced Placement and concurrent enrollment classes. For our high flyer students, we need to explore course offerings and expand opportunities in our STEM departments to offer students an opportunity to explore their interests in this field. Course offerings are built around our yearly budget, staffing capacity, and student interests.	We need to continue to conduct equity and access audits on our course offerings to make sure that student needs are met, such as offering different college prep electives each year based on student interest, and offer intervention courses in English and Mathematics. Both of these options would support all students in accessing a broad course of study. We also need to dive deeper into data regarding access to broader courses of study for our English Learners, our students with IEPs, Latino male students, and Black or African American students. Further, we need to reflect further on our curriculums in all subjects to promote student access to skills and content, specifically focusing on our English Learners, students with IEPs, and other focus groups. We also need to promote student voice in course selections through a yearly elective survey given in the Fall semester to build out potential course offerings the following school year. We need to continue to build our career technical education pathways to support student aspirations in college and career preparation.	Met		28JUN2023	2023
01611920127696	Knowledge Enlightens You (KEY) Academy	7	We are a charter school serving students in TK-8th grade. Students have access to grade-level appropriate curriculum, including daily world language, an after-school program, an art/music program, and are provided the necessary interventions as needed. All students participate in enrichment activities and classes. Intervention is offered during the school day, after school, and on Saturdays. The intervention pull-out sessions are scheduled during student times which minimizes disruption from core instruction.	Using our local student information system data (Synergy) and the data from the School Accountability Report Card, 100% of students have access to all required areas of broad coursework.	All students have access to all required areas of broad coursework.	In response to the results the following actions will be implemented: 1. Continue to purchase and update technology 2. Offer a fall, winter, spring, and summer program to close the learning gaps 3. Offer a Saturday program to provide additional interventions 4. Hire more instructional aides 5. Provide more elective choices for our middle school students.	Met		29JUN2023	2023
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.	Met		30JUN2023	2023
01611920137646	Impact Academy of Arts & Technology	7	Impact 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.	Impact Academy of Arts and Technology (IA) is a charter school focused on providing a college preparatory curriculum for its students.  Approximately 66% of IA’s students in the 22-23 school year were socioeconomically disadvantaged.  In 22-23, 90% of our seniors applied to 4 year colleges and 88% 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.	Met		15JUN2023	2023
01612000000000	Livermore Valley Joint 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. 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.	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 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 disaggregated 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		20JUN2023	2023
01612180000000	Mountain House Elementary	7	All students are enrolled in MHESD RtI online programs.	All students are enrolled in MHESD RtI online programs. MHESD is a single school district.	Currently, there are no barriers preventing students' access to the curriculum.	All students will continue to have access to RtI online programs.	Met		28JUN2023	2023
01612340000000	Newark Unified	7	In order to ensure equitable access to a broad course of study, the district is using master schedule audits and course approval processes to ensure that students, especially those that are low-income, foster youth, English Learner, and/or students with IEPs have access.   In Elementary, Standards based report cards provide students and families with information about progress. In secondary schools, we monitor A-G course completion, AP course enrollment, and CTE pathway completion.	In elementary schools, all students receive daily instruction in reading/language arts, mathematics, science and social science. In addition, arts and STEM programs are provided to all.   In secondary schools: Support for students not meeting course requirements is provided during regular intervention periods. Alignment of ROP and CTE pathways increase access for students Academic departments reflect on student data and adjust plans.	We noticed barriers in our secondary schools. While student have access to courses, student success in these courses is unequal. Students need additional support to meet grade level requirements, which include aligned and equitable grading practices. In addition, we need to align our ROP and site-based CTE courses to allow for more pathway options.	Continue to implement the LCAP Actions in conjunction with our new Coordinator of Access and Equity to support grade audits and reflections within departments, and support students to make a 5-year plan starting in 9th grade.	Met		15JUN2023	2023
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 ensure equitable grading practices and ensuring equity for students by eliminating barriers to 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 three or above. We continue to focus on the recruitment of students into our AP classes as there is an ongoing trend where student groups are disproportionately represented. Through our data analysis, we have identified the following: This year, there were 791 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 on 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. 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 unduplicated 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. 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 seondary 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.	The district will continue to monitor enrollment in courses as we have worked to create systemic open access and have removed barriers, such as prerequisites, in order to provide open access to courses for students.  For example, we will continue to review the math placement of all high school freshmen at the beginning of each school year it order to ensure that students, particularly those underrepresented students groups are matriculating through the math course of study appropriately.	Met		20JUN2023	2023
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 most 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 participate.	Funding constraints and staffing challenges mean that trade-offs are necessary, as schools cannot offer all courses and programs for all students.  While there is some inclusion of Career Technical Education skills in the Graduate Capstone Project, this remains an area of learning for us as a district. In addition, the common rubrics provide data to raise district-wide awareness of what high quality research, writing, and presentation skills need to be, and also points to the need for schools to structure opportunities for students to develop and practice these skills before senior year.	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		28JUN2023	2023
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.	Met		28JUN2023	2023
01612590106906	Bay Area Technology	7	All students are enrolled in 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.	100% of our students enrolled in a broad course of study including students with disabilities and low income, English learners, homeless students, and foster youth.  Appropriate supports are provided to all students to enable access to the curriculum.	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		12JUN2023	2023
01612590108944	Lighthouse Community Charter High	7	The locally selected measures or tools used to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. The LEA uses 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.	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. 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.	Identification of any barriers preventing access to a broad course of study for all students. 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		14JUN2023	2023
01612590109819	Aspire Berkley Maynard Academy	7	With support from Aspire Public Schools, we utilize our Student Information System, PowerSchool, to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study.We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		22JUN2023	2023
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.	Met		16JUN2023	2023
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.    AIMS education specialists are using the SIS: PowerSchool to track and follow the academic progress of students with disabilities to ensure that they have access to and are enrolled in a broad course of study.	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.  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.  Students identified as EL attend all mainstream classes with classroom teachers who have attained their English Learner Authorization and have received professional development in designated and integrated ELD instructional strategies. Emerging level EL students do also receive pull-out intervention, however this intervention time is limited to 30 minutes and does not interfere with core subjects in the students' mainstream course of study.    Students with disabilities receiving special education services are supported by their education specialists across a broad course of study that incorporates collaboration between the general and special educators to ensure that appropriate specialized supports are being used during instruction of multiple subject areas for all students. Universal design for learning strategies and practices are shared and modeled to accommodate different learning modalities and encourage student engagement across subject areas.	AIMS provides all students access to courses to meet and exceed UC / CSU A-G state standards.    A potential barrier preventing the LEA from providing access to a broad course of study for all students,  might be the consideration of students receiving special education services outside of the general education class. However, students receiving support services outside of the general education setting are done so only after careful review with the IEP team determining the least restrictive environment for students to receive educational benefit. Presently, students with disabilities participate in the general education setting no less than 90%, during which they are in the regular class, extracurricular activities and non academic activities. Therefore, AIMS provides all students access to a broad course of study to meet and exceed 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.   In previous years, Newcomer students attended separate core classes for ELA and were not integrated into the same broad course of study as non-Newcomer students. Now our LEA ensures that all EL students, including Newcomers, are enrolled in and have access to all of the same broad course of study as our non-EL students.  LCAP goals have been created that call for review and monitoring of the English language arts and mathematics CAASPP testing scores of students with disabilities, across K-12 grades.	Met		29JUN2023	2023
01612590114363	American Indian Public Charter School II	7	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 state standards.	Students identified as EL attend all mainstream classes with classroom teachers who have attained their English Learner Authorization and have received professional development in designated and integrated ELD instructional strategies. Emerging level EL students do also receive pull-out intervention, however this intervention time is limited to 30 minutes and does not interfere with core subjects in the students' mainstream course of study.	AIMS provides all students access to courses to meet and exceed state standards.  A potential barrier preventing the LEA from providing access to a broad course of study for all students, might be the consideration of students receiving special education services outside of the general education class. However, students receiving support services outside of the general education setting are done so only after careful review with the IEP team determining the least restrictive environment for students to receive educational benefit. Presently, students with disabilities participate in the general education setting no less than 90%, during which they are in the regular class, extracurricular activities and non academic activities. Therefore, AIMS provides all students access to a broad course of study to meet and exceed state standards.	In  previous years, Newcomer students attended separate core classes for ELA and were not integrated into the same broad course of study as non-Newcomer students. Now our LEA ensures that all EL students, including Newcomers, are enrolled in and have access to all of the same broad course of stuIdy as our non-EL students.  LCAP goals have been created that call for review and monitoring of the English language arts and mathematics CAASPP testing scores of students with disabilities, across K-12 grades.	Met		29JUN2023	2023
01612590114868	Oakland Charter High	7	We measure access to a broad course of study through Naviance, our internal Student Transcript Evaluation worksheets, and college application data. At the beginning of their academic studies, all students are automatically assigned into courses that are A-G approved on our UC Course Management Portal. Students in 9th grade get to choose which world language class they want to enroll in so that we give some flexibility in course offerings. In 10th grade, students continue on the college path by taking A-G approved courses. When the student gets to 11th and 12th grade, the student is able to choose electives that align with their interests. At the moment, we offer electives in science, technology, art, and social sciences. As a small school, serving less than 400 students, we recognize that we cannot offer all of the courses that a traditional comprehensive high school can offer. Therefore, we encourage and support our students in taking community college classes to expand and broaden their course options. Throughout the years, we support our students academically and socio-emotionally to pass all of their classes and explore different options by either taking community college classes and/or by participating in academic extracurricular activities. Thus, by the time our students finish high school, they have met all A-G requirements and are eligible for college admissions.	100% of our students have access to a broad course of study that includes meeting and passing all A-G requirements to become college eligible by the time they graduate regardless of income, race, primary language, disability, and/or family situation. Every student at our school receives instruction that is aligned to the California content standards, as well as any necessary intervention, accommodations, and assistance to meet graduation, college, and career requirements. Using survey data, we asked students to choose elective courses and provide any feedback and ideas on new courses that they would like to see offered at our school. All students were able to enroll into one of their top elective choices and all 12th graders were able to select two or more electives of their choice. By graduation, all students are able to take history, English, math, science, art, world languages, physical education, technology, and personal finance courses.	Because we are a small school, with less than 400 students enrolled, we have to limit our course offerings to what students are most interested in. Classroom space has also been an issue in terms of our ability to offer certain courses. We are in the beginning phases of exploring CTE pathways due to student enrollment and space allocation. We are hoping to continue partnering with our local community college to offer opportunities for students to take courses that are currently not offered at the school site.	The school will continue to explore CTE pathways. We will also continue to support and strengthen our response to intervention model to ensure that our students receive the attention they require to be able to access and pass their courses. Additionally, we will place an emphasis on restructuring our credit recovery program with the goal of having 100% of our students be eligible for college upon graduation. Our multi-tiered system of support and our English learner program will ensure that our newcomer students and our Long Term English Learners will gain the necessary language skills to succeed in high school and beyond.	Met		21JUN2023	2023
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		06JUN2023	2023
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 # students will graduate in 2023 under A-G requirements, and none have been assigned the CA minimum track. The remaining # students in the graduating class of 2023 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. We are also starting an Education pathway.	Met		13JUN2023	2023
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.	Met		16JUN2023	2023
01612590118224	Aspire Golden State College Preparatory Academy	7	With support from Aspire Public Schools, we utilize our Student Information System, PowerSchool, to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study.We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		22JUN2023	2023
01612590126748	LPS Oakland R & D Campus	7	All Network School Administrators were given eight sessions of high quality professional development focused on equity based master scheduling. This was done to ensure that all students have multiple access points to board adopted scope of course work, including AP and college course offerings. As a network the school administrators meet regularly with home office staff as well as with counselors and career and college advisory to examine data which drives course offerings. Students have voice in course selections through course requests to drive the offering of selected course materials. Teachers also collaborate on courses offered in order to promote staff well being and increase Student Learning Outcomes (SLO’s). Infinite campus (SIS) provides multiple training throughout the year with the goal of ensuring equity driven scheduling for all students.	LPS Oakland R&D has partnerships with a variety community organizations which supports the social-emotional developmental work the school does. For the last several years, the school 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. The school is also in partnership with OUSD for our Measure N grant and as a co-located school site. The school shares 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. The school 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.	Despite the effects of the national teachers shortage and limited access to in person teaching the school was able to continue to provide A-G courses via an online learning platform. Additionally, student attendance has been, on average 89% indicating a need to increase enrollment in the broad course of study offered as this affects the number and type of college classes our students have access to based on minimum attendance requirements.	In response to the data, Oakland R&D will continue to extend teacher understanding and utilization of standard aligned units and teaching to enrich the education of all students. The school will continue to develop enrichment opportunities as it relates to a broad course of study. Working with community partners and the Coordinator of College and Career the school will expand and enhance post-secondary opportunities for college and career pathways.	Met		28JUN2023	2023
01612590128413	Aspire College Academy	7	With support from Aspire Public Schools, we utilize our Student Information System, PowerSchool, to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study. We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		22JUN2023	2023
01612590129635	Downtown Charter Academy	7	At Downtown Charter Academy we analyze data from the SBAC and ELPAC results, IEP evaluations, individualized MAP progress reports, unit assessments, quizzes, observations, teachers, parents, and students' input through surveys and anecdotal records to assess Tier 1 and 2 and English Learners needs.	For Students with IEP: Specialized Academic Instruction in the Resource Room focuses on individualized math, reading, and writing goals in a small group setting  Research-based strategies  (e.g. active reading strategies, summarize when reading and writing, how to unpack math word problems) can transfer to many academic contexts as students continue on their educational path In Class Support - Intervention Paraprofessionals and Push In SAI  The goal is for students to move to greater independence  Plan Meetings (every year) and Eligibility Evaluation Meetings (every three years)  Parents/caregivers are a crucial part of the IEP Team, with valuable knowledge and input about the student For the English Learners: Designated ELD class: one 50 minute class a week in small groups. ELs develop critical English language skills necessary for academic content learning in English. Integrated ELD: ELs receive in-class English language support during History classes regularly.   School-Wide Instructional Practices: Teacher Tip/Skill of the Week; PD days Language Challenge: monthly activity where all students can have fun using English in a challenging way and get extra points. Reading Program: daily at-home reading accompanied by parent/guardian For all other Tier 2 Students: Weekly 1-1 and small group tutoring in math and English as needed. Intentional scaffolding and best practices included daily in lesson plans and instruction that directly address students’ needs. SST process	At Downtown Charter Academy we have a robust specialized support and  intervention program to support all students and their individual needs.	We will continue to improve and support instructional practices, use of Standards' based curriculum and intervention program as described in previous questions so that students receive an excellent education.	Met		21JUN2023	2023
01612590129932	East Bay Innovation Academy	7	EBIA uses an array of data sources to track access, progress, and needs of English Language Learners, students with special needs, foster youth, and student sub-groups, including MAP, SBAC, LPAC, AP Scores, course enrollment, transcript reviews, and trimester pass-fail rates.	EBIA provides access to AP and A-G classes. The school offers an annual course information night for students and their families. Students are provided support through advisory to ensure appropriate course selection. In our upper school, the Director of College and Career Readiness and the Administrative team conduct tri-annual transcript and grade reviews to ensure students are on track and identify students in need of support and/or credit recovery. At both upper and lower school, teachers provide office hours and Individualized learning Time (ILT) 2x's per week to provide students with additional support to master course content. English language learners are identified through the LPAC and provided with additional pull-out supports and services based on their EL classification. In our Lower School, grade level teams meet weekly to discuss student supports and to implement student success team (SST) processes and services. Summer Bridge classes are offered to students in grades 6-12 to support credit and/or skills recovery.	In our Upper School campus, due in part to our rigorous course requirements which go above the California A-G requirements, we have found that students fall behind in graduation requirements when they fail a semester. EBIA recognizes the need to provide more robust pro-active and systematized supports to prevent students from failing classes. This may include the implementation of grade level teams that parallel the supports that exist at our lower school campus. In addition, EBIA recognizes the need for an improved approach to ensure credit recovery that will enable all students to meet graduation requirements.	EBIA will focus on improving tier 2 student supports, particularly in our Upper School. This may include but is not limited to (1) implementation of grade level team structures and weekly review review systems to identify students in need of additional supports and/or SST processes, (2) tri-annual transcript and grade reviews to identify students in need of credit recovery supports, (3) creation of on-going credit-recovery structures and roles/responsibilities for specific personnel, and (4) design/maintenance of personalized credit recovery plans for students.	Met		31MAY2023	2023
01612590130617	Oakland Military Institute, College Preparatory Academy	7	-Annual CAASPP Scores  ??-Renaissance Star Reading and Math Assessment Results -8th Grade Promotion Rate  -High School Graduation Rate  -College/Career Indicator (CCI)	Based on teacher feedback, principal observation and local assessment indicators, the actions associated with Core/induction coaching and curriculum sequencing/lesson planning was significant in progressing toward the goal of improving quality instruction. Furthermore, a focus on goal-setting and reflection in the evaluation process and frequent classroom observations with feedback cycle saw notable improvement in teacher confidence, lesson planning and student responsiveness based on coaches' feedback.	1. Due to teacher feedback and scheduling issues, teacher coaching shifted in the spring from ICLE coaches to Core coaches at largely similar cost. AVID was not implemented because the planning and training was not done in 21-22 in order to be in time for 22-23 activation. Additionally, due to the following time intensive initiatives, it was determined that we did not have the time to add another large initiative: 2. ELA and Math pilot and adoption process to ensure common CCSS curriculum across all grade levels in math and English 3. BARR initiative was launched in August 2022 and the large amount of training and staff time fille up our PD and mtg schedule in 22-23. 4. An intensive reading intervention program was launched in August 2022 in response to our extremely low reading scores. This program required extensive coaching and staff time. 5. Due to an evaluation by observation and teacher feedback that students had extremely limited writing skills coupled with our largely inexperienced teaching staff feeling ill-equipped to address the intensive writing needs, we determined the need to bring in an intensive writing program and staff training.	"Changes made for the upcoming year revolve around doubling down on ""deep implementation"" of the initiatives that were strongly perceived by the OMI community as having the most positive impact on student achievement in 22-23 and not adding anything new to the plate of our staff that may detract from or limit the cadence of progress. Changes include a focus on the following for 23-24: 1. Implementation of the newly adopted ELA and Math Curriculum SAVVAS - curriculum mapping & lesson design with Literacy and Math coaches 2. Deep Implementation and expansion of HMH Read 180/System 44 Reading intervention to remediate learning loss and propel our English Learner literacy and SuccessMaker Math personalized math remediation. 3. School wide focus on writing and vocabulary expansion using Jane Schaffer Writing Program for multiple writing modalities across disciplines 4. Coaching for new and recently credentialed induction teachers."	Met		22JUN2023	2023
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		14JUN2023	2023
01612590130666	Aspire Lionel Wilson College Preparatory Academy	7	With support from Aspire Public Schools, we utilize our Student Information System, PowerSchool, to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study.We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		22JUN2023	2023
01612590130732	Aspire Triumph Technology Academy	7	With support from Aspire Public Schools, we utilize our Student Information System, PowerSchool, to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study.We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		22JUN2023	2023
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		12JUN2023	2023
01612590134015	Lodestar: A Lighthouse Community Charter Public	7	The locally selected measures or tools used to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. The LEA uses 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.	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. 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.	Identification of any barriers preventing access to a broad course of study for all students. 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		14JUN2023	2023
01612593030772	Oakland School for the Arts	7	Over the course of the last two years, our Academic departments have undertaken the work of establishing a vertically aligned program of study from 6th to 12th grade for each department. These are all aligned to the respective state standards for their content area. Last year we purchased benchmark assessments from progress learning for our science department. We also implemented an internal placement test for mathematics. By the end of our current school year, there will be a benchmark assessment that will take place at the beginning, middle, and end of a course to track progress for all of our students.	When students are scheduled, we make sure that their state and A-G requirements are being met. Beyond that, we work to give students input in their elective courses, internship, and concurrent enrollment opportunities. If students are identified as needing more support, we work with them, their families, their case managers, and teachers to explore how we can structure their schedules to help them find success. When course catalogs open for the upcoming year, we make sure to go over options with students and parents so they are aware of their progress, the courses they need to take, and the choices that are available to them. We've also been evaluating data to try and spot any patterns for failure rates, interest in upper level classes, and other trends. We do this to try and identify any barriers to accessing classes and curriculum so we can take action as needed.	The larger barriers that OSA is facing are limits in facilities and funding. Students have a wide range of ability that we monitor via our benchmarks, so in an ideal world our school would be able to provide more targeted remediation and acceleration for both the academics and the arts. As of now, we do not have the space or budget to schedule smaller sections to help students work on fundamental academic and arts skills. In addition, many of our students would greatly benefit from a more robust internship program. Being able to hire someone to expand that program would be incredibly valuable to our student community.	OSA has implemented a small school AVID program to help students who need assistance with building fundamental student skills. There is one section in middle school, and one section in high school. We're also building our internship connections and program to reach more students, and are working with the Peralta Community College system to offer concurrent enrollment options on our campus each semester. The master schedule is designed every year to take student input and need into account. For example, this year there was a heavy need for credit recovery in Biology and Algebra, so sections were put in place to keep students on track. Simultaneously, there was heavy interest in college level English, arts, and math, so OSA worked with Berkeley City and Laney Colleges to offer 2 in person sections of English 1a, two sections of Chinese music, and one section of Calculus this fall. Based on student input, we're also offering a section of Art history as an elective in the spring, along with college level English 1b and statistics.	Met		08JUN2023	2023
01612596111660	Oakland Charter Academy	7	We measure access to a broad course of study by analyzing data from benchmark assessments, State testing, student report cards, and surveys. At the beginning of their academic studies, all students, regardless of income, race, primary language, disability, and/or family situation, are automatically assigned into courses that are standards aligned and will provide them the tools necessary to succeed in middle school and beyond. Each student is enrolled in history, English, math, science, and physical education. As a small school, serving less than 350 students, we recognize that we cannot offer all of the elective courses that a traditional comprehensive middle school can offer. Therefore, we encourage and support our students to take part in after school activities, clubs, and workshops. Throughout the year, we support our students academically and socio-emotionally to pass all of their classes.	100% of our students have access to a broad course of study. Every student at our school receives instruction that is aligned to the California content standards, as well as any necessary intervention, accommodations, and assistance to meet promotion requirements. Using survey data, we asked students to choose elective courses and provide any feedback and ideas on new courses that they would like to see offered at our school.	Because we are a small school, with less than 350 students enrolled, we have to limit our elective course offerings. Classroom space has also been an issue in terms of our ability to offer certain courses such as ceramics or dance. Nevertheless, our school is committed to ensuring that all core classes are offered to all students and that our intervention program is robust to support all students in passing their classes.	The school will continue to support and strengthen our response to intervention model to ensure that our students receive the attention they require to be able to access and pass their courses. Our multi-tiered system of support and our English learner program will ensure that our newcomer students and our Long Term English Learners will gain the necessary language skills to reclassify and be successful in middle school and beyond.	Met		21JUN2023	2023
01612596113807	AIMS College Prep Middle	7	AIMS provides all students access to courses to meet and exceed state standards.    AIMS education specialists are using the SIS: PowerSchool to track and follow the academic progress of students with disabilities to ensure that they have access to and are enrolled in a broad course of study	Students identified as EL attend all mainstream classes with classroom teachers who have attained their English Learner Authorization and have received professional development in designated and integrated ELD instructional strategies. Emerging level EL students do also receive pull-out intervention, however this intervention time is limited to 30 minutes and does not interfere with core subjects in the students' mainstream course of study.    Students with disabilities receiving special education services are supported by their education specialists across a broad course of study that incorporates collaboration between the general and special educators to ensure that appropriate specialized supports are being used during instruction of multiple subject areas for all students. Universal design for learning strategies and practices are shared and modeled to accommodate different learning modalities and encourage student engagement across subject areas.	A potential barrier preventing the LEA from providing access to a broad course of study for all students, might be the consideration of students receiving special education services outside of the general education class. However, students receiving support services outside of the general education setting are done so only after careful review with the IEP team determining the least restrictive environment for students to receive educational benefit. Presently, students with disabilities participate in the general education setting no less than 90%, during which they are in regular class, extracurricular activities and non-academic activities. Therefore, AIMS provides all students access to a broad course of study to meet and exceed state standards.	In previous years, Newcomer students attended separate core classes for ELA and were not integrated into the same broad course of study as non-Newcomer students. Now our LEA ensures that all EL students, including Newcomers, are enrolled in and have access to all of the same broad course of study as our non-EL students.  LCAP goals have been created that call for review and monitoring of the English language arts and mathematics CAASPP testing scores of students with disabilities, across K-12 grades.	Met		29JUN2023	2023
01612596117568	Aspire Monarch Academy	7	With support from Aspire Public Schools, we utilize our Student Information System, PowerSchool, to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study.We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed	Met		22JUN2023	2023
01612596117972	North Oakland Community Charter	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
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.	Met		16JUN2023	2023
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 who complete the three course science pathway in high school	For the 2021-22 school year, data indicates 94.7% of all PUSD graduates completed 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.	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 the bell schedule was arranged so that all three secondary schools could share staff and students between the schools.	In addition an A-G Improvement grant has supported the development of an A-G tracking tool to ensure all interested students complete their A-G requirements.	Met		12JUN2023	2023
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 Universal Design for LearningIn 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 51 unique classes with 1041 students enrolled. We have a total of 180 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 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. Integrated and Designated ELD and inclusive instruction for students with IEPs continue to be an area of focus in order to ensure access to a broad course of study for all students. The rollout of the EL Master Plan to all SLUSD staff has supported in sharpening the district lens in supporting English Learners, as has the offering of professional development to teachers to improve instruction. Peer mentoring and support to our high school Newcomer students continues to be a growth area. 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 focuses on multilingualism and cultivates college and career achievement through mentoring and counseling.	This year our professional development framework centered on Antiracist Universal Design for Learning, with a focus on ensuring that all students have access to a broad course of study. Workshops at our district PD days focused on strategies and design principles that support access for all students regardless of previous educational experience or background. Additional professional learning opportunities on Integrated and Designated ELD, support for newcomers, culturally and linguistically responsive teaching practices, and a high school math adoption process that centered the needs of English learners and students with disabilities were designed to ensure access to the board-adopted standards-aligned curriculum. A policy analysis of designated ELD for dually identified students has been a major focus this year to remove barriers for English learners with IEPs.	Met		27JUN2023	2023
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 12 different AP courses. San Lorenzo High School offers 9 different AP courses, while East Bay Arts High School offers 4 AP courses (for a very small school). During the 2022-23 school year, 25.5% of high school students in grades 10-12 were enrolled in at least one AP class.  We plan to increase AP enrollment in the next few years. 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 with 203 students attending the center during the 2022-23 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 which is consistently above 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.	During the pandemic and Distance Learning, 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.	Met		20JUN2023	2023
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		06JUN2023	2023
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		06JUN2023	2023
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 2021/22 school year, 64% of Dublin High School 11th graders are set to meet UC/CSU requirements. Students have access to 42 CTE courses with 1,909 enrolled in 2020/21. For the 2021/22 school year, there were 55% of all 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 ensure access to devices or an access point to connect to the internet at home. If a device or access is not available at home, we 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. The recent adoption of Mathematics ensures 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 course outlines, 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 throughout all tiers of instruction. We continue to use data so that inequities can be illustrated and addressed. 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 with the academic foundations needed to transition into AP classes and enhance their success in AP courses.	Met		27JUN2023	2023
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 2021-2022, overall 76.5% of PUSD students met these requirements, while 37.3% of English Learners, 49.2% of low income students, and 19.5% of students with disabilities met all requirements for admission. For students of color, 85.8% of Asian students, 18.8% of African American students, 47.3% of Hispanic students and 76.3% of White students met the requirements. Math enrollment shows that in 2022-2023 for Algebra 1, 6.65% of English Learners, 12.5% of low income students, and 6.98% of students with disabilities are enrolled in Algebra 1. For students of color, 24.18% of Asian students, 2.75% of African American students, 19.15% of Hispanic students and 45.94% of White students are enrolled. Pass rates for these students are 70.73% of English Learners, 75.32% of low income students, and 97.67% of students with disabilities in Algebra 1. For students of color, 97.98% of Asian students, 58.82% of African American students, 82.20% of Hispanic students and 96.81% of White students passed the Algebra 1 course. Overall, in 2022-2023, 72.37% of students enrolled in the Advanced Placement courses are Asian, .45% are African American, 1.08% are Filipino, 17.52% are White and 3.79% are Hispanic.	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.	#NAME?	Met		22JUN2023	2023
01751190000000	Sunol Glen Unified	7	We use 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 and course enrollment data is utilized as the tool for for determining access.   Based on this measure, we determined that English learners, and students with disabilities were able to access all subjects within a broad course of study.	All students enrolled at SGUSD are provided the opportunity to participate in art, music and PE each week. This access is built into their daily schedule and qualified credentialed teachers provide students with instruction and practice in the defined courses. Students with IEPs are provided necessary support to access mainstreamed education as appropriate per their needs and are fully integrated into the school schedules. 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. All students (including unduplicated students and students with disabilities) are offered access to all required subject areas.	Currently, our monitoring and tracking of participation indicates that students are able to access the courses they are assigned to without interference or disruption.	Some actions that we have implemented to ensure access to a broad course of study 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	Met		27JUN2023	2023
01771800000000	SBE - Latitude 37.8 High	7	Latitude develops a Personalized Learning Plan for every student, which is a key tool that the LEA uses to track students’ access to and enrollment in a broad course of study. Every student has an advisor who oversees the Personalized Learning Plan throughout the student’s four years at Latitude. The Leadership Team conducts a review twice annually of students’ Personalized Learning Plans and transcripts, then analyzes results overall and for all subgroups.	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).	Met		16JUN2023	2023
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).	Met		16JUN2023	2023
02100250000000	Alpine County Office of Education	7	All students have access to core content areas of ELA/ELD, mathematics, science, history/social sciences, physical education, health education, and visual arts. Core content areas are supported by adopted curricula and locally developed learning experiences. Students also have access to expanded learning opportunities through field trips, after school programming, intercession/school holiday programming, and other activities in which the LEA participates with the local community. Students with exceptional needs are served by a variety of local staff members and meeting needs is assured through partnership in the joint Lake Tahoe/Alpine SELPA.	All students in the LEA have access to a broad course of study in core, academic content areas. School sites differ in the expanded opportunities that are available at each site. Both school sites are unique in size, location, and accessibility.	Weather can impact access to extracurricular activities as well as school sites. Staffing constraints at smaller schools can also present challenges to extracurricular activities.	LEA does its best to ensure both school sites have adequate staff and resources to offer full access to the broad, core academic course of study.	Met		29JUN2023	2023
02613330000000	Alpine County Unified	7	All students have access to core content areas of ELA/ELD, mathematics, science, history/social sciences, physical education, health education, and visual arts. Core content areas are supported by adopted curricula and locally developed learning experiences. Students also have access to expanded learning opportunities through field trips, after school programming, intercession/school holiday programming, and other activities in which the LEA participates with the local community. Students with exceptional needs are served by a variety of local staff members and meeting needs is assured through partnership in the joint Lake Tahoe/Alpine SELPA.	All students in the LEA have access to a broad course of study in core, academic content areas. School sites differ in the expanded opportunities that are available at each site. Both school sites are unique in size, location, and accessibility.	Weather can impact access to extracurricular activities as well as school sites. Staffing constraints at smaller schools can also present challenges to extracurricular activities.	LEA does its best to ensure both school sites have adequate staff and resources to offer full access to the broad, core academic course of study.	Met		29JUN2023	2023
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 walkthroughs 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 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. In response to this, personal finance has been added a a math offering, and forensic chemistry has been added for science, with plans for an astronomy course underway as well. This demonstrates our commitment to extending access to an even more broad course of study for all high school students.	Overall availability of funding to support the needed implementation and acquisition of resources and training is a barrier. Funds typically are not sufficient to meet the ongoing needs of our students. While there has been an influx in federal and state 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 socialemotional 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. Putting together a master schedule without conflicts that has broad, competitive offerings at high schools of 500 - 700 students is extremely challenging. 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.	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 2022-23, 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 adopted new instructional materials for government, and economics this year. We have also begun Next Generation Science Standards (NGSS) aligned curriculum implementation in all grade levels, with new curriculum adoptions for The Living Earth, Chemistry in the Earth System, and Physics of the Universe at the high school level.	Met		21JUN2023	2023
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 walkthroughs 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 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. In response to this, personal finance has been added a a math offering, and forensic chemistry has been added for science, with plans for an astronomy course underway as well. This demonstrates our commitment to extending access to an even more broad course of study for all high school students.	Overall availability of funding to support the needed implementation and acquisition of resources and training is a barrier. Funds typically are not sufficient to meet the ongoing needs of our students. While there has been an influx in federal and state 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. Putting together a master schedule without conflicts that has broad, competitive offerings at high schools of 500 - 700 students is extremely challenging. 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.	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 2022-23, 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 adopted new instructional materials for government, and economics this year. We have also begun Next Generation Science Standards (NGSS) aligned curriculum implementation in all grade levels, with new curriculum adoptions for The Living Earth, Chemistry in the Earth System, and Physics of the Universe at the high school level.	Met		21JUN2023	2023
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 continuing to explore alternatives that prepare students for career opportunities such as the community school program piloting 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. In the spring of 2022, the LEA received the A-G Completion Grant. Part of this grant funded a new Student Outcomes Coordinator. This coordinator increased access to A-G courses for all BCOE schools through identifying opportunities in course development. In addition this position supported the continued growth and development of student internship opportunities aligned with academic standards.	Met		26JUN2023	2023
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 are 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 readiness. 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		09JUN2023	2023
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.  In the spring of 2022,Come Back received the A-G Completion Grant.  Part of this grant funded a new Student Outcomes Coordinator.  This coordinator increased access to A-G courses for Come Back students through identifying opportunities in course development.  In addition, this position supported the continued growth and development of student internship opportunities aligned with academic standards.	Met		26JUN2023	2023
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. Theleadership team believes students should receive a personalized and real-world approach to learning. Every studenthas access to courses appropriate for meeting individual needs. Students receive instruction in all required contentareas using a standards-aligned curriculum. All high school students have access to A-G courses in addition toconcurrent enrollment with a local community college. In addition students have access to A-G courses through the on-line curriculum Edgenuity. Hearthstone maintains 3full 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 pilot internship programs.	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. In Spring 2022, Hearthstone received the A-G Completion Grant. Part of this grant funded a new Student Outcomes Coordinator. This coordinator increases access to A-G courses for Hearthstone students through identifying opportunities in course development. In addition this position supports the continued growth and development of student internship opportunities aligned with academic standards.	Met		26JUN2023	2023
04613820000000	Bangor Union Elementary	7	We use sheer percent of students either enrolled in such courses or who have due access to such programs.	In addition to core subjects including PE, we boast:  100% of our students have Art in the classroom. 100% of our students have a STEAM class. 100% of grades 4-8 have access to Student Leadership Experiences. 100% of our 4-8 have access to Band as of 2023-2024.	Barriers preventing Bangor from providing a broader course is the availability of staffing, and the economy of our small size and rural location.  ELOP and Prop 28 dollars allow for a new Band program and a stock of instruments.	We plan to staff a Garden Docent so that 100% of our students may access a Pre-Ag Pathway that will flow to our High School District's robust Ag Program.	Met		18MAY2023	2023
04614080000000	Biggs Unified	7	At the high school level the master schedule is used to track students being offerred a broad course of study, Graduration rate, CTE completion rate and students meeting A-G requirments are also used.  Students in grades 1-7 are all enrolled in core classes and given the opptunity to particpate in all activities offered in the district.  The size of the district allows a close eye on all students in the course of study	The size of our district and master schedule insures all students have acces to and are enrolled in a broad course of student.  Thier are no differenc across school sites and student groups.	No barriers exsist in providing acces to a broad course of study for all students	The district recently hired an additional art teacher to ensure all students have access to a broad course of study	Met		28JUN2023	2023
04614240000000	Chico Unified	7	Chico Unified primarily 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 percentage of students graduating with college preparatory (a-g) requirements grew for all students from 39.1% 2020-21 to 42.3% in 2021-22. The percentage of graduates who passed an Advanced Placement test went from 15.5% 2020-21 to 19.7% in 2021-22.	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 first time, in the 2022-2023 school year, both of our comprehensive high schools utilized a block schedule, allowing students broader access to courses. We also see trends in academic achievement in the lower grade levels that lead us to believe that students are lacking prerequisite skills for a variety of courses, especially higher-level courses.	Chico Unified School District will continue to offer broad courses of study including: Advanced Placement, Career and Technical Education, GATE (grades 4-5), honors courses, college-level coursework, visual and performing arts, world language, college preparatory, and alternative education. The 8-period block schedule will remain in place at both comprehensive high schools.  At the elementary levels, for the 2023-2024 school  year, Chico Unified will employ reading teachers at each elementary school site to continue support basic reading skill instruction.	Met		21JUN2023	2023
04614240110551	Nord Country	7	We use student schedules, class schedules as well as our student information system to ensure all students have access to, and are enrolled in, a broad course of study.	100% of our students have access to, and are enrolled in, a broad course of study. There are no differences across student groups.	There are no barriers at this time.	No revisions, decisions, or new actions need to be made. We will simply continue what we have been doing	Met		28JUN2023	2023
04614240118042	Forest Ranch Charter	7	Our MTSS Leadership Team reviews student class and course placement each year. Student s in TK – 8th are in self-contained classes with small numbers and have access to all required areas of study and many elective activities. This is tracked through 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 – 8th are in self-contained classes with small numbers and have access to all required areas of study and many elective activities. This is tracked through 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 – 8th are in self-contained classes with small numbers and have access to all required areas of study and many elective activities. This is tracked through 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 – 8th are in self-contained classes with small numbers and have access to all required areas of study and many elective activities. This is tracked through 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.	Met		27JUN2023	2023
04614240120394	Inspire School of Arts and Sciences	7	Inspire School of Arts and Sciences 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.	Met		19JUN2023	2023
04614240121475	Sherwood Montessori	7	We measured course access by evaluating the implemented curricula and MTSS records.	We found that curricula represents all areas in the State Priorities.	Identified Barriers include: There is a need to calibrate staff understanding regarding giving access for all students.	Actions being taken include: Sherwood will participate in the California Scaling up Multi-System of Support Phase 3 initiative	Met		15JUN2023	2023
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		12JUN2023	2023
04614240137828	Pivot Charter School North Valley II	7	The metrics and tools that the LEA will be using to track the extent to which all students have access to a broad  course of study will be our updated course library, as well as our internal recommended course list for concurrent  enrollment. The LEA will measure the extent to which students are enrolled in a broad course of study by examining the number of students who enroll in each course and the number of students who go on to complete those courses.  We will also examine the number of students engaged in concurrent enrollment. Each of these metrics will be broken out to show grade spans, unduplicated student groups, and individuals with exceptional needs.	At the elementary level, students access core coursework online and additional coursework while attending the on-site program at the resource center. The on-site program provides students with additional support and enrichment opportunities, such as workshops, clubs, and electives. At the middle school level, students also access core coursework online. In addition to core courses, students have the opportunity to take a variety of electives, such as art, music, and foreign language. The on-site program for middle school students offers even more opportunities for enrichment, such as clubs, sports, and other activities. At the high school level, students have the most flexibility in their learning. They can choose from a wide variety of online courses, including AP and honors courses. They can also take courses at local community colleges. The on-site program for high school students offers a variety of support services, such as tutoring, academic advising, and career counseling.	Elementary students who do not attend the resource center program have the greatest barrier to accessing a broad course of study. Parents are trained on the curriculum, but some parents may not be able to commit to working with their children on a daily basis. Elective courses and field trips can help provide a broader course of study for these students.  Another barrier is the low number of electives being taken by middle school students. Middle school students who attend the resource center or participate in field trips regularly do have the opportunity to engage in enrichment activities. However, those that do not engage in these activities may not engage with other areas of study.  One major barrier for high school students is the limitations created by the use of academies. By asking students to select a pathway in 9th and 10th grades, some students may be selecting out of a more broad course of study that they could have found success in.	The LEA will create more embedded support for middle school students within their core curriculum to provide more students to participate in elective course work. These supports will focus partly on creating assignment alternatives that connect to a broader range of the student’s knowledge and experience. Pivot will also create more accurate and engaging course catalogs for teachers, students, and their teams to review eligible elective coursework.  The LEA will remove the academy selection form and process for 9th and 10th graders, and instead expose them to the widest options for choices. Narrowing of courses will occur later, when students' individual goals and best interests become more clear. Pivot has expanded the use of on-site support and enrichment courses for high school students. These will continue to be strengthened by embedding these activities in students dashboards, for better tracking and wider use across schools.	Met		15JUN2023	2023
04614240141085	Achieve Charter School of Chico	7	Achieve tracks providing equal access to elective classes, including foreign language and fine and performing arts for all students through a review of the school's 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 students do not miss foreign language or fine and performing arts activities.	There are no barriers as all students are enrolled in the same courses.	All students have access to a broad course of study.	Met		14JUN2023	2023
04614246113773	Chico Country Day	7	Course Enrollment Data: The LEA used its student information system to keep track of course enrollment data, tracking which courses students are enrolled in and whether they have access to a broad range of subjects and grade-appropriate coursework.  Individualized Education Plans (IEPs): For students with exceptional needs, the LEA may use IEPs as a tool to ensure that each student's unique educational requirements are met, including access to a broad course of study tailored to their abilities and needs.  Data Analysis Tools: Data analysis tools can help identify trends and disparities in course enrollment among different student groups. By disaggregating data by race, ethnicity, socioeconomic status, and other factors, the LEA can pinpoint areas where improvements are needed.  Parent and Student Surveys: Surveys administered to parents and students can provide valuable insights into their perceptions of course off	Across the LEA, the majority of students have access to a broad course of study, with increased efforts to expand course offerings. Enrollment data indicates that a substantial portion of students are enrolled in a diverse set of courses appropriate for their grade spans, reflecting a positive trend in promoting comprehensive education.  Our school offers a wide range of course offerings and continues to look at ways to provide more opportunities for students to enroll in advanced or specialized courses.  Significant progress has been made in reducing disparities based on student groups, with an emphasis on ensuring equitable access. However, some disparities persist among unduplicated student groups. For instance, students from historically underserved backgrounds still face challenges in accessing advanced courses.  Over the past few years, the LEA has shown a positive trajectory in increasing access to a broad course of study. The LEA has invested in professional development for teachers, revised curriculum offerings, and expanded course options, leading to improved enrollment in advanced coursework.   In summary, the LEA has made commendable progress in promoting equitable access to a broad course of study for all students. We will continue our efforts to address discrepancies. The LEA remains committed to its goal of ensuring that every student has equal opportunities to enroll in a diverse range of courses aligned with their grade spans and educational goals.	Barriers preventing the LEA (Local Education Agency) from providing access to a broad course of study for all students may include:  Resource Allocation: Inadequate state level appropriation of resources, including funding, qualified teachers, and instructional materials, can limit the variety of courses available.   Scheduling Constraints: Limited time slots in the school day and difficulties in coordinating schedules present challenges to offer a wide range of courses, especially when the school enrollment is at capacity.  Equity Gaps: Historical disparities in educational opportunities can persist, with some students, particularly those from underrepresented backgrounds, having fewer chances to access advanced courses.  Counselor Workloads: High counselor-to-student ratios can hinder the ability to provide guidance and support for course selection, especially  Standardized Testing Pressure: A state level focus on standardized testing and test preparation may divert resources and attention away from offering a diverse curriculum.   Teacher Bias: Unintentional teacher bias in course recommendations can impact students' access to certain courses or programs, especially for those in underrepresented groups.  Addressing these barriers will require a concerted effort by the LEA, including targeted resource allocation, professional development, policy changes, and community engagement, to ensure that all students have equitable access to a broad and enriching course of study.	Resource Allocation The LEA has revised its budget allocation process to prioritize schools and programs serving underrepresented and disadvantaged students.  Professional Development Comprehensive professional development programs have been put in place to enhance teacher qualifications and expertise in specialized subjects. Training sessions on culturally responsive teaching and addressing implicit bias are provided to promote equitable access.  Scheduling Flexibility The LEA has restructured school schedules to allow for more flexible course offerings, accommodating a broader range of subjects and student needs.  Equity Initiatives The LEA has launched equity initiatives to identify and eliminate disparities in access to courses, especially among underrepresented student groups. These initiatives involve targeted interventions, additional support services, and resources to ensure that all students can participate in a broad course of study.  School Social Worker The LEA has hired a full-time social worker to personalize guidance and identify and address barriers that may prevent students from attending school.   Community Engagement The LEA actively involves parents, students, and community members in decision-making processes related to course offerings and resource allocation. Regular community forums and surveys are conducted to gather input and feedback.	Met		06JUN2023	2023
04614246119523	Blue Oak Charter	7	Blue Oak implements Waldorf including a second language for all students, music, and other studies.  All students are included.	All students have full access to a broad course of study through specialities.	Funding and availability of qualified teachers can be a limiting factor.	This is a consistent annual priority for our Waldorf program	Not Met For Two or More Years			2023
04614320000000	Durham Unified	7	The district utilized the Aeries student information system and master schedules to determine to track the extend to which all students have access to, and are enrolled in, a broad course of study.	The master schedule at the intermediate school is impeding the ability of English Language Learners and Students with Disabilities to access the full range of courses. This issue is not present at the elementary school or high school.	The barrier in the intermediate schedule is the master schedule only has one period for electives at each grade level and ELL and study skills classes are scheduled during this period to avoid pulling students out our core classes for these required support courses.	The intermediate school and high school will have a team of teachers and administers work this year to create a new schedule that allows for both required support classes and electives for all students.	Met		28JUN2023	2023
04614570000000	Golden Feather Union Elementary	7	As a district with a single school site, we employ a variety of methods and tools to monitor and enhance students' access to and enrollment in a broad course of study. Our chosen measures include grade-level assessments, enrollment data, course offerings, and individual education plans (IEPs) for students with exceptional needs. These resources help us gauge the extent of access to different subjects and programs within our school.	Based on our selected measures, we have observed that the majority of our students at the single school site enjoy adequate access to and enrollment in a broad course of study. Our aim is to provide a diverse range of subjects and programs to ensure a comprehensive education for all students. While we do not encounter variations across school sites like larger districts, we do consider the potential differences among student groups based on their individual interests and needs. We also closely monitor progress over time to ensure continuous improvement in expanding access to a broad course of study.	We face certain challenges that may hinder universal access to a broad course of study. Limited resources, such as funding for specialized programs and materials, as well as staffing constraints, can pose barriers. Moreover, we recognize the importance of addressing the unique needs of exceptional students, who may require additional support and accommodations to access a broad course of study effectively.	In response to the outcomes yielded by our chosen measures, our district has proactively implemented or will be implementing various revisions, decisions, and new actions to guarantee access to a broad course of study for all students. We prioritize the allocation of resources to enrich our course offerings, encompassing both core academic subjects and enrichment programs. Continuous assessment and adjustment of staffing ensure that we have an ample number of qualified educators. Additionally, we actively engage with parents, students, and the community to gather valuable input regarding specific needs and preferences, enabling us to make well-informed decisions.  Through regular reviews of our actions, as well as seeking feedback from stakeholders, we ensure that access to a broad course of study remains a top priority within our single school site.	Met		28JUN2023	2023
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. All students including unduplicated students are surveyed to ensure student voice.	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 redesigning our 6-8 master schedule to accommodate remediation and intervention in the area of math and ELA based on student needs as well as elective options such as careers, music, and art.	Met		29JUN2023	2023
04615070000000	Oroville City Elementary	7	OCESD utilizes many Self-Reflection tools in correspondence with our students to track how students are gaining access, how many students are enrolled, which broad base of study, based on grade spans, including unduplicated student groups and individuals with exceptional needs.   Our current Student Information System is AERIES.  AERIES allows us to track attendance and enrollment based on any demographic or program participation.  For our Students participating in Special Education, we use SEIS to track and report any IEP Meetings or changes in FAPE.   For Discipline related matters, we currently  use our AERIS system and SWIS PBIS Networks system to constantly report and analyze or data for quick response. For Academic Purposes, we utilize IReady for our Progress Monitoring and Benchmark Data.  We also use Illuminate to create any report for any student, any category and program for review to be used by each teacher, grade level and school in OCESD.	At the time of or LCAP creation for 23-24, we could not find any deficiencies in access for any of our students to a Broad Course of Study Options.  There was no limitations to access by any represented group or represented program.  We only found areas in which we could improve result outcomes, but access was not in question.	We don't feel there are any barriers at OCESD (with the creation of the 23-24 LCAP) that include barriers to a Broad course of Study for all students.  We have identified the deficient areas of growth and designed specific areas of focus to improve our overall progress.	Priority 7 of Goal 2 of the OCESD 23-24 LCAP includes the following information:   All students, including unduplicated pupils and individuals with exceptional needs in grades TK-8 have equal access to English/language arts, mathematics, science, social science, visual and performing arts, and physical education, as demonstrated by the Secondary Master Schedule and Elementary Program Offerings.  This Priority is followed throughout all academic programming at OCESD for all of our students.	Met		28JUN2023	2023
04615070121509	Ipakanni Early College Charter	7	The school uses online curriculum which provides standards based curriculum.	All student have access to a broad course of study.	There are no barriers.	All students have broad access.	Met		26JUN2023	2023
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 theater, and musical theater 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.  We are moving our Genius Hour to the middle of the day to ensure that all students have access to those enrichment activities.  It will better expose students to new concepts and subjects and overall expand their academic horizons.  We are also adding new teachers and staff who will be able to offer more options and smaller class sizes.	Met		28JUN2023	2023
04615150000000	Oroville Union High	7	For the 2022-2023 school year, 100% of OUHSD 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 OUHSD 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 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 offered 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 2023-2024 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 the California School Dashboard Indicators to inform educational practice.  Using 21-22 data, OUHSD had the following graduation rates:  87.9% All, 77.1% SWD, and N/A for 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 20-21 data, 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 State of California did not release College and Career Readiness data for the 21-22 school year.  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, an CTE courses, there is 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		21JUN2023	2023
04615230000000	Palermo Union Elementary	7	Master schedules and student schedules are 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 2023-2024 school year to all students.  In grades 4-5, students are assigned to self-contained classes in which all core subject matter is taught. Students with IEPs 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 2023-2024 school year to all students. All students will participate in physical education, visual arts and music rotations provided by subject matter specialists.   In grades 6-8, students are enrolled in departmentalized courses for core academic instruction. In addition, enrichment and intervention opportunities are provided for all students within the school day and will also be offered after school in the 2023-2024 school year. Students have the opportunity to participate in music, art, theater and agriculture during the exploratory period.	The following barriers have been identified in regards to our ability to provide a broad course of study to all students:  • 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. Instruction in visual arts will be added within the instructional day for students on all of our campuses.	Met		28JUN2023	2023
04615310000000	Paradise Unified	7	Data below is from CALPADS for 2022-2023  Total CTE Completers for 22/23 -  8 Total Socio-Economically Disadvantaged - 3 Total Students w/ Disabilities - 2  Total CTE Non-Completers for 22/23 -  102 Total Socio-Economically Disadvantaged - 46 Total Students w/ Disabilities - 20  Total students who were enrolled in CTE - 110  110/476 23%  Total Socio-Economically Disadvantaged Enrolled in CTE Courses - 49 49/476 11%  Total Students w/ Disabilities In a CTE Course - 22 22/476 5%   Total Students Enrolled in AP Course - 57 57/476 12%  Total AP who were Free & Reduced - 38 38/476 8%  Total AP who were Free - 25 25/476 5%	Paradise Unified School District has one comprehensive high school.    One hundred ten students were enrolled in a CTE course.    Twenty-three percent of our students have an IEP.  Twenty percent of the students enrolled in a CTE course have an IEP.  While this is close, there is a three percent difference in the number of students with an IEP who do not participate in CTE courses.  Three of our students (.05 percent) with an IEP participate in AP courses.    Approximately 74% of our students are identified as economically disadvantaged.  Forty-six percent of the students enrolled in CTE courses are identified as economically disadvantaged.  Sixty-six percent of our economically disadvantaged students are enrolled in AP courses.  Our economically disadvantaged students are not participating in CTE and AP courses at a level identified by their overall percentage of our population.	Pre Camp Fire PUSD had a student enrollment of approximately 3,400 students.  Following the Camp Fire our enrollment dropped by 51percent.  At our high school our enrollment dropped from approximately 1,300 to just below 500.  The reduction of students required adjustment and loss to programs.  Most of these losses were to CTE programs and other electives.  At the same time PUSD lost many of our certificated and classified staff.    Currently we are in the process of identifying and rebuilding programs.  Some of the barriers we are facing is getting CTE teachers.  Within our community there is a demand for the trades due to the amount of construction that is taking place.  Paradise has been identified as the fastest growing city in the United States for two years.  This is a great story, but it creates a demand on the labor and drives up labor costs.  There are also many federally funded programs that are paying prevailing wage.  Once again drawing away potential CTE teachers.	Recently PUSD has adopted and is implementing new curriculum.  These new adoptions include ELA, Science, and Social Studies.  Multiple training opportunities have also been offered.  The fire destroyed or made most of our curriculum and materials unusable.  We were grateful for the donations of curriculum that came our way.  However, this created inconsistency across the district.  On top of the new curriculum PUSD is working closely with Creative Leadership Solutions.  The focus of this work is developing curriculum guides, identifying essential learning, and creating common assessments.  The newly adopted curriculum and all the work with PLC's provide equity, access, and improve instruction for all students.    In the fall of 2023 PHS surveyed students, asking them what they wanted to learn.  Through the survey three areas stood out; 1. Medical/First Responders 2. Ag/Construction, and 3. Culinary Arts.  We are currently in the process of building a medical classroom that will include an ambulance simulator and a lab that will include hospital beds and other basic medical equipment.    A goal of PUSD is to identify 3-5 pathways that we do and do them well.  We are no longer a large school district and have to learn to work within our size.  This is a process that has begun with the survey and continues with creating partnerships with the community and local colleges.	Met		27JUN2023	2023
04615310110338	Achieve Charter School of Paradise Inc.	7	Achieve tracks providing equal access to all courses including electives such as foreigen language and 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 elective courses.	There are no barriers preventing Achieve from providing access to a broad course of study for students.	Achieve needs to take no additional action	Met		14JUN2023	2023
04615316112585	HomeTech Charter	7	HomeTech uses several tools to track access to a broad course of study including: 1. the metrics and outcomes listed in the approved charter.  HomeTech must report on these metrics and outcomes for renewal 2. the Aeries student information system  3. disaggregated course enrollment data required for Civil Rights submission via CALPADS 4. the annual parent/guardian survey asks parents to self-identify based on unduplicated and special education classifications 5. WASC accreditation self-evaluation tools, which support this work from Full-Study through reaccreditation	All students, including students with an unduplicated or special education classification, 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 and stabilize enrollment,   and increase course offerings and staff to meet identified student needs.	HomeTech has already expanded course offerings significantly in 2021-22 compared to the previous year.  After receiving approval for our A-G courses, HomeTech would like to expand its CTE pathways and help students be career ready upon graduation.	Met		22JUN2023	2023
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.   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.	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.	Met		16MAY2023	2023
04615316113765	Children's Community Charter	7	Children's Community Charter School is a small rural school. All students have access to a broad range of study. Each class - including all unduplicated students - participate in Common Core State Standards aligned English, Mathematics, Social Studies, Science, Health, and Physical Fitness. Visual and Performing Arts are administered by the General Education Teacher as well as a teacher who pushes in once a week for extra Art activities.	There are not any differences.	At this time, there are not any barriers preventing CCCS from providing a broad course of study for all students.	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.	Met		07JUN2023	2023
04615490000000	Thermalito Union Elementary	7	Thermalito grades TK-8 utilizes Aeries student information system master schedule program.	All 6th-8th grade students have access to core content areas (English, math, history social studies, science, and PE). Approximately 75% of students have access to one or more electives: music, art, and Science Technology, Engineering, and Math (STEM). 25% 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 all core content areas (English, math, history social studies, science, and PE) on a daily basis.	In grades TK-8, the school sizes limit elective choices. In addition, approximately 25% of middle school students needed ELD, reading, or math intervention classes and had Tier 3 intervention classes in lieu of an elective.	EL students are reclassified as soon as annual summative ELPAC scores are available. 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		28JUN2023	2023
04733790000000	Pioneer Union Elementary	7	As a district with a single school site, we employ a variety of methods and tools to monitor and enhance students' access to and enrollment in a broad course of study. Our chosen measures include grade-level assessments, enrollment data, course offerings, and individual education plans (IEPs) for students with exceptional needs. These resources help us gauge the extent of access to different subjects and programs within our school.	Based on our selected measures, we have observed that the majority of our students at the single school site enjoy adequate access to and enrollment in a broad course of study. Our aim is to provide a diverse range of subjects and programs to ensure a comprehensive education for all students. While we do not encounter variations across school sites like larger districts, we do consider the potential differences among student groups based on their individual interests and needs. We also closely monitor progress over time to ensure continuous improvement in expanding access to a broad course of study.	We face certain challenges that may hinder universal access to a broad course of study. Limited resources, such as funding for specialized programs and materials, as well as staffing constraints, can pose barriers. Moreover, we recognize the importance of addressing the unique needs of exceptional students, who may require additional support and accommodations to access a broad course of study effectively.	In response to the outcomes yielded by our chosen measures, our district has proactively implemented or we be implementing various revisions, decisions, and new actions to guarantee access to a broad course of study for all students. We prioritize the allocation of resources to enrich our course offerings, encompassing both core academic subjects and enrichment programs. Continuous assessment and adjustment of staffing ensure that we have an ample number of qualified educators. Additionally, we actively engage with parents, students, and the community to gather valuable input regarding specific needs and preferences, enabling us to make well informed decisions. Through regular reviews of our actions, aw well as seeking feedback from stakeholders, we ensure that access to a broad course of study remains a top priority within our single school site.	Met		21JUN2023	2023
04755070000000	Gridley Unified	7	Each year during the monitoring of the Local Control and Accountability Plan, the administrator(s) tasked with monitoring accountability in the district examine the enrollments of students in departmentalized courses based on their belonging to one or more subgroups (English Learner, Special Education, Foster, Homeless, etc.), spotcheck areas noted as past areas of concern for compliance with expected practice, such as ensuring that all English Learners receive their language development services plus equitable access to core instruction. These data are then published in the annual LCAP document for the public, and discussed as items within the administration of the school sites for correction as needed.	Full data are reported in the district LCAP for Goal 2, but the access of students in various subgroups to courses maintains an acceptable level. At elementary levels there is no observable pattern in students experiencing discrimination in their placement into general classes. Investigation of ELD practices this year indicated that students were not all receiving appropriate EL services within their school day in elementary grades. At upper grades, distribution of students in subgroups was seen in all examined classes, though English Learners and students with disabilities are lower in frequency in advanced or honors class, but when students who have ever BEEN ELs is considered, that number comes more into parity	The complex language and tasks required in advanced or AP classes does appear to be a barrier to students choosing these types of courses. However, unlike some school districts that offer lower tracks and direct students to those, Gridley High school offers almost exclusively a-g courses certified as college entrance, ensuring that all students have equitable access to a college prep curriculum. Examination of class loads at Sycamore has found some students in need to intervention to be placed into multiple intervention periods, sacrificing access to core content in either science or social studies, and this first came to light through anecdotal reports of high school teachers that when investigated were found to be true.	Once completed, the schedules of the middle school will be examined for appropriate placement of students into all the core courses by an outside third party. Similarly, the placement of all EL students is examined in the fall to ensure that all ELs are receiving an ELD period in their day. At the elementary levels, discussions about the importance of EL services have been had this year and closer monitoring of the sites' plans to implement protected time specifically for EL students is happening in the 23-24 year. With regard to the lack of students with disabilities or ELs in higher end classes (AP and honors), this is being addressed through identification of one barrier being lower reading abilitty in those students, a problem which is being addressed at the source with an increased emphasis on importance of and love for reading at all grades, plus fundamental changes in reading instruction at the elementary grades. One additional piece to increase that literacy is a position for fulltime librarian instituted for the district to coordinate some of the literacy and reading efforts.	Met		28JUN2023	2023
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. (In the upcoming 2023-2024 school year, the LEA will switch from FLVS to Edmentum, which will continue to provide an equally board course of study).	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, however, instructor skill and credentialing in the areas of CTE and World Languages has limited offerings in those areas. The new Edmentum program will be able to provide a credentialed teacher for these courses if a local credentialed teacher is not available.	All students will continue to have equal access to a broad course of study. Evaluation of student needs will be ongoing.	Met		26JUN2023	2023
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, 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. 6% of students completed courses that are in line with CTE instruction, 19% of students participated in CP courses, and 8% 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		21JUN2023	2023
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).	Met		19JUN2023	2023
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, 53.3% 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.	Met		27JUN2023	2023
05615720000000	Mark Twain Union Elementary	7	MTUESD monitors students access to a broad course of study via the Williams Compliance evaluation annually, culminating in the Sufficiency of Instructional Materials resolution.  The district also monitors students' access to a broad course of study when scheduling, assigning interventions, and placing students in courses at the middle school level.	All students in Mark Twain Union Elementary School District have access to a broad course of study.  Copperopolis Elementary serves students in grades TK-6 in self-contained classrooms.  Mark Twain Union Elementary served students in grades TK-6 in self-contained classrooms and grades 7-8 in single-subject classrooms, including English-language arts, math, science, history, physical education, and art, in addition to an enrichment elective of the students' choosing.	There are no barriers to providing students access to a broad course of study identified at this time.	MTUESD continuously reevaluates program offerings, course alignment, curriculum adoptions, and class placements to ensure students all not only have access to a broad course of study, but to the best possible educational experience.  Teachers at all grade-levels meet regularly to collaborate, articulate vertically, and align practices to ensure continuity of instruction across grade-levels, schools, and the district as a whole.  Staff engage in regular professional development throughout the school year to ensure that instructional practices are based on current research and pedagogy.	Met		22JUN2023	2023
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 barriers are limited available staffing in the rural locale and demographics of the district's schools, and students' chronic absenteeism.	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, and has a renewed focus on combatting students' chronic absenteeism.	Met		21JUN2023	2023
06100660000000	Colusa County Office of Education	7	S. William Abel Academy uses Edmentum, IXL, new Science text books and packets that are all California Standards based with parts to serve our EL students.	S. William Abel Academy uses Edmentum, IXL, new Science text books and packets that are all California Standards based with parts to serve our EL students.  We are one school with 24 students so all students have the same access.	The only barrier is we are school of At Promise Students and their level of education does not always meet their level of schooling.  We have many students with a third grade level of math or English but are attending high school.  IXL meets many of their educational needs but they can not access the high school curriculum yet.	All of the students have access.  We are in the process of buying new textbooks so we present many modalities to all of the students.	Met		21JUN2023	2023
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		26JUN2023	2023
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 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-5 are in self-contained classrooms in which they receive instruction in all of the same subject areas. In grades 6, 7 and 8, all students have core classes of English, science, math, social science, physical education, and either band or another elective course of their choosing. . 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. Public Service pathway will be an added CTE area for the 23/24 school year.	Barriers exist for our students due to our size. We are only able to offer one section of most courses so this limits what students can choose to take based on their grade. Additional barriers come when a student fails a class and has to repeat the course becuase the student essentially then ends up with one less elective class.	The district no longer offers support classesin the master schedule because it eliminated the students ability to take an additional elective, where they might strive. In place of that, we are offering after school tutoring on campus 2 days a week. We also offer online credit recovery that students can take at their convenience.	Met		21JUN2023	2023
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. Arts, Media and Entertainment will be an added CTE area for the 23/24 school year.	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. A performance gap in mathematics has created barriers for some students to meet a-g requirements.	The district removed the support courses for English and math which was an additional class in a student's schedule. In place of that, tutoring hours are offered after school for students to seek support. Students needing to recover class credits can have a self-directed online course as part of their master schedule. They have time each day to work on this self-directed course under the supervision of a College and Career Technician who does goal setting with the students, monitors progress and communicates with parents. High school students can do an online credit recovery course during the summer on the school campus.	Met		20JUN2023	2023
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 career Pathways we are offering: 1) Agri-Science and 2)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.	Met		15JUN2023	2023
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 and recently adopted more curriculum for our in-person core classes. We screen students regularly to make sure that they are enrolled in the courses they need to stay on track toward graduation.  It should be noted that all of our courses and curriculum is 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.	All courses provided are A-G approved.	In our 2021-2024 LCAP, we have an action related to getting more of our in-person courses A-G approved in order to increase the percentage of students who graduate from school College and/or Career ready.  We have since met this goal and now all of our in-person courses are A-G approved.	Met		14JUN2023	2023
07100740114470	Making Waves Academy	7	All students have access to standards-aligned core classes. Our upper school (high school) courses and graduation requirements are A-G aligned. Students’ advisors, along with the college and career counseling team, work with our upper school students and families directly to ensure that they are on a track to complete all A-G requirements. All students in our middle school take courses in technology, art, and music, and health & wellness over the course of 5th-8th grade, in addition to the core classes of ELA, Social Studies, Science, and Math. 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.	All of our students have access to A-G approved courses, which are part of our graduation requirements. Over 99.5% of our students are enrolled in courses that fulfill local requirements for high school graduation. Because our requirements are closely aligned with A-G Requirements, in 2020-21, 84.5% of cohort graduates were eligible for UC/ CSU entrance upon graduation. This year, of students who were designated as seniors at the beginning of the school-year, 82 out of 86 students applied and were accepted to at least one four-year university. Our Career and College Center works closely with each student to ensure they are on track to graduate, to meet A-G requirements, and have developed a post-secondary plan.  When creating students’ schedules each year, students with disabilities, English Learners, and socio-economically disadvantaged students are given priority enrollment in courses. Our Advanced Placement (AP) classes are “open enrollment,” so that all students with an interest in the course have potential to enroll, provided they have met any prerequisite courses with at least a C or better. Last year 27% of students were enrolled in AP classes. We currently have one CTE pathway, and have seen an increase in the number of CTE pathway completers in the past year; we are exploring adding additional CTE pathways for our students in the future.	The size of the school, as well as challenges with staffing, have placed some limits on the number and variety of electives we are able to offer. As our high school continues to grow to its full enrollment capacity, our ability to offer additional elective courses will continue to expand, based on student interest and staff capacity. We have added to additional elective courses in 22-23 (Principles of Finance and Ethnic Studies), and intend to increase the diversity of electives by offering at least two additional electives in 23-24.	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. We have conducted staff and student surveys to identify additional courses that staff are interested in and prepared to teach and courses that students are interested in taking. We are using this information to inform the creation of new courses for next year in the upper school, including ensuring that courses receive A-G and AP designation, where appropriate.	Met		13JUN2023	2023
07100740129528	Caliber: Beta Academy	7	All students receive ELA, Math, Science, and Social Studies instructions per the legislated minutes of instruction requirement. Students are also enrolled in PE, Art and Computer Science as electives. We also run an RtI model which serves to provide students with layers of support per their individual needs. This takes the form of English Language Development for all students that have yet to reclassify and targeted intervention for students displaying need.	In the lower school, grades K-4, students have either science or social studies on a six week cycle and an increased number of minutes for ELA and Math instruction, as well as having science and social studies embedded in our ELA curriculum. In addition students receive computer science and art on a rotating quarterly cycle.	Our investments in SEL staff keep us from being able to offer more choice for students in course offerings. Additionally, finding quality We currently offer the core academic programs, with the addition of computer science, Art and PE.	We are currently partnering with external agencies and paying our own staff stipends to provide access to supplemental electives on a rotation or via grants and other funding sources. This year clubs included Chess, student government, peer mediators and band. In the past we have also run a garden club, various sports clubs and clubs for DEIB.	Met		22JUN2023	2023
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		08JUN2023	2023
07100740134114	Contra Costa School of Performing Arts	7	CoCoSPA employs a combination of locally selected measures and tools to track the extent of students' access to and enrollment in a broad course of study. Our approach is tailored to grade spans, unduplicated student groups, and individuals with exceptional needs. 1. **Enrollment Data Analysis:** We regularly analyze enrollment data to ensure that students across all grade spans have equitable access to a diverse range of courses. This includes reviewing enrollment patterns among different grade levels to identify any disparities or areas for improvement. 2. **Unduplicated Student Group Tracking:** To address the needs of unduplicated student groups, such as those from diverse socioeconomic backgrounds or linguistic communities, we use tracking mechanisms to monitor their enrollment in various courses. This helps us identify any gaps and implement targeted strategies to ensure inclusivity. 3. **Exceptional Needs Monitoring:** For students with exceptional needs, we utilize Individualized Education Programs (IEPs) and 504 plans as tools to track and address their unique educational requirements. Regular reviews of these plans ensure that students receive appropriate accommodations and have access to a broad course of study that meets their individual needs. 4. **Surveys and Feedback:** We also gather input from students, parents, and teachers through surveys and feedback sessions to gauge their perceptions of course offerings.	**Overall Access and Enrollment:** - Our analysis indicates that, overall, there has been positive progress in ensuring access to a broad course of study for all students. Enrollment data shows an increase in the diversity of courses offered across student groups and grade spans. There is no difference across school sites because this is a single school LEA. **Student Group Disparities:** - In terms of unduplicated student groups, we have noted that efforts to ensure equitable access are making an impact. However, there are still some disparities, particularly among socioeconomically disadvantaged groups and English language learners. We are actively working on targeted interventions to address these gaps and provide more tailored support. **Exceptional Needs and Inclusivity:** - The tools used to monitor students with exceptional needs reveal a positive trend in providing tailored courses of study. Regular reviews of IEPs and 504 plans show that efforts to accommodate diverse learning needs are making a positive impact, creating a more inclusive educational environment. **Progress Over Time:** - Over time, there has been a noticeable improvement in access to the breadth of the course of study offered. This is evident in the increasing variety of elective courses, advanced placement options, and vocational programs available to students. In summary, while there is progress in ensuring broad access to a diverse course of study.	**Socioeconomic Disparities:**    - Socioeconomic disparities among student groups emerge as a barrier, particularly in terms of access to transportation to the school (some come from farther corners of the county) and access to quiet places to study and/or complete homework in their home environments. **Language and Cultural Barriers:**    - For English language learners and families from diverse cultural backgrounds, language and cultural barriers present challenges. These barriers may impact their understanding of available courses, leading to disparities in enrollment. **Communication Gaps:**    - Communication gaps between the school and parents/guardians have been identified as a barrier. Our school is a ‘commuter school’, with many families traveling quite a distance to bring their children here every day. As such, they struggle to engage in activities and in person communication.	**Multilingual Communication Strategies:**    - To overcome language and cultural barriers, the LEA has focused on increasing accessibility to information via tools that offer translation like SMORE and hiring more people who speak languages other than English to support our Multi-Lingual families..  **Professional Development Opportunities:**    - Recognizing the need for additional professional development, the LEA has initiated targeted training programs for educators. These programs focus on designing inclusive curricula that use the tenets of gold-standard Project Based Learning.  **Improved Parental Engagement:**    - The LEA is actively working on strengthening communication between the school and parents/guardians. This involves regular updates, informational workshops, and improved accessibility to information about available courses. The goal is to enhance parental understanding and involvement in students' educational paths.  **Curricular Standardization Initiatives:**    - Efforts are being made to fully implement gold-standard Project Based Learning based on the framework and tools from PBL Works. This involves collaborative planning sessions, curriculum reviews, and the establishment of clear guidelines to ensure consistency in course offerings and academic rigor. These actions reflect our commitment to addressing identified barriers and fostering an environment where all students have equal access to a broad and enriching course of study.	Met		13JUN2023	2023
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 are 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 2023-24. We are also looking to change the foreign language program to have an in-person Spanish course.	Met		14JUN2023	2023
07100740730614	Golden Gate Community	7	The measure that Golden Gate uses to track the extent to which all student have access to a broad course of study are: transcripts, attendance, demographics data, ethnicity data, English Language Learner 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. We screen students regularly to make sure that they are enrolled in the courses they need to stay on track towards graduation. Additionally, all of these courses are A-G approved.	At this time, there aren't any barriers preventing students from accessing a broad course of study.	In our 2021-2024 LCAP, we have an action related to increasing the percentage of students who graduate from our school college and/or career ready.	Met		14JUN2023	2023
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.	Met		14JUN2023	2023
07100746118368	Manzanita Middle	7	As a small school, all students are enrolled in the same course of study, including students with exceptional needs.  This can be verified using the school’s student information system and reviewing course enrollment for all students.	The school’s STEAM-based curricular program ensures that all students are enrolled in a broad course of study.	Staffing constraints limit the ability of the school to expand course offerings at this time.	The school will continue to seek out opportunities to provide additional enrichment and/or extracurricular activities for our students.	Met		22JUN2023	2023
07616300000000	Acalanes Union High	7	Ensuring that all students have access to a rigorous, relevant, and broad course of study is a top priority for AUHSD. 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 examine enrollment trends related to courses that satisfy graduation requirements, courses that meet UC/CSU a-g requirements, Advanced Placement (AP) courses, honors courses, and courses that are part of a Career Technical Education (CTE) pathway. AUHSD administrators make an annual Governing Board presentation on course enrollment trends, and course enrollment data has been part of each site's School Plan for Student Achievement and WASC accreditation self-study report.	Graduation rates, UC/CSU a-g completion rates, and Advanced Placement participation remain high, indicating that students continue to access a broad, rigorous course of study. In 2022, the cohort graduation rate was 98%, over half of all AUHSD students took an AP exam, and the UC/CSU a-g course completion rate was 78%. However, not all student groups are successfully participating in the broad, rigorous, and relevant course of study. Students with disabilities and English language learners do not have the same achievement rates as other student groups, nor do they have the same level of participation in the AP and honors courses.	Based on a variety of metrics, including UC/CSU a-g completion rates and semester grade data, English language learners and students with disabilities are not successfully accessing the broad, rigorous curriculum at the same level as other student groups. AUHSD staff continue to work on improving the District’s program for targeted and timely academic support. Schools have two academic support periods a week, and staff must continue to work on effectively utilizing this time to provide individualized support so all students can master the essential academic standards and skills.	All comprehensive high schools in AUHSD have a designated Teacher on Special Assignment (TOSA) who focuses on facilitating targeted academic support for students who are not learning essential standards. The TOSAs work with teachers, counselors, and administrators to ensure that students attend an appropriate academic support session twice a week. The District’s co-teaching model provides additional academic support for students with disabilities. Under this model, certificated learning specialists work in general education classrooms to support students with disabilities. The stronger the partnership between the general and special education teachers, the more effective the program. AUHSD will continue to provide professional development on co-teaching to ensure high levels of academic support for students with disabilities.	Met		07JUN2023	2023
07616480000000	Antioch Unified	7	Enrollment in a broad course of study is measured based on a variety of tools including Graduation Rate, Advance Placement course enrollment, AP exam pass rate, Seal of Biliteracy, CTE completion, Work Base Learning opportunities, and launch of Pathway programs at alternative high school sites. Unduplicated student groups and students with exceptional needs are accommodated and provided access through supporting students with associated fees for exams and certification, professional development for teachers, and expansion for instructional practices such as AVID, and Project Based learning into the middle school grades. These strategies better prepare and build interest in broad course offerings.	AP courses are offered at all high schools. Professional Development (PD) and cost of exam support for students provide more equitable opportunities for students to access AP courses. Student participation in the exam increased in 2022, with an AP pass rate increase of 9.3% increase. AUSD expanded CTE course opportunities for all students by implementing a consumer pathways program at both continuation high schools. Teacher PD/collaboration, materials, and work-based learning (WBL) opportunities improved CTE access. Guest speakers, field trips, internships, and industry advisors supported CTE teachers build real-world and relevant curricula. CTE completers increased to 20.2%.  Implementation of Project Based Learning (PBL) increased through added PD for teachers. Over 20 teachers participated in the PBL institute and follow-up PD in the fall. Black Diamond Middle School uses the Platform ECHO as the school-wide project-based learning model and is demonstrating successful implementation. Seal of Biliteracy awards increased from 86 to 95 students. Encouraging and celebrating students to complete the seal helped students demonstrate proficiency in two or more languages by graduation.  CCI assessment tools demonstrate improved AVID implementation. Improvement was driven through teacher PD at the AVID Institute, expanded course offerings, student engagement activities, and college and career awareness activities. Added support is provided by a certified district director of AVID.	Challenges in recruiting specialized staff such as CTE credentialed and AP course instructors can create barriers by limiting course offerings.	Nine different CTE pathway programs are offered at the three comprehensive high schools. Each pathway offers college preparatory classes including AP and CTE courses meeting A-G requirements. Middle schools are creating pathways and elective courses that articulate with the high schools CTE pathways.  9th-grade students take a college and career readiness course and create a graduation plan outlining courses, learn about post-secondary education, 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 to develop prioritized standards and proficiency scales for all grade bands in mathematics and English language arts leading to the design of highly effective assessments.   AUSD serves a high number of unduplicated students including English Learners who require additional language services that limit access to the full elective offerings at the school sites. To reduce these barriers, additional funding through the LCAP is used to lower class sizes at the elementary level and add courses that extend learning options at the secondary level.	Met		28JUN2023	2023
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 small numbers of students choose 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. In 2023-2024, the school hired a part time instructor to teach Beginning Spanish and Spanish for Heritage Speakers each once per week during elective time.  The instructor leads a Spanish activity class twice a week in the after school program for students in grades 1st - 8th.	Met		15JUN2023	2023
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. Additionally, we continue to monitor our locally selected tool measures and provide coaching to teachers to make sure the elements of the broad course of study remain in place for all students.	Met		08JUN2023	2023
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.	During the 2022-2023 school year, Antioch Charter Academy stakeholders have worked to:   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.     Create an Extended Learning Opportunity Program (ELOP) for TK-8 grade students.  The program consists of:             *Before school care from 7:45-8:15 that includes free breakfast being served.     *Before school enrichment and free snack for TK students whose class time doesn’t begin until 11:15am.              *After school enrichment and free lunch for TK students whose class time ends at 12:00pm.  *After school enrichment from 3:00pm-6:00pm that includes free snack and supper for TK-8 grade students.            *Sci	Met		15JUN2023	2023
07616550000000	Brentwood Union	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 ongoing.  Recommendations for change are in process.	Met		21JUN2023	2023
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 2022-2023 school year, including unduplicated student groups and students with special needs. Students had access to a broad course of study for grades TK-8 during the 2022-2023 school year, including unduplicated student groups and students with special needs.	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. Also, 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, continuation of a variety of tech, arts, and STEM electives, and the return of foreign language (Spanish). c. EMS will once again have a full-time music teacher with the addition of a dedicated elementary music teacher. d. BUSD continues to analyze subgroup data to better support student academic success.	Met		22JUN2023	2023
07616630130930	Vista Oaks Charter	7	Vista Oaks measures successful implementation of a broad course of study by monitoring various indicators, including enrollment by subgroups. For students in Transition 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 with hundreds of student enrolled. In addition to enrichment, our middle school students are able to take onsite core classes for Language Arts, science, 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 and college 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): 48% of the Class of 2022 successfully completed two semesters of a college credit course or met additional criteria which would be considered ""prepared"" on the CCI. This was which was a 6% increase from the previous year. Of that 42%, 37.5% were Hispanic students, 47.2% were white, 40.9% were low income, and 14.3% 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.  • A-G Approved Courses: Vista Oaks was able to effectively implement the actions outlined in the 2021-2024 LCAP. While approximately 9% of the Class of 2022 graduated meeting all a-g requirements. The school anticipates approximately 20% of the Class of 2023 to graduate meeting a-g requirements. The school is committed to continuing its efforts in this area.  • Increased Success in College Courses: Vista Oaks anticipates that about 101 students will successfully complete college coursework during the 2022-2023 school year. The school was effective in its efforts to increase the number of students taking college courses and that is reflective on the College and Career Indicator additional reports."	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 935 students that serves grade TK-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 will encourage all students to enroll in these enriching opportunities for younger students and college courses for high school students as appropriate with also targeting identified student groups.	Met		22MAY2023	2023
07616710000000	Canyon Elementary	7	All students in grades K-8 receive art, music, and PE in addition to core subjects. All elementary and middle schools offer a broad course of study that is available to each student. Students with disabilities, 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. 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.	Students with disabilities, and students receiving Tier 2 and 3 intervention have access to a variety of educational andacademic options to support learning at the elementary level.	Barriers preventing Canyon ESD from providing access to a Broad Course of Study include: The school schedule limits the available time for targeted intervention and services. School teams sometimes struggle to identify an intervention period for special education, and struggling students without impacting the regular course schedule.	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 the learning needs of students who are below grade level  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.	Met		13JUN2023	2023
07616970000000	John Swett Unified	7	The District used site-based information as reported in Aeries, the student information system, to determine the extent to which all students have access to, and are enrolled in, a broad course of study. In our small school district, where all students attend the same elementary, middle, and high school, this is the most efficient way to maintain and track this information.	At the elementary school, all students have access to a broad course of study. 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		07JUN2023	2023
07617050000000	Knightsen Elementary	7	The LEA annually measures its progress in the extent to which student 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 TK-8. This includes the programs and service developed and provided to unduplicated students and individual with exceptional needs the LEA then reports the result to its local governing board at a regularly scheduled meeting and reports to educational partners and the public through the Dashboard.	Students across all grade spans within the district have access to a broad course of study.  Their course load includes dedicated time for English Language Arts, Mathematics, Social Studies, Science, PE, and Elective time. Both school sites have access to a variety of electives and have offered art, drama, ceramics, stained glass and gardening.  The 7th and 8th grade students have access to and Advanced Mathematics course.	No barriers to students accessing a broad course of curriculum to report.	All students are enrolled in a board course of study.	Met		14JUN2023	2023
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		14JUN2023	2023
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.	Through an analysis of data, all LUHSD students were shown to 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 and science courses less than the rate for all students. The data also shows that Students with Disabilities enroll in math and science  courses less than the rate for all students.	No barriers were found preventing LUHSD from providing access to a broad course of study for all students.	LUHSD will continue to ensure access to a broad course of study for all students through the funding of targeted assistance counselors to ensure unduplicated students continue to enroll in classes that best prepare them for college and career success. Additionally, AP teachers are attending conferences to learn strategies for supporting unduplicated student groups and students with exceptional needs in their courses.	Met		21JUN2023	2023
07617390000000	Martinez Unified	7	"By examining Martinez USD Board Policies and Ed Code and insight of counselors, teachers, and administrators, MUSD is proud that we truly offer a broad course of study to all students.  This is evident at the secondary level in metrics such as our graduation rate, and our A-G completion rate, which is at or above average compared to the county and state.  We anticipate our College and Career Readiness Indicator to demonstrate a notable number of students graduating ""prepared"" after having completed career pathways and/or earning college credit, in addition to graduating A-G ready.  Our co-teaching model is another demonstration of students accessing a broad course of study in our middle school and high schools.  MUSD has committed to co-teaching over the past five years and as a result, the number of our students served in general education has increased.  At the secondary level, counselors meet with all students in their 9th and 10th grade years to create a four-year plan that looks at completing a broad course of study while in high school and looks ahead to post-secondary options.  Students receiving special education services actually begin creating their four-year plan in the spring of their 8th-grade year as they complete a transition meeting made up of staff from both the middle and high school, including counselors.  The academic counselors play a vital role in supporting our unduplicated students, meeting with them annually to review their four-year plans."	MUSD believes that, to a high degree, all students, TK-12, have access to, and are enrolled in, a broad course of study. At the elementary level, highlights that support this conclusion include that MUSD has maintained a commitment over the years to elementary music and PE.  Further, site administration and teachers are intentional in ensuring that no student misses music or PE.  When it is necessary for there to be pull-out support or intervention periods, all schools strive to align these Tier 2 interventions with the matching content area time in the primary classroom so that change is to the setting and not a loss to a broad course of study.  With only four elementary sites, MUSD is able to provide the same broad course of study to all sites with access for all students.  Similarly, with 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 6-8 grade at the middle school.  Course offers between the middle school and high school are in alignment.  Among the electives at AHS are seven career pathways representing six different industry sectors. This represents an intentional effort by the district to support career technical education.  MUSD offers a variety of AP classes ranging from World Languages, Computer Science, Math, and English for students at the high school level.	The preceding analysis does not show a tremendous number of barriers that limit access. MUSD takes deliberate steps to create access for all students. In the recent past traditional barriers, such as restrictive prerequisites or scheduling practices that prevented access, have intentionally been reduced and/or eliminated across the district. Where barriers exist, it is usually due to certain staffing or structural aspects that do not prevent a student from accessing a broad course of study but perhaps limit choices within the course of study. For example, at Alhambra High School, all students have access to a broad course of study with a variety of Visual and Performing Arts classes. Yet due to staffing, complexities of the master schedule, and so forth, at times a student may request a certain course (for example, Art 1) but may have to take an alternative course within the general area of study (for example, Photo 1). The student is still accessing the same broad course of study as another student, yet just within that course of study, he or she may not have access to a specific class. 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		26JUN2023	2023
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. Formative assessments are being developed by teacher teams.	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) and Multiple Tiered Systems of Support (MTSS) for the purpose of collaborating to support all students. Teachers will engage in learning walks to observe Tier 1 strategies.  Teams will meet to engage in literacy development, particularly in the area of the science of reading, and in math development around new strategies for thinking classrooms.	Met		13JUN2023	2023
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, iReady, quarterly benchmark assessments, A-G course completion, credits earned, grade reports, pathway completions, AP/IB course enrollment, and graduation rates. This data is monitored and analyzed at grade level meetings, department meetings, staff meetings, and during staff development days that occur 3 times a year.  Counselors and College and Career Advisors also work closely with students to assist them in enrolling in district courses that meet UC/CSU course requirements and career programs.	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 teacher vacancies, class enrollment limits, and master schedules with different course offering and options for 6-8 period days for students at the secondary level.  Class and school schedule are subject to a collective bargaining agreement.	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, graduation rates, and reclassification rates.	Met		28JUN2023	2023
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. Additionally, we continue to monitor our locally selected tool measures and provide coaching to teachers to make sure the elements of the broad course of study remain in place for all students.	Met		08JUN2023	2023
07617546118087	Eagle Peak Montessori	7	Eagle Peak Montessori School provides a Broad Course of Study to all of our students. We use a combination of standards-based report card which also tracks visual arts and physical education, the local assessment tool-Renaissance Star test, and the statewide assessment-the CAASPP.	All students, inclusive of unduplicated and students identified as requiring services through an IEP, are given full access to the complete broad course of study that all Eagle Peak students have access to through their classrooms.	We have not identified any barriers for any of our students to access these courses.	None were identified.	Met		13JUN2023	2023
07617620000000	Oakley Union Elementary	7	Oakley Union Elementary School District tracks students' access to a broad course of studies by running reports using Power School, the district's student information system. In addition,  all unduplicated students, including students with exceptional needs and English learners, are provided access to classes that meet their unique needs.	Across the district, all TK-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. Students TK-5 are provided access to technology-enhanced lessons by their classroom teachers. In addition to the core content areas, middle school students may select Art, Band/Music, and Technology/Computer Science as their elective course. All English learners receive Integrated and Designated English Language Development (ELD) instruction until they meet the criteria for reclassification.	To provide access to a broad course of studies and a high-quality educational experience for all students, OUESD staff members continuously align curricula, resources, and instruction with state standards. While we can confidently state that all students have access to a broad course of study, persistent staffing challenges, including teacher vacancies and a shortage of substitute teachers, have impacted the delivery of these broad courses of study. Furthermore, chronic absenteeism limits students' ability to fully engage in accessing the broad course of studies that the district offers.	OUESD has hired Language Support Teachers to provide intervention to all students in transitional kindergarten through 5th grade, ensuring that they have access to support throughout the day. Additionally, the additional ELO-P funds are used to provide enrichment and remediation resources for programs before and after school.	Met		28JUN2023	2023
07617700000000	Orinda Union Elementary	7	Orinda Union School District ensures that all students have access to all courses. Courses are accessible to all students through open enrollment. A variety of measurement tools/indicators are utilized to track students and ensure they 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 English learning, Literacy, and Math Specialist schedules. Additionally, the Special Education Indicator Report provides details of the overall percentage of students in General Education settings 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. The District has additionally engaged with the community at all sites, including Parent Club members, teachers, principals, and others, to collect more information on the course offerings and student access.	An annual review of data to determine student access to the broad course of study has demonstrated that OUSD students access the curriculum and wide scope of courses at high levels. Several measurement tools can be found that provide strong evidence for students’ broad access to classes, including analysis of Orinda Intermediate School Master Schedule, staffing lists, and course 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 56% of OIS 6th-8th graders are enrolled in accelerated math programs, an increase from prior years. 42% of students were in a Foreign language class, also an increase from prior years. 98% of middle school students are enrolled in at least one elective, and 98% of 7th and 8th graders (who have the 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 Intervention 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 an annual basis. Staff is committed to providing intervention programming for students who need support to access the curriculum and courses, as well as examining acceleration and support to those who are ready to be accelerated. During the 2022-23 school year, the middle school has implemented an Academy period (embedded intervention) twice a week to provide students with embedded support and intervention to master the curriculum. Academy intervention and enrichment continues to develop as a program to reach all students. Staff is currently implementing professional learning communities and a new bell schedule with an intent to develop a more robust system to support students through Tier I and Tier II interventions. Staff committees such as the Curriculum Council and districtwide committees such as the Steering Committee or Equity have examined ways to ensure that barriers that may exist are tackled and eliminated.	Below is a brief list of some of the significant actions and decisions that ensure a broad course of study: 1. Expand the math pathways to provide the ability to access accelerated match courses at all grade levels to all students. 2. Access for 6th-grade students in foreign language class; implementation of an additional level of Spanish class in 8th grade 3. A strong system of coordination and collaboration between prep teachers, Special Education, and classroom teachers 4. Implementaiton of elementary grade-level leads model to develop shared leadership and successfully facilitate professional learning communities 5. Continued strengthening of all teacher capacity differentiation for diverse learners in general education classrooms- professional development, training, and collaboration time. 6. Implementation of TK-3 Phonics curriculum to allow for vertical alignment and address early Literacy. 7. Focus on science instruction and consistent delivery of science across all K-5 sites	Met		12JUN2023	2023
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.  Further, in 2023-24 we are looking to develop and implement relevant walk-through protocols to add to our understanding of scholar experiences in PUSD.	PUSD students generally have access to the broad course of study outlined in the Ed Code for elementary and secondary grade spans, across all PUSD sites. 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, scholars disproportionately receiving D’s or F’s, and/or scholar participation in AP courses, CTE pathways, etc. 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. We have added a VAPA Coordinator at the district level.  Further, school site plans seek to address issues of equity and access based on data and through evidence-based practices, including districtwide interim assessments. We are currently engaged in California Comprehensive Early Intervening Services (CCEIS) Plans 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, which have been exacerbated post shelter-in-place due to COVID. These are some of the areas PUSD is working to address through priorities, the LCAP, re-engagement strategies, 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		28JUN2023	2023
07617960000000	West Contra Costa Unified	7	We use master schedules in PowerSchool for identifying the extent to which all students have access to broad course of study.	All students have access to a wide variety of courses (traditional and online) including A-G courses and electives	N/A	N/A	Met		14JUN2023	2023
07617960101477	Leadership Public Schools: Richmond	7	School administrators meet regularly with deans and Instructional Lead Teacher (ILT) 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. Continued work has been on auditing the master scheduling and looking at MS through the lens of equity, so that it is student centered, not teacher preference. Ensure access to opportunities for acceleration for all students to support high levels of learning. In addition to student interest survey, and orientation for parents to ensure commitment to classes to prevent students dropping out/failing in the classes they have chosen. All students are encouraged and supported to enroll in at least one Advanced Placement class.	All students have access to a broad course of study. There is an underrepresentation of multilingual learners and students with disabilities enrolled in AP classes as reported by teachers.	High teacher vacancies have prevented us from offering a variety of electives on a consistent basis. This has added barriers to teachers acting as coaches and mentors that facilitate meaningful learning.	The LEA is working to expand and enhance the Career Technical Education (CTE) program, hiring new teachers, and offering additional course pathways. The school has strengthened their MTSS process implementing COST meetings, and including professional development. The school is also engaging teachers in cycles of inquiry around instructional strategies. There are opportunities for Increasing Parent/Guardian/Caregiver involvement, voice and knowledge.	Met		28JUN2023	2023
07617960110973	Richmond College Preparatory	7	All students enrolled in the RCP program must take six core subjects, including English Language Arts (ELA), social studies/history, math, science, health, and physical education. The English Language Development (ELD) program is available. The curriculum maps and unit plans are closely aligned with the Common Core State Standards (CCSS), and specific attention is paid to the vocabulary, forms, and functions required for English learners. The Student Success Team is available for students who need more help.  Teachers and instructional aides receive training in the Common Core State Standards,  language development, and strategies for English Learners and other student subgroups.  RCP uses ELD benchmarks and Northwest Evaluation Association (NWEA) Measures of Academic Progress for ELA and math to assess students' proficiency in different areas. Based on the analysis, teachers create a cycle of inquiry to address students’ needs. RCP provides classroom support through small group/individual tutoring and after-school programs as required. Students can attend Saturday school for further academic assistance. RCP relies on the Special Education Local Plan Area (SELPA) to identify and refer students with special requirements. The Directors, the District’s Special Education teacher, RCP’s classroom teachers and instructional aides, speech and occupational therapists, and our psychologist collaborate to meet the needs of these students.	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 a Spanish 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 2022-2023 the showcase performance was on the RCP campus.	Met		15JUN2023	2023
07617960126805	Richmond Charter Academy	7	We measure access to a broad course of study by analyzing data from benchmark assessments, State testing, student report cards, and surveys. At the beginning of their academic studies, all students, regardless of income, race, primary language, disability, and/or family situation, are automatically assigned into courses that are standards aligned and will provide them the tools necessary to succeed in middle school and beyond. Each student is enrolled in history, English, math, science, and physical education. As a small school, serving less than 350 students, we recognize that we cannot offer all of the elective courses that a traditional comprehensive middle school can offer. Therefore, we encourage and support our students to take part in after school activities, clubs, and workshops. Throughout the year, we support our students academically and socio-emotionally to pass all of their classes.	100% of our students have access to a broad course of study. Every student at our school receives instruction that is aligned to the California content standards, as well as any necessary intervention, accommodations, and assistance to meet promotion requirements. Using survey data, we asked students to choose elective courses and provide any feedback and ideas on new courses that they would like to see offered at our school.	Because we are a small school, with less than 350 students enrolled, we have to limit our elective course offerings. Classroom space has also been an issue in terms of our ability to offer certain courses such as ceramics or dance. Nevertheless, our school is committed to ensuring that all core classes are offered to all students and that our intervention program is robust to support all students in passing their classes.	The school will continue to support and strengthen our response to intervention model to ensure that our students receive the attention they require to be able to access and pass their courses. Our multi-tiered system of support and our English learner program will ensure that our newcomer students and our Long Term English Learners will gain the necessary language skills to reclassify and be successful in middle school and beyond.	Met		21JUN2023	2023
07617960129643	Richmond Charter Elementary-Benito Juarez	7	We measure access to a broad course of study by analyzing data from benchmark assessments, State testing, student report cards, and surveys. At the beginning of their academic studies, all students, regardless of income, race, primary language, disability, and/or family situation, are automatically assigned into courses that are standards aligned and will provide them the tools necessary to succeed in elementary school and beyond. Each student is enrolled in history, English, math, science, and physical education. Throughout the year, we support our students academically and socio-emotionally to achieve in all of their classes.	100% of our students have access to a broad course of study. Every student at our school receives instruction that is aligned to the California content standards, as well as any necessary intervention, accommodations, and assistance to meet promotion requirements.	Benito Juarez is a small school, we engage students by asking what type of after school programs, assemblies and celebrations that they would like to see. Benito Juarez is committed in ensuring that all the classes have robust instruction. There has been the conversation around building a small government group in the 5th grade to build them to be prepared for civic engagement at the middle school level.	The school will continue to support and strengthen our response to intervention model to ensure that our students receive the attention they require to be able to access and pass their courses. Our multi-tiered system of support and our English learner program will ensure that our newcomer students and our Long Term English Learners will gain the necessary language skills to reclassify and be successful in elementary school and beyond.	Met		21JUN2023	2023
07617960132100	Aspire Richmond Ca. College Preparatory Academy	7	With support from Aspire Public Schools, we utilize our Student Information System, PowerSchool, to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study. We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		22JUN2023	2023
07617960132118	Aspire Richmond Technology Academy	7	With support from Aspire Public Schools, we utilize our Student Information System, PowerSchool, to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study.We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		22JUN2023	2023
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		08JUN2023	2023
07617960136903	Voices College-Bound Language Academy at West Contra Costa County	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-6 Pacing calendars for math and ELA curriculum Trackers for meeting the instructional minutes for students with special needs Regular principal network walkthroughs to monitor implementation of academic program Academic weekly data tracking to measure success of implemented course of studies in math and ELA Academic lesson internalization and tracking Mid-module/unit and end of module/unit 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 WCC 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 WCC offers a broad course of study to all students currently, but we are always looking to improve. Our current focus is on setting our professional learning community norms and practices and systems, in addition to laying a foundation for our lesson internalization and data analysis mindsets and procedures so they lead to improved student outcomes in math, ELD and ELA. Once we see teacher and student success in those priority areas of reading and math, 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 lesson internalization and data analysis mindsets and procedures so they lead to improved student outcomes. We use our student outcomes and come together as a Professional Learning Community weekly to assess where we are making progress and where to focus on next. Based on walkthroughs of classrooms and student data, the principal can decide where to give our staff more support and broad access of study to all students.	Met		29JUN2023	2023
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. Maximizing use of Schoology, Infinite Campus and Illuminate, sites are able to accurately identify where gaps exist and what may be causing them. This analysis occurs at each site, in coordination with administration, counselors, teacher leaders and liaisons.	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. 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 continues to face financial constraints based on declining enrollment, but is exploring creative funding sources. Stakeholder input has alerted SRVUSD that not all students have the necessary information to access all possibilities. It was found that last year, there was not sufficient professional development provided on Tier 1 interventions. This year, multiple district wide workshops have gathered to provide input to strengthen ties to the school and community.	The district will increase communication to all educational partners 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. By exploring a common bell schedule, staff and management are developing ideas to increase access to unique coursework that may be offered at only one site (Sign Language, Auto Shop, etc.).	Met		23JUN2023	2023
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).	N/A - 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).	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		12JUN2023	2023
07773540000000	SBE - John Henry High	7	We measure access to a broad course of study through Naviance, our internal Student Transcript Evaluation worksheets, and college application data. At the beginning of their academic studies, all students are automatically assigned into courses that are A-G approved on our UC Course Management Portal. Students in 9th grade get to choose which world language class they want to enroll in so that we give some flexibility in course offerings. In 10th grade, students continue on the college path by taking A-G approved courses. When the student gets to 11th and 12th grade, the student is able to choose electives that align with their interests. At the moment, we offer electives in science, technology, art, and social sciences. As a small school, serving less than 400 students, we recognize that we cannot offer all of the courses that a traditional comprehensive high school can offer. Therefore, we encourage and support our students in taking community college classes to expand and broaden their course options. Throughout the years, we support our students academically and socio-emotionally to pass all of their classes and explore different options by either taking community college classes and/or by participating in academic extracurricular activities. Thus, by the time our students finish high school, they have met all A-G requirements and are eligible for college admissions.	100% of our students have access to a broad course of study that includes meeting and passing all A-G requirements to become college eligible by the time they graduate regardless of income, race, primary language, disability, and/or family situation. Every student at our school receives instruction that is aligned to the California content standards, as well as any necessary intervention, accommodations, and assistance to meet graduation, college, and career requirements. Using survey data, we asked students to choose elective courses and provide any feedback and ideas on new courses that they would like to see offered at our school. All students were able to enroll into one of their top elective choices and all 12th graders were able to select two or more electives of their choice. By graduation, all students are able to take history, English, math, science, art, world languages, physical education, technology, and personal finance courses.	Because we are a small school, with less than 400 students enrolled, we have to limit our course offerings to what students are most interested in. Classroom space has also been an issue in terms of our ability to offer certain courses. We are in the beginning phases of exploring CTE pathways due to student enrollment and space allocation. We are hoping to continue partnering with our local community college to offer opportunities for students to take courses that are currently not offered at the school site.	The school will continue to explore CTE pathways. We will also continue to support and strengthen our response to intervention model to ensure that our students receive the attention they require to be able to access and pass their courses. Additionally, we will place an emphasis on restructuring our credit recovery program with the goal of having 100% of our students be eligible for college upon graduation. Our multi-tiered system of support and our English learner program will ensure that our newcomer students and our Long Term English Learners will gain the necessary language skills to succeed in high school and beyond.	Met		21JUN2023	2023
07773540132233	John Henry High	7	We measure access to a broad course of study through Naviance, our internal Student Transcript Evaluation worksheets, and college application data. At the beginning of their academic studies, all students are automatically assigned into courses that are A-G approved on our UC Course Management Portal. Students in 9th grade get to choose which world language class they want to enroll in so that we give some flexibility in course offerings. In 10th grade, students continue on the college path by taking A-G approved courses. When the student gets to 11th and 12th grade, the student is able to choose electives that align with their interests. At the moment, we offer electives in science, technology, art, and social sciences. As a small school, serving less than 400 students, we recognize that we cannot offer all of the courses that a traditional comprehensive high school can offer. Therefore, we encourage and support our students in taking community college classes to expand and broaden their course options. Throughout the years, we support our students academically and socio-emotionally to pass all of their classes and explore different options by either taking community college classes and/or by participating in academic extracurricular activities. Thus, by the time our students finish high school, they have met all A-G requirements and are eligible for college admissions.	100% of our students have access to a broad course of study that includes meeting and passing all A-G requirements to become college eligible by the time they graduate regardless of income, race, primary language, disability, and/or family situation. Every student at our school receives instruction that is aligned to the California content standards, as well as any necessary intervention, accommodations, and assistance to meet graduation, college, and career requirements. Using survey data, we asked students to choose elective courses and provide any feedback and ideas on new courses that they would like to see offered at our school. All students were able to enroll into one of their top elective choices and all 12th graders were able to select two or more electives of their choice. By graduation, all students are able to take history, English, math, science, art, world languages, physical education, technology, and personal finance courses.	Because we are a small school, with less than 400 students enrolled, we have to limit our course offerings to what students are most interested in. Classroom space has also been an issue in terms of our ability to offer certain courses. We are in the beginning phases of exploring CTE pathways due to student enrollment and space allocation. We are hoping to continue partnering with our local community college to offer opportunities for students to take courses that are currently not offered at the school site.	The school will continue to explore CTE pathways. We will also continue to support and strengthen our response to intervention model to ensure that our students receive the attention they require to be able to access and pass their courses. Additionally, we will place an emphasis on restructuring our credit recovery program with the goal of having 100% of our students be eligible for college upon graduation. Our multi-tiered system of support and our English learner program will ensure that our newcomer students and our Long Term English Learners will gain the necessary language skills to succeed in high school and beyond.	Met		21JUN2023	2023
08100820000000	Del Norte County Office of Education	7	Castle Rock has implemented a range of locally selected measures and tools to track student access to a broad course of study. One tool being used is Edgenuity’s online courses, which offer a flexible and comprehensive curriculum aligned to state standards. These online courses provide students with additional opportunities to explore various subject areas and engage in self-paced learning. Additionally, Castle Rock utilizes a grade-level curriculum aligned with state standards, ensuring that all students have access to a well-rounded education. To support struggling students, online and on-site intervention programs are available, providing targeted support and resources to help students succeed academically. These measures and tools enable Castle Rock to monitor student data and enhance student access to a diverse and inclusive curriculum.	At Castle Rock, all students have equitable access to a comprehensive course of study. Regardless of grade level or student group, every student benefits from the standard-aligned, California State-adopted curriculum and resources including Edgentuity, Achieve3000, Mathseeds, Reading Eggs, and Scholastic Scopes. This approach ensures that all students, without distinction, have the opportunity to engage with a rich and diverse educational program. Over time, Castle Rock has consistently maintained this commitment, demonstrating dedication to providing an inclusive and holistic learning experience for all students.	Castle Rock currently has no barriers to offering a broad course of study to students.	In light of the results from the locally selected measures, Castle Rock is committed to ensuring that all students have access to technology. Castle Rock recognizes the critical role technology plays in providing a broad and equitable course of study. To achieve this, CRCS is actively working on initiatives to provide devices, internet connectivity, and technical support to students and families who may face barriers to accessing technology. The goal is to create an inclusive learning environment where every student can thrive academically, regardless of background or circumstances, through equal access to essential technological resources.	Met		29JUN2023	2023
08100820830059	Castle Rock	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
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 now has more than ten CTE Career Pathways and holds events and activities throughout the year (at the secondary level) to explain and highlight each Pathway option. the AVID program at the comprehensive high school and Crescent Elk Middle School emphasizes a college-going culture for traditionally underrepresented subgroups of students and provides students and families with information about what they will need to do to succeed academically beyond the K-12 system. 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 ensures 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 not being denied access to a broad course of study.	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 provides 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 a program that helps them 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 counseling technician to assist the school high school counselors with educating students on the course choices available to them, and which courses lead to which future options, in terms of college and career pathways.	Met		29JUN2023	2023
08618200137729	Uncharted Shores Academy	7	Uncharted Shores Academy ensures that all students have a broad course of study; by certifying to our board that all core curriculum is standards aligned; through yearly updated independent study master agreements that cover all mandated subjects and through Renaissance Testing.	All students at Uncharted Shores Academy, including unduplicated groups and those with exceptional needs, receive a broad, standards based course of study.	For 9th grade students, we rely on Web based educational platforms, like Edgenuity, to deliver a broad course of study. Recent legislation may undermine our ability as a charter school to offer these types of educational platforms to our students. Without that option, it would be exceedingly difficult to deliver a broad course of study to our 9th grade, since we are a very small school and do not currently have single subject teachers for 9th grade.	If we wish to grow our 9th grade independent study program, as our community wants, we would need to identify a way to ensure a broad course of study for those students.	Met		20JUN2023	2023
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. Based on each individual's learning plan, they are enrolled in various course options. These include Odysseyware courses, Character Based Literacy Courses, BASE Social Emotional Curriculum, standards-based PE curriculum, and the individual learning plan is the tool used to track usage and to ensure all students have access to a broad course of study.	Students have access to and are enrolled in, a broad course of study. 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		20JUN2023	2023
09100900123521	Charter Alternative Program (CAP)	7	Students have access to and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and student 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 and newly adopted instructional materials. With iReady assessments now in place, instructional staff can appropriately place students, develop individual plans to address skill gaps and use class and course-wide data to guide instruction.	All students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and student 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.	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.	Instructional staff teach 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		20JUN2023	2023
09100900136036	John Adams Academy - El Dorado Hills	7	Local review of Course Catalogs, AERIES data, A-G enrollment and Pass rates are evaluated to assure access to a broad course of study.	John Adams Academy delivers a world-class Classical Education by facilitating scholar engagement with the greatest books of the Western Tradition. We seek to inspire our scholars to become life-long self-learners who have the ability to identify, understand, seek, and share what is true, noble, and good. 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 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 show sites that have strong connections to the home achieve these goals at a higher rate. We will continue to grow strong connections with all of our Educational partners.	In order to ensure access to a broad course of study we will 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.	Met		15JUN2023	2023
09100900930123	Charter Community School Home Study Academy	7	Students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and students’ needs, including special needs students. Instructional staff are teaching to the 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 and all adopted instructional materials. With NWEA assessments now in place, instructional staff can appropriately place students, develop individual plans to address skill gaps and use class and course-wide data to guide instruction.	All students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and students’ needs, including special needs students. There is no difference across school sites and/or student groups with regard to access to, and enrollment in, a broad course of study. Locally used measures and/or tools used to track the extent to which all students have access to, and are enrolled in, a broad course of study include but are not limited to the following: individual intake meetings with students and families, a review coursework to date, NWEA or CAASPP Dashboard data as an initial assessment tool, and teacher/administrative observations, grades, and tracking.	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 during the in-class portion of hybrid learning.	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 and newly adopted instructional materials. Training on CAASPP Dashboard results and/or NWEA 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		20JUN2023	2023
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.	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 22-23 we expanded upon CTE opportunities for all students at both sites and offered more opportunities to receive certifications that improved their employability as they left our program. As of 3/28/23, during the 2022-2023 school year, 13 CPR/First Aid certifications were issued, 17 Food Handler certifications were issued, 17 OSHA certifications were issued. At this time, new CTE certifications are being reviewed and may be implemented in the future.	Met		20JUN2023	2023
09618380000000	Buckeye Union Elementary	7	The District utilizes its student information system to monitor student access and enrollment in a broad course of study.	One hundred percent of students have access to, and are enrolled in, a broad course of study at all sites.	None.	The District will continue to provide access and enrollment in a broad course of study to all students.	Met		28JUN2023	2023
09618380107227	Charter Montessori Valley View Campus	7	The Charter utilizes its student information system to monitor student access and enrollment in a broad course of study.	One hundred percent of students have access to, and are enrolled in, a broad course of study.	None.	The Charter will continue to provide access and enrollment in a broad course of study to all students.	Met		28JUN2023	2023
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.	CMP students have access to the following program components: • Comprehensive academic and social skills development using Montessori-based curriculum aligned to the CA State Standards • Highly qualified, dynamic, CA 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 (Curriculum Associates i-Ready) reading and math programs that provide targeted on-line instruction and data to teachers to inform their instruction • Full implementation of RTI model with academic intervention programs • CMP has adopted PBIS Practices, positive behavioral support program • CMP has adopted Second Step, an 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 California standards aligned instructional materials for English/Language Arts 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.	Due to national teacher shortages, 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 (i.e. Art, Music, Math Specialists, Reading Specialists, etc.).	The following steps are being taken to increase access and opportunity for all CMP students: • Expanded Learning Opportunities Program • Field Trips • After School Sports • New strategies and relationships to recruit staff • Expanded the use of the TCI Science Curriculum • Assessments have shown that CMP would benefit from further training in early literacy and ELD best practices. CMP built out its intervention systems and partnered with a high-quality professional development provider for early literacy professional development. We saw positive early literacy results in Year 1 and plan to continue the relationship for Year 2. We plan to focus on ELD after our early literacy practices are well established. •Assessments have shown that CMP would benefit from further training in math instruction best practices. CMP formed a committee to work on strengthening CMP’s Montessori Math and state standards aligned math scope and sequence. • CMP utilizes its diagnostic math and reading assessments to identify student need and target instruction appropriately. • CMP achieves the goals articulated in its Strategic Plan to have dedicated staff for math intervention, reading intervention, physical education , and other enrichments • Restarted our Positive Behavioral Interventions and Supports (PBIS) team • Build skills around Acceptance, Belonging, and Care to ensure that all of our students feel included and a part of our community. • Provided Social Emotional Professional Development	Met		12JUN2023	2023
09618380129965	Rising Sun Montessori	7	Rising Sun utilizes the Montessori methodology which has for decades been recognized as one of the most effective means of engaging students in a variety of meaningful deep learning activities.  Our teachers are all Montessori trained and California credentialed.  Many of our Montessori assistant teachers are also formally trained and all have years of experience in the Montessori environment.  Rising Sun strives to be as authentic as possible to the original ideas of Maria Montessori as is possible in a public school environment.  Each classroom has both a lead and an assistant teacher and these two work as a team to ensure that the environment is prepared for students each day with engaging materials which cover the broad course of study dictated by the California common core standards and NGSS.  Our learning environments are materials based which are very well suited to students with exceptional needs.  Rising Sun also coordinates with our county office of education to ensure that our unduplicated students are identified and served as appropriate.	Rising Sun is a single site school as an independent charter school authorized by the Buckeye Union School District.  In our 10 years of operation, we have grown to nearly double our size in year one.  As we have grown, our staffing has grown to accommodate the needs of all students and to ensure that each student has access to a broad course of study as determined by the state of California.  We have an exceptional staff of educators and our leads and assistants work in close coordination with our program coordinators to ensure that all student groups have access to a solid, materials based course of study as they move from the concrete to the abstract.	Since the advent of Covid-19 and our state's response, specifically to the educational industry as well as socially as a whole, many of our educators have left the state or retired early.  We were very fortunate in the past few years to add highly qualified and dedicated staff, but these were simply replacing the employees who had had enough of the regulations and restrictions, and thus our growth as a program has been hampered.  Finding sufficient numbers of qualified staff has been a challenge for many districts since the Covid19 response.  We are hopeful that our program will be able to grow in the future as new teachers who love and understand the Montessori methodology enter into the profession.	Rising Sun has invested significant resources into a new facility over the past three years.  We relocated to a new campus which offered more dedicated play areas for students, larger classroom sizes for more materials and shelving for students to access more jobs during the day, and responded to the requests of parents by offering more activities both before and after school to keep a larger number of students involved in a broad course of study.  Our special education staff has been growing each year and Rising Sun now employs five teachers and specialists who are available to work with students who have been identified and also to speed the process of identification and service offerings.	Met		06JUN2023	2023
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 the 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		08JUN2023	2023
09618380137919	Buckeye Union Mandarin Immersion Charter	7	The Charter utilizes its student information system to monitor student access and enrollment in a broad course of study.	One hundred percent of students have access to, and are enrolled in, a broad course of study.	None.	The Charter will continue to provide access and enrollment in a broad course of study to all students.	Met		28JUN2023	2023
09618380139006	Cottonwood	7	The locally selected tools used by The Cottonwood School to determine if all students, including unduplicated, are enrolled in a comprehensive course of study are Master Agreements, Assignment Work Records, English Language Learner identification, and Individualized Education Plans. California EC 51220(a)-(i) – Requires access to a broad course of study for grades 7-12 in English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education. The Cottonwood School is a TK-12 school, EC 51220 (a)-(i), 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 locally selected measures demonstrate The Cottonwood School TK-12 students have access to a comprehensive course of study. In addition, The Cottonwood School has curricular focus areas that ensure additional opportunities for students to participate with their peers. In addition to a comprehensive course of study, The Cottonwood School offers direct instruction for K-6 (BOOST!) Junior High and High School (RISE Programs) with courses including Science and Mathematics. The Cottonwood School provides additional enrichment opportunities for all TK-12 students. Students who are struggling academically have the additional support of online and outstanding direct instruction in the areas of math, reading, writing, and English Language Development, Special Education Teachers, as well as the students' core curriculum, which includes integrated and designated English Language Development and is aligned to the Common Core Standards. A supplemental curriculum is also provided when appropriate to support students at their instructional level.	All Cottonwood School students have access to a broad course of study, as explained in Prompts 1 and 2 and evidenced in local measures. There are no barriers 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 2023-204, 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 with 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		20JUN2023	2023
09618460000000	Camino Union Elementary	7	The Camino Union School District is a small district made up of two schools. Our enrollment is approximately 412 students in grades TK-8. Students are provided with a broad course of study in includes the adopted courses of study as specified in the California Education Code. Master schedules are created each year at our site to chart out the required subject areas and required minutes for each subject. Our master schedules are tracked through our student information system which demonstrates the classes/courses offered and students assigned to them. Administrative observation and teacher lessons provide additional documentation of courses taught.	In the Camino Union School District students are provided with a broad course of study in includes the adopted courses of study as specified in the California Education Code. Students requiring special education services are provided either pull-out or push-in services as required through their IEP. Students who are pulled out receive standards-based curriculum at the student’s appropriate level. Students are assigned to their pull-out services at a time in the master schedule that does not take them from educational programs that they benefit from participating in their general education with their peers. 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 middle school students are provided the opportunity to participate in elective courses such as video appreciation, art, and coding. Middle School students requiring special education services are afforded the same opportunities to participate in these elective programs. This is also true of any other student in an unduplicated group.	All students are provided access to a broad course of study in the Camino Union School District. The only barriers may be the extent to which some subjects are offered. For example, being such a small district, we do not have a credentialed music teacher in the middle school therefore a full course of music is not available. To the extent to which we do have enrichment opportunities, all students are provided equal opportunities to participate.	The students in the Camino Union School District are provided with access to a broad course of study for all our students, including those with special needs and our unduplicated populations. The district is always looking at ways to enhance the opportunities at both the elementary and middle school to provide all students with a fuller, richer experience. As outlined in the district LCAP, priority is made to fund programs, such as our computer program, to provide these experiences.	Met		20JUN2023	2023
09618460123125	Camino Polytechnic	7	The Camino Union School District is a small district made up of two schools. Our enrollment is approximately 412 students in grades TK-8. Students are provided with a broad course of study in includes the adopted courses of study as specified in the California Education Code. Master schedules are created each year at our site to chart out the required subject areas and required minutes for each subject. Our master schedules are tracked through our student information system which demonstrates the classes/courses offered and students assigned to them. Administrative observation and teacher lessons provide additional documentation of courses taught.	In the Camino Union School District students are provided with a broad course of study in includes the adopted courses of study as specified in the California Education Code. Students requiring special education services are provided either pull-out or push-in services as required through their IEP. Students who are pulled out receive standards-based curriculum at the student’s appropriate level. Students are assigned to their pull-out services at a time in the master schedule that does not take them from educational programs that they benefit from participating in their general education with their peers. 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 middle school students are provided the opportunity to participate in elective courses such as video appreciation, art, and coding. Middle School students requiring special education services are afforded the same opportunities to participate in these elective programs. This is also true of any other student in an unduplicated group.	All students are provided access to a broad course of study in the Camino Union School District. The only barriers may be the extent to which some subjects are offered. For example, being such a small district, we do not have a credentialed music teacher in the middle school therefore a full course of music is not available. To the extent to which we do have enrichment opportunities, all students are provided equal opportunities to participate.	The students in the Camino Union School District are provided with access to a broad course of study for all our students, including those with special needs and our unduplicated populations. The district is always looking at ways to enhance the opportunities at both the elementary and middle school to provide all students with a fuller, richer experience. As outlined in the district LCAP, priority is made to fund programs, such as our computer program, to provide these experiences.	Met		20JUN2023	2023
09618530000000	El Dorado Union High	7	The El Dorado Union High District adheres to a graduation requirement of 220 credits, which encompasses a comprehensive range of courses. Consequently, the district primarily tracks access for unduplicated student groups and individuals with exceptional needs through the monitoring of graduation rates. Additionally, the district utilizes the College and Career Indicator from the CA Dashboard as a secondary measure. This indicator incorporates both college and career-related metrics, acknowledging that students pursue diverse pathways to prepare for postsecondary opportunities. To support students' educational journey, the district provides an extensive selection of resources, including 22 Career Technical Education (CTE) pathways, 48 different CTE courses, and 22 Advanced Placement courses. Through the development of four-year high school plans, students strategically map out their course of study, enabling them to pursue their post-secondary transition plans effectively.	The district ensures that every student has access to and is enrolled in a comprehensive range of courses that align with the district's graduation requirements. As a testament to the district's commitment to student success, it maintains an impressive four-year cohort graduation rate of 96%. It is important to note that a small number of students with disabilities, as determined by their Individual Education Plans under the Free Appropriate Public Education (FAPE) guidelines, may receive a certificate of completion instead of a traditional diploma. This ensures that students' unique needs are considered, allowing them to achieve their educational goals in a manner tailored to their specific circumstances.	The district is deeply committed to providing equitable access to a broad course of study for all students. When faced with the task of identifying any barriers that may hinder such access, the district diligently works to implement strategies rooted in the Multi-Tiered System of Supports (MTSS) model. Through this framework, the district aims to address the diverse needs of economically disadvantaged students, English learners, foster youth, and students with disabilities, ensuring that every student receives the necessary support to thrive academically. Recognizing the importance of preparing students for their future endeavors, the district places a strong emphasis on college and career readiness opportunities. By offering a wide range of programs and initiatives, the district aims to equip students with the knowledge, skills, and resources necessary to succeed beyond high school. One key aspect of the district's approach is the implementation of the MTSS model. This model provides a comprehensive framework that ensures all students receive the support they require to access and excel in a broad course of study. Through a multi-tiered approach, students are provided with interventions and supports tailored to their specific needs. Economically disadvantaged students, who may face additional obstacles due to financial constraints, are given targeted assistance to ensure they have access to the resources needed for academic success.	The district is proactively enhancing embedded interventions and support classes to bolster academic outcomes and prioritizing the establishment of campus wellness centers to address students' emotional well-being. Additionally, the district is continuously refining academic and behavioral Multi-Tiered System of Supports (MTSS) plans to ensure that each student has access to the appropriate level of support. These ongoing and newly implemented initiatives collectively ensure that all students have equitable access to a comprehensive range of courses. By refining embedded interventions and support classes, the district aims to provide targeted assistance to students, enabling them to overcome academic challenges and achieve positive educational outcomes. These interventions are integrated within the regular school day, ensuring that students receive the necessary academic support to succeed in their coursework. Additionally, the district's focus on supporting campus wellness centers demonstrates a commitment to addressing the emotional well-being of students. These centers serve as safe spaces where students can receive guidance, counseling, and resources to navigate emotional challenges and develop the skills needed for overall wellness. The district's continuous refinement of academic and behavioral MTSS plans is crucial in guaranteeing that every student can access appropriate supports tailored to their specific needs.	Met		13JUN2023	2023
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 and or a CTE pathway. 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 CTE 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		23JUN2023	2023
09618790000000	Gold Oak Union Elementary	7	The Gold Oak Union School District is a small district made up of two schools. Our enrollment is approximately 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.	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.	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.	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 be altered, but are now returning.	Met		20JUN2023	2023
09618870000000	Gold Trail Union Elementary	7	In grades TK-5 we offer PE. TK-3 graders receive this daily; this is more than most elementary sites in the state. For grades 4-5 the students receive either PE or introduction to music every day. For the 2023 school year, we have moved the 6th grade to junior high school, thus providing those students with PE and an elective in music every single day as opposed to every other day. The primary source of tracking broad course of study is most applicable in the Junior High School level. We have surveyed students on elective opportunities and created courses around what is most interesting to students. New courses of study include: Advanced Art, Lego Robotics, Drama, and Jazz Band. In addition, we have reintroduced after school opportunities for students to attend classes in dance, cooking, drama, STEM, and art. It is a priority for the district to continue to offer courses that will address all students including unduplicated student groups and individuals with exceptional needs.	At GTUSD, all students are provided the Least Restrictive Environment for learning. We have a fully inclusive educational practice. Students who need additional Tier II and Tier III supports may be pulled only for brief periods of time to be provided more targeted strategies. We endeavor to include students in the general education classroom as much as possible. Special ed services are provided in the gen ed classrooms and in small group and individual pull out scenarios as determined by each students' IEP.	In a small district, it is sometimes more difficult to add additional electives. With additional funding, our goal would be to provide Spanish as a course elective before school; the barrier to that would be hiring a highly qualified teacher for one section of Spanish and providing transportation to all students in order to access the course.	We have surveyed students on elective opportunities and created courses around what is most interesting to students. New courses of study include: Advanced Art, Lego Robotics, Drama, and Jazz Band. In addition, we have reintroduced after school opportunities for students to attend classes in dance, cooking, drama, STEM, and art.	Met		14JUN2023	2023
09618950000000	Indian Diggings Elementary	7	As an ultra small rural school with an average of 10 to 20 students we do not use a measure or tool, we can confirm that all students have access to and participate in all courses.	As an ultra small rural school with an average of 10 to 20 students we do not use a measure or tool, we can confirm that all students have access to and participate in all courses.	There are no barriers to students.	No revisions needed.	Met		15JUN2023	2023
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. Yet, systemic overrepresentation of English Learners (EL), males, LatinX & low income (LI) males, & LI students as having disabilities may create barriers to their accessing the broad course of study. ELs struggling with language acquisition, such as rarely speaking or having difficulty understanding written/verbal directions, may be misidentified as having disabilities rather than needing additional language support. Significantly more males than females are identified as having disabilities which may result from differences in how males & females behave. Systemic implicit bias, student exposure to environmental factors & resulting behavior issues, & placement in subjective disability categories may cause overrepresentation of LI students for special services despite their challenges in school being unrelated to disability. Students with disabilities may be held to lower expectations than general education students, consistently be enrolled in lower level classes, & have limited access to higher level courses. 83.7% of LTUSD ELs are, or are at risk of becoming, Long Term ELs (grade 3-12 students designated as EL for 4+ years). Inadequate support for English language acquisition & delay in or failure to reclassify ELs who have become proficient in English prevents them from accessing all courses available as they continue to enroll in English Language Development classes rather than higher level & elective courses.	LTUSD will focus on increasing systematic collaboration and planning between the English Learner Services 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		22JUN2023	2023
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 all 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 implemented a newly adopted science curriculum. During this school year, our teachers continued 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 implemented and ongoing training and support (both in-person and virtual) is being provided to ensure that our students get the most out of the program and maximize their proficiency with respect to the Next Generation Science Standards.	Met		20JUN2023	2023
09619290000000	Mother Lode Union Elementary	7	For students in TK-8 the district annually conducts an audit of content offerings, including the master schedule for grades 7 and 8 to ensure all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs.	All students 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.  Math curriculum was aligned in grades K-5 to ensure that all students were using consistent concepts and language.  It was noted this year that there was a need and want for CTE classes to be added at the middle school for a smoother transition to high school.  Project Lead the Way will be added for the 23/24 school year.	We have no barriers for providing a broad course of study for all students.  A locally identified struggle would be acquiring substitute teachers in order to train teachers.  The district will be taking steps to increase substitute pay to better incentivize participation as a substitute.	As mentioned above, the district will be implementing PLTW and raising substitute teacher pay.	Met		26JUN2023	2023
09619450000000	Pioneer Union	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. During the 2022-2023 school year the music/band teacher position was vacant; students during this school year did not have access to music during the school day. An after school enrichment guitar class did allow for a small group of students to access music instruction.	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. During the 2022-2023 school year the music/band teacher position was vacant; students during this school year did not have access to music during the school day. An after school enrichment guitar class did allow for a small group of students to access music instruction.	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. During the 2022-2023 school year the music/band teacher position was vacant; students during this school year did not have access to music during the school day. An after school enrichment guitar class did allow for a small group of students to access music instruction.	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. During the 2022-2023 school year the music/band teacher position was vacant; students during this school year did not have access to music during the school day. An after school enrichment guitar class did allow for a small group of students to access music instruction.	Met		14JUN2023	2023
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.  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.	PUSD will continue to review schedules and success opportunities for all students.  Before and after school opportunities for all students are focused on enrichment and interventions to meet each child's needs.  Connecting students to the campus will allow for greater growth for all students.  The use of technology to meet  individualized needs of all students will always be reviewed on a regular basis.	Met		11JUN2023	2023
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 adopted a new science curriculum for the entire district at the beginning of the 2023-2024 school year. The district will continue to explore appropriate foreign language and applied arts programs that it can implement in a small district.	Met		14JUN2023	2023
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		27JUN2023	2023
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.	New NGSS science curriculum materials will be utilized beginning in the 2023-2024 school year.	Met		15JUN2023	2023
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.	For grades 9-12, the District has implemented a 4x4 master schedule that provides for 320 credit opportunities over the course of 4 years, as opposed to 240.  This gives students much better access to a broad course of study.  The District has also invested in a 2nd School Pyschologist, an Elementary School Counselor, and a Family and Schools Together (FAST) Counselor, entirely focused on early-intervention wellness, as a part of the District's MTSS.  The focus on early invention is intended to facilitate student access to a broad course of study in all grade levels.	Met		22JUN2023	2023
09737830121566	American River Charter	7	We are a Homeschool/IS school.  We track purchases of curriculum,  Curriculum is selected by credentialed teachers after assessment of the student.  Special needs students are evaluated by the special education professionals employed by the district.	All students are offered books, computers and online curriculum.  We are a solo school.	We have some connectivity issues related to mountain geography.  Students are given books, and have the option to come to campus to access their online curriculum.	Hot spots were given to families to access online curriculum.  This has been marginally successful.  All students have appropriate curriculum available to them in other formats.	Met		22JUN2023	2023
10101080000000	Fresno County Office of Education	7	The LEA reviews student enrollment and course data analyses within the student information system to inform the LEA of the extent to which all students including unduplicated student groups and individuals with exceptional needs have access to a broad course of study, including access to A-G approved coursework, honors equivalent coursework through identified dual enrollment college courses for high school students, and career technical education (CTE). Courses of study include English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education and may include access for some courses through online platforms and curricula. Eligible students are enrolled in a CTE class, including low income, Foster Youth, and English Learners, either in Welding or Environmental Horticulture Science, or both. One hundred percent of students enrolled in a CTE class earn CTE credits. Thirty-eight percent of eligible students earned a Welding Certification as recognized by the American Welding Society. Students receive orientation and credit analysis upon enrollment, ensuring their schedule courses are appropriate for their academic plan. The LEA provides one-to-one laptops for students for access to online curriculum and digital resources as well as enhancing learning experiences with digital literacy.	All students have access to and are enrolled in a broad course of study. The Worsley School located at the Juvenile Justice Campus offers in-person career technical education (CTE) and regional occupation courses (ROP) courses that include Welding and Environmental Horticulture Science. The CTE coursework offers industry-recognized certifications and college/career opportunities. VHEA offers CTE courses through an online platform due to staffing availability. Courses may also be offered for students as identified by the guidance learning specialists, such as Foreign Language or subjects addressing credit deficiency. FCSS offers dual-enrollment opportunities in partnership with the State Center Community College District, and college enrollment is provided for graduates. The FCSS Curriculum and Instruction department provides professional learning and collaboration at school sites to enhance student outcomes. This includes integrating best practices across CA state standards and incorporates Universal Design for Learning and muti-tiered systems of supports and services. English Learners receive language acquisition support for English proficiency and academic progress. School administration, site leadership team members, and classroom teachers analyze local assessment data to identify students in need of academic or behavioral intervention supports that include tutoring, mentoring, and individual check ins/conferences to facilitate progress and overall wellness.	Declining enrollment due to alternatives to incarceration and/or expulsions 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 consistent barrier to achieving CTE completion rates. VHEA is exploring their staffing resources for offering dual enrollment courses for eligible high school students. In addition, VHEA is in the primary phase of A-G course submission in the UC High School Articulation process for VHEA's online A-G course submission approval.	The LEA will continue to provide all students with a broad course of study with CTE and ROP opportunities, as well as continuing to provide students with opportunities to earn industry-based certifications, soft skills and resume development/enhancement, and career awareness and planning. The LEA will explore how CTE opportunities may be expanded at Worsley and VHEA. In addition, the LEA will increase FCSS contracted services to further assist in delivering high quality, CA standards aligned instruction, collaboration among educators, and support for teachers with a sustained focus on the strengths and needs of individual students to ensure access to a broad course of study for all students.	Met		15JUN2023	2023
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 2022-23 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.  The student information system shows that at a minimum, there were English Learners, low-income, foster youth, exceptional needs students, and different grade levels completing the required coursework, during the first semester of 2022-23.  Enrollment for interventions was evident for all grades, exceptional needs students, and unduplicated students for core subject areas. Driver education, CTE, and foreign language courses had the lowest enrollment for exceptional needs and foster youth students.  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 foreign language courses and none in drivers’ education. 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 online courses. English learners are receiving ELD courses. Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts 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 action in LCAP Goal 2 - College and Career Readiness. Enrollment in CTE and Professional Skills courses are tracked and reported to our educational partners. 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		01JUN2023	2023
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 schedule	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		19JUN2023	2023
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		29JUN2023	2023
10101080127514	Kepler Neighborhood	7	The Charter School examines local measures to ensure all students have access to and are enrolled in, a broad course of study. The teachers, counselors, and administrators monitor benchmark assessments to ensure that all students are making progress toward proficiency in grade-level standards. The Charter School offers an Advisory period, intervention block, and elective class. In Advisory, our students engage in conversations with their peers and advisors about academic and non-academic issues of importance. Our students get targeted, small-group interventions based on student needs. In the elective period, students participate in classes like Newspaper and Art.	The Charter School provides all students with high-quality instruction and a rigorous State Standards-aligned curriculum in an inclusive environment that provides relevant learning experiences that encourage student engagement. The Charter School ensures access to restorative practices, mindfulness, and instructional strategies. English Learners receive integrated English Language Development and designated English Language Development at their level daily. Students with Disabilities receive Designated Instructional Services determined by the IEP team. All students participate in elective classes, classroom presentations, awards assemblies, attendance programs, family meetings, and school events.	The Charter School examines local measures to identify barriers preventing the school from providing access to a broad course of study for all students. The greatest barrier is low student attendance and high chronic absenteeism for identified students. The second greatest barrier related to attendance is the need to increase students’ sense of belonging and relationships with peers. Finally, the third greatest barrier is the academic achievement of students who are achieving well below grade level. The Charter School has identified a need for increased attendance by implementing a culture of positive on-time attendance five days per week through attendance incentives, positive recognition, and awards to ensure positive daily attendance. The Charter School has identified a need for more focus on social-emotional well-being including increasing the number of events that may increase connectedness on campus will strengthen school culture. These events will include student recognition programs, the use of a social-emotional learning program, and a positive school climate to boost school pride and students’ sense of purpose. The Charter School has identified a need for more academic intervention in ELA and Math for all students to include receiving intervention during the school day, after-school tutoring, and ensuring that all teachers are using culturally responsive strategies to teach ELA and Math.	The Charter School will provide intensive and strategic interventions for students in English Language Arts and Mathematics for ALL students focusing on the significant subgroups of Hispanic, African American, Students with Disabilities, and Socioeconomically Disadvantaged Students supported by teachers and additional support staff. In order to ensure that the students are safe and healthy, the Charter School has implemented powerful Positive Behavior Intervention and Supports (PBIS), Social Emotional Learning (SEL), and Restorative Practices. The approach to PBIS has been found to decrease suspension rates, prevent violence, increase attendance, 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.	Met		21JUN2023	2023
10101080136291	Career Technical Education Charter	7	CTEC utilizes a master schedule that ensures all students have access to, and are enrolled in, a broad course 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 the online curriculum should the need exist. Outside of the academic year, CTEC offers additional dual enrollment courses during the summer both on campus and online through Fresno City College.	As a single school LEA, 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 Associate of Science degree before graduation.	CTEC continues to develop its broad course of study and opportunities for students to gain industry skills and community classroom placement. One barrier that CTEC continues to seek ways to address is identifying the necessary number of placement opportunities needed to support the growing enrollment of students.	As identified in the LCAP, CTEC will continue to expand industry connections, including 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. Dual Enrollment courses and the partnership with Fresno City College are evaluated each semester to ensure students are provided with the appropriate courses to ensure students are receiving content to support state standards and aiding in the completion of their Associate's degree.	Met		26JUN2023	2023
10101080140186	Clovis Global Academy	7	Our Master Schedule indicates instructional blocks for content and demonstrates that our school offers a broad course of study. A Dual Language Immersion program includes a whole other language for literacy development, which significantly expands the student's course of study while also developing learner capacity and supporting brain health. The schedule shows each grade and class's course of study, which is provided for all students, including unduplicated and students with exceptional needs. It includes ELA, Math, Spanish Language Arts, Global Cultures with Art, and PE.	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		21JUN2023	2023
10101086085112	Edison-Bethune Charter Academy	7	All students here at Edison Bethune Charter Academy have access to a broad course of study. Each student is enrolled in Art, Music, and Physical Education with teachers who hold a single subject credential. Aeries information system is used to track all student enrollment.	All students at our single school are enrolled in elementary core subjects as well as Art, Music, and Physical Education taught by credentialed teachers and are tracked by our student information system, Aeries.	At this time, there are no barriers in providing a broad course of study to all students enrolled here at Edison Bethune Charter Academy.	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.	Met		15JUN2023	2023
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 district also reviews monthly teacher lesson plans in order to review access to a broad course of study. The schedule identifies which courses and curriculum each grade level has access to and verified by the monthly lesson plans. 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.	Based on the district-identified tools, the curricular master schedule and the School Accountability Report Card indicate that all enrolled students within each classroom, including unduplicated student groups and students with exceptional needs are provided with access to all core curricular academic areas (ELA, Mathematics, Social Studies and Science). Along with these core curricular areas, all enrolled students within each classroom, including unduplicated student groups and students with exceptional needs also receive technology, physical education, art, character development, digital citizenship and sexual health education (seventh grade only). No significant access gaps were identified within sub-groups. However, students with exceptional needs could have access slightly limited due to pullout academic support programs through the special education team.	The Alvina Elementary School District is a single school district with one self-contained classroom per grade level. Due to district size and population, it is not always possible to hire additional teachers and offer more elective classes. Enrollment of the classroom does not support the expense of an additional credentialed teacher. However, the district continues to focus on building a sustainable music program in partnership with other local school districts.	The Alvina Elementary School District, as part of the district LCAP, if offering students additional academic supports and after school opportunities for academic acceleration through the hiring of additional support staff. After school, small group tutoring, also provides students with an opportunity to receive additional supports on identified academic weaknesses.	Met		15JUN2023	2023
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 district also reviews monthly teacher lesson plans in order to review access to a broad course of study. The schedule identifies which courses and curriculum each grade level has access to and verified by the monthly lesson plans. 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.	Based on the district-identified tools, the curricular master schedule and the School Accountability Report Card indicate that all enrolled students within each classroom, including unduplicated student groups and students with exceptional needs are provided with access to all core curricular academic areas (ELA, Mathematics, Social Studies and Science). Along with these core curricular areas, all enrolled students within each classroom, including unduplicated student groups and students with exceptional needs also receive technology, physical education, art, character development, digital citizenship and sexual health education (seventh grade only). No significant access gaps were identified within sub-groups. However, students with exceptional needs could have access slightly limited due to pullout academic support programs through the special education team.	The Alvina Elementary School District is a single school district with one self-contained classroom per grade level. Due to district size and population, it is not always possible to hire additional teachers and offer more elective classes. Enrollment of the classroom does not support the expense of an additional credentialed teacher. However, the district continues to focus on building a sustainable music program in partnership with other local school districts.	The Alvina Elementary School District, as part of the district LCAP, if offering students additional academic supports and after school opportunities for academic acceleration through the hiring of additional support staff. After school, small group tutoring, also provides students with an opportunity to receive additional supports on identified academic weaknesses.	Met		15JUN2023	2023
10620260000000	Big Creek Elementary	7	Attendance, MAP testing, student scores in class and opportunities are provided to all.  As a small school of 26 students, all students have access to every opportunity the school provides.	All students have access to, and are enrolled in a broad coarse of study.  As a district of 26 students, all students have equal access to all services.	Geographic isolation and the lack of in-person supports and education have provided the greatest barrier.	Students have been given access to multiple experiences as the isolation of the community does impact students when they leave the local area.  Multiple educational opportunities on and off campus during and outside of the school day have been funded by the district for students to experience opportunities unavailable locally.	Met		13JUN2023	2023
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 for all TK-8th grades. We will be building Teacher VAPA capacity by utilizing online lessons for Art and Music in all 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		27JUN2023	2023
10621090000000	Clay Joint Elementary	7	We use the trimester grades to track the extent to which all students have access to, and are enrolled in, a broad course of study.  Science In 2021 - 2022 98% of all K-8 students received a C or better in science for the school year. In 2022-2023 98 % of all K-8 students received a C or better in science for the school year.  Social Studies In 2021-2022 97% of all K-8 students received a C or better in social studies for the school year. In 2022-2023 97% of all K-8 students received a C or better in social studies for the school year.  We will continue to do what we are doing to engage our students and make project based learning as often as possible. In addition, we will integrate writing using Thinking Maps to help our students organize their learning into complex writing.	Science and history is integrated into our ELA curriculum, so our students are constantly exposed to learning to read through science and history. To address specific grade level standards we use CA state adopted curriculum in History and Science in addition to the CKLA and Amplify curriculum. All our students in K-8 use the same curriculum so there is strong vertical articulation up through all the grades, K - 8.	All students are provided access.	We are just working on utilizing every minute of every day to cover more science and social studies on a daily and annual basis. In addition we have tightened up our Independent Study guidelines to make sure that students who are gone on Independent Study are always receiving one or both subject areas depending on the length of the Independent Study.	Met		13JUN2023	2023
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.	To address there being differences, below is a list our intervention 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 9th 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 -Impacted schedules	New Actions/Services were added to the LCAP to ensure access to a broad course of study for all students.   New Actions and revisions: -Elementary Social-Emotional Support to assist with social-emotional needs -Addition of a Visual and Performing Arts (VAPA) Coordinator, support staff, and a Teacher on Special Assignment to support student engagement -Counselors to reduce caseloads to provide additional academic & social emotional support -Behavior Consultation Team to support student behavioral needs	Met		14JUN2023	2023
10621170118018	Clovis Online Charter	7	Clovis Online 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. All K-12  school sites utilize Q Web, the district’s student information system, to build student schedules and help  ensure students have access to and are enrolled in a broad course of study. School counselors 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 School utilizes 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.	To address there being differences list our intervention opportunities . Clovis Online School 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. Clovis Online School is committed to  expanding equitable opportunities for all students to have access to Career and Technical Education and  Advanced Placement courses at the high school level.	Current barriers include minimal access to AP classes for students. Clovis Online School is improving on it's course offerings  each year with AP classes and other specialty classes offered at comprehensive sites.	Actions and services will remain the same from the prior year. Minor adjustments in allocations to actions are  being made to better utilize fiscal resources.	Met		14JUN2023	2023
10621250000000	Coalinga-Huron Unified	7	CHUSD measures the extent to which all students have access to, and are enrolled in, a broad course of study by analysis of school site master schedules and percentage of students enrolled documented in CALPADS.	CHUSD measures the extent to which students have access to, and are enrolled in, a broad course of study by analysis of school site master schedules and enrollment in elective and advanced placement courses as documented in CALPADS.	Based on our measurements, 100% of our students have access to a broad course of study. However, or percentage of students  advanced placement courses is relatively low overall. Student achievement and progress is a barrier to for additional enrollment in advance placement courses.	CHUSD is focused on improving literacy across our district and has taken many steps to implement processes and strategies that will improve the reading levels of our students. This focus will address the achievement and progress barrier students must overcome to be enrolled in advanced placement courses at the high school level.	Met		20JUN2023	2023
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 Unified often face fiscal, personnel, and scheduling challenges in their efforts to provide access to the broadest possible array of courses. Fowler High School is limited in the amount of elective and CTE offerings due to the relatively small student population.  It is not always possible to offer more world language courses or more arts classes when the number of possible enrollees does not support the expense of a credentialed teacher.  The District does offer a broad curriculum at all levels, TK through 12, including ELA, ELD, math, social studies, science, STEM, PE, art, world languages, and other areas.	In order to better measure students’ access to a broad course of study, including 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 support for students, should provide increased opportunities for students to access an even broader range of courses.	Met		14JUN2023	2023
10621660000000	Fresno Unified	7	Fresno Unified School District (FUSD) places a high priority on ensuring equity and access to a diverse range of courses for all students. To achieve this goal, FUSD conducts annual reviews of course offerings, class schedules, and school schedules. In the most recent academic year, FUSD provided all students with full access to a broad course of study as defined by California Education Code 51210 and 51220. At the elementary level, K-6 teachers hold credentials to teach multiple subjects, and FUSD monitors elementary access through grades reported on progress reports and quarterly report cards. In secondary education, FUSD uses the Master Schedule tool and reports in Atlas (SIS) to track access to and enrollment in courses. The data obtained through Atlas allows FUSD to disaggregate information on unduplicated students and students with exceptional needs across grade levels, with the course curriculum serving as a measure of the course of study provided. Through Atlas and CALPADS, FUSD tracks and determines which students have completed a broad course of study, including a-g subject completion, advanced course enrollment (Honors, AP, IB, Dual Enrollment) and career pathway completers all of which serve as indicators of college/career readiness. Since FUSD's graduation requirements reflect a broad course of study that aligns with most A-G requirements, graduation rates as well as A-G completion rates are used as additional measures of success.	FUSD’s Departments of Curriculum and Instruction and College and Career Readiness collaborate to develop secondary initial core course placement guidelines, ensuring that students are placed in a broad course of study based on multiple academic measures. The districtwide matrix employs centralized criteria of grades and assessments to guide the initial placement of students in appropriate courses. Although the specific course and/or course sequence may differ from program to program, all students have access to the course of study. Alternative education students have access to a broad course of study, but their schedule may not reflect it throughout the year, depending on their credit recovery plan. Special Education (SPED) students with moderate/severe disabilities enrolled in Alternative Learning Program (ALPs) courses also have access to a broad course of study though the course titles may differ from their peers. Each comprehensive middle school offers high school credit-bearing Math and Spanish courses, as well as music offerings. At the high school level, FUSD encourages all students to complete a course of study that meets the A-G subject requirements, ensuring minimum UC/CSU eligibility. English Learner students have opportunities to advance through ELD courses that are paired with core courses like their non-EL peers. SPED students can enroll in general education courses, providing them with access to a-g eligible content courses, with the support of a SPED teacher.	FUSD ensures that all students have access to a broad course of study through staffing parameters, the master schedule tool, course sequencing, and graduation requirements. However, Alternative Education students' credit recovery plan/need and Special Education students' Individualized Education Plan (IEP) may impact their access to a broad course of study. FUSD is working to improve the system for measuring, monitoring, and tracking students simultaneously enrolled in high school and college coursework to improve enrollment and successful completion of advanced coursework for under-represented groups. Though showing improvement each year, equity gaps and enrollment barriers in advanced courses still exist between student groups. California Assembly Bill 101 mandates a minimum five credit Ethnic Studies course as a California State diploma requirement beginning with the Class of 2030, but FUSD has implemented a 10 credit Ethnic Studies graduation requirement (ahead of the state requirement) for the graduating class of 2027. The impact of this requirement on students' elective course taking patterns is yet to be determined. New adjustments implemented for the scheduling of long-term English Learners into designated ELD electives to increase redesignation rates could also impact more students' access to electives.	FUSD has revised the content and title of Alternative Learning Program (ALPs) courses in Special Education to provide better access for all secondary school students to a broad course of study, which is reflected in their scheduling. The FUSD Special Education Department is monitoring new language in Education Code 51255.31 regarding a new pathway to a high school diploma for students with exceptional needs and plans to adjust course offerings accordingly. While all alternative education students have access to a course of study, the sequence may be more individualized to meet their credit recovery plan. Advanced Coursework (Honors, AP, IB, and Dual Enrollment) and Career Technical Education Coordinators are available at secondary sites to support ongoing improvements in unduplicated and exceptional needs students' participation in advanced and CTE coursework. FUSD continues to expand Dual Enrollment opportunities, and has district office personnel in both the Curriculum and Instruction and College and Career Readiness Departments to support this expansion. FUSD is in its first year of a Dual Enrollment pilot with HBCU Benedict College in which the target population is African American students.  The district has also increased access to Advanced Placement courses by paying all test fees and has an open access policy for all advanced coursework. FUSD's Extended Learning Office offers Winter and Summer School options to support students in remediating coursework.	Met		21JUN2023	2023
10621660106740	Aspen Valley Prep Academy	7	Aspen Valley Preparatory Academy was established in 2004 to serve the community. Since then, the school has expanded and currently serves 324 students in grades TK-6 with student demographics that reflect the community - 69% Hispanic, 12% African American, 12% White, 3% Asian, and 3% Two or More Races, of which 10% Students with Disabilities (SWD), 14% English Learners, 2% Foster Youth, 13% Homeless, and 77% who qualify for free/reduced lunch.   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, Music, and Drama. 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		21JUN2023	2023
10621660114355	Sierra Charter	7	Sierra Charter School's student information system, School Pathways, tracks every student's 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 verifies that every student has access to and is 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		15JUN2023	2023
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 most 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.	Met		01JUN2023	2023
10621660121533	Morris E. Dailey Charter Elementary	7	Comprehensive curriculum that teaches English, Math, Social Studies, Science. Specialty classes teach Music Appreciation, Art, Spanish, and Physical Education. Health standards are encompassed within PE and classroom instruction.	The school program includes all subject areas as documented by the IB Scope and Sequences and unit planners.	All students have access.	Updated Scope and Sequence documents that captures English Language Arts, Math, Social Studies, and Science standards. Specialty classes have their own Units of Inquiry.	Met		13JUN2023	2023
10621660133942	Aspen Meadow Public	7	Aspen Meadow Public School currently serves 293 students in grades TK-6 with student demographics that reflect the community - 77% Hispanic, 7% White, 7% African American, 5% Asian, and 4% 2+ Races, of which 12% Students with Disabilities (SWD), 22% English Learners, 1% Foster Youth, 19% Homeless, and 77% who qualify for free/reduced lunch.    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 (TK-6), and Music (TK-4) courses. 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		21JUN2023	2023
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 and their families with four types of resources: a. Guidance and oversight of a student’s educational plan is provided from a professional, credentialed and experienced Advising Teacher. Each student and his/her parent/guardian meet regularly with the Advising Teacher to review progress and assessments and plan upcoming curriculum and pacing. When applicable, a Special Education Teacher and/or Section 504 Coordinator will also be part of this education plan. b. A wide variety of standards-aligned curriculum and learning materials: Rather than a proscribed “one size fits all” curriculum, our credentialed faculty work with each student and his/her parent/guardian to design a standards-aligned educational program that meets the student’s individual needs, including A-G approved courses. ECS purchases the appropriate curriculum and collaborates closely with each student/parent to develop curriculum pacing plans and expectations for student work.c. Site-based classes, enrichment activities and field trips taught and led by qualified staff and designed around our students’ needs and interests. d. A forum and meeting place for independent study families to collaborate and exchange “best practices” with the guidance of credentialed, ...	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 and their families with four types of resources: a. Guidance and oversight of a student’s educational plan is provided from a professional, credentialed and experienced Advising Teacher. Each student and his/her parent/guardian meet regularly with the Advising Teacher to review progress and assessments and plan upcoming curriculum and pacing. When applicable, a Special Education Teacher and/or Section 504 Coordinator will also be part of this education plan. b. A wide variety of standards-aligned curriculum and learning materials: Rather than a proscribed “one size fits all” curriculum, our credentialed faculty work with each student and his/her parent/guardian to design a standards-aligned educational program that meets the student’s individual needs, including A-G approved courses. ECS purchases the appropriate curriculum and collaborates closely with each student/parent to develop curriculum pacing plans and expectations for student work. c. Site-based classes, enrichment activities and field trips taught and led by qualified staff and designed around our students’ needs and interests. d. A forum and meeting place for independent study families to collaborate and exchange “best practices” with the guidance of credentialed, professional	There is no barrier preventing Endeavor from providing access to a broad course of study for all students. Endeavor Charter operates a program that has come to be known as “personalized learning.” Personalized Learning has been acknowledged and commended with a State Senate resolution (SR-36). Personalized learning is a unique, blended classroom and non-classroom based public educational model that is tailored to the needs and interests of each individual student. As a school, we set before students and their parents/guardians the educational goals and work cooperatively with them in creating customized learning plans that best reach those goals. We believe that their desires, strengths and needs are crucial to how the Charter School works with them as individuals. This methodology, both curricular and instructional, is built around each student’s needs, abilities and interests. All students meet with their teacher and parents together to create their own personalized learning plan (PLP) at least monthly and to evaluate effectiveness and needed supplementation or change. The PLP brings the student, parent and teacher together in a formalized relationship for the sole purpose of planning, implementing, assessing and adjusting the student’s educational program. The PLP process includes frequent, regularly scheduled meetings of the parent, student and teacher, assessment of the student’s academic strengths and weaknesses, development of a curricular and instructional plan ...	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 and their families with four types of resources: a. Guidance and oversight of a student’s educational plan is provided from a professional, credentialed and experienced Advising Teacher. Each student and his/her parent/guardian meet regularly with the Advising Teacher to review progress and assessments and plan upcoming curriculum and pacing. When applicable, a Special Education Teacher and/or Section 504 Coordinator will also be part of this education plan.b. A wide variety of standards-aligned curriculum and learning materials: Rather than a proscribed “one size fits all” curriculum, our credentialed faculty work with each student and his/her parent/guardian to design a standards-aligned educational program that meets the student’s individual needs, including A-G approved courses. ECS purchases the appropriate curriculum and collaborates closely with each student/parent to develop curriculum pacing plans and expectations for student work. c. Site-based classes, enrichment activities and field trips taught and led by qualified staff and designed around our students’ needs and interests. d. A forum and meeting place for independent study families to collaborate and exchange “best practices” with the guidance of credentialed, ...	Met		13JUN2023	2023
10621660140764	Golden Charter Academy	7	NULL	NULL	NULL	NULL	Not Met			2023
10621660140806	Aspen Ridge Public	7	Aspen Ridge Public School currently serves 175 students in grades 7-10 and will expand to serve grades 7-12 by the 2024-25 school year and graduating its initial class in 2025. Our student demographics reflect the community we serve with approximately 72% Hispanic, 13% African American, 9% White, 2% Two or More  Races, 2% Asian, 1% Filipino, 15% Students with Disabilities (SWD), 16% English Learners, 1% Foster Youth, 10% Homeless Youth, and 78% who qualify for free/reduced lunch.    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 7-11 will have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students are enrolled in a broad course of study with electives that may include: Ceramics (Gr 9-11), Art (Gr 9-11), Art 2D/3D (Gr 9-11) , Leadership (Gr 7-11), Adulting (gr 11), Service learning (Gr 11), SEL/Health (Gr 7-8), English Support (Gr 7-11), Math Support (gr 7-8); Study Skills/SDL (Gr 7-11; and UC Scout (Gr 9-11), 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		21JUN2023	2023
10621661030642	School of Unlimited Learning	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
10621661030840	Carter G. Woodson Public Charter	7	-UC Scout Canvas -Edgenuity Dashboard -Achieve3000 LeadershipEdition -After School Enrichment and Safety Program (students sign up based on interest and explore courses  at their own pace. Students also have the option to take courses offered by other colleges and university either at their respective location, online, or via free MOCC.s with articulation agreement with 4 year institutions )	-UC Scout Canvas  Students are registered via the University of California registration system, and the LEA as a whole are given access to all students enrolled in UC courses via LMS.  All students appear on the Canvas Dashboard to monitor progress towards completion.  This is monitored by LEA and local site administration.  UC Scout is our provider for both supplementary and complementary for college preparatory math and advanced placement courses.   -Edgenuity Dashboard As part of our blended learning model, students enroll into Edgenuity courses to move towards completion of A-G requirements, as well as to recover credits needed for HS Graduation.  LEA and site level administrators use the educator dashboard option to ensure students are enrolled and have access to the courses, aligned to their HS completion needs and career goals.  -Achieve3000 LeadershipEdition Through Achieve3000 Leadership Dashboard both LEA and site level leadership can monitor student progress, and performance. Achieve3000 is used as a complimentary support for our unduplicated pupils, as well as to provide tier 1 intervention.  All students in the LEA are enrolled in Achieve3000.  Our leadership dashboard is used to monitor use, completion, and progress for the LEA as a whole.  -ASP Enrichment  During Afterschool Programs courses students complete, are awarded HS credit towards graduation completion.  ASP course completion is optional for students interested in exploring a course for self learning.	Cater G Woodson, operates at two different locations.  We offer two programs, site based program. and a hybrid independent study program.  Students in our independent studies programs, tend to reflect more of a transient population.  Because of this, one barrier is student attendance, as students in our IS program move often.  In our site based programs, this is less of a barrier, but have connected with various learning management systems, to provide greater access to a broad course of study for students.	This year we have decided to pilot an AP program that provides students with an additional period, and utilizes Saturday school, to give students additional support, in mastering AP course content.  Additionally, we have partnered with UC Scout and Edgenuity, for approved curriculum, to satistfy additional A-G approved courses.  All new submissions have been approved for the upcoming school year.	Met		30MAY2023	2023
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 make sure this problem does not occur again.	Met		12JUN2023	2023
10622400113142	Ronald W. Reagan Elementary	7	The Kingsburg Elementary Charter School District tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district's student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.	All students in the Kingsburg Elementary Charter School District have access to and are enrolled in a broad course of study. The district's grade level configuration is very unique. Each individual school site is made up of a particular grade level or grade span. All students in grades TK-K attend Washington School. All of the district's first grade students attend Roosevelt School. Students in grades second through third, attend Lincoln School. Students in grades four through eight attend Reagan School and students in seventh and eighth grade attend Rafer Johnson Junior High School. Teachers at each grade level work with their site leadership team to develop a pacing guide for each subject, specific to their grade level and the students they serve. This helps to ensure all students receive a broad course of study.	At this time, all students have access to a broad course of study. No discrepancies have been noted.	The site and district leadership team periodically analyze teacher and master schedules. When a discrepancy is noted, the site administrator is immediately notified. The district works with the site administrator to correct the problem and make sure this problem does not occur again.	Met		12JUN2023	2023
10622400114587	Island Community Day	7	The Kingsburg Elementary Charter School District tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district's student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.	All students in the Kingsburg Elementary Charter School District have access to and are enrolled in a broad course of study. The district's grade level configuration is very unique. Each individual school site is made up of a particular grade level or grade span. All students in grades TK-K attend Washington School. All of the district's first grade students attend Roosevelt School. Students in grades second through third, attend Lincoln School. Students in grades four through eight attend Reagan School and students in seventh and eighth grade attend Rafer Johnson Junior High School. Teachers at each grade level work with their site leadership team to develop a pacing guide for each subject, specific to their grade level and the students they serve. This helps to ensure all students receive a broad course of study.	At this time, all students have access to a broad course of study. No discrepancies have been noted.	The site and district leadership team periodically analyze teacher and master schedules. When a discrepancy is noted, the site administrator is immediately notified. The district works with the site administrator to correct the problem and make sure this problem does not occur again.	Met		12JUN2023	2023
10622406006704	Lincoln Elementary	7	The Kingsburg Elementary Charter School District tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district's student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.	All students in the Kingsburg Elementary Charter School District have access to and are enrolled in a broad course of study. The district's grade level configuration is very unique. Each individual school site is made up of a particular grade level or grade span. All students in grades TK-K attend Washington School. All of the district's first grade students attend Roosevelt School. Students in grades second through third, attend Lincoln School. Students in grades four through eight attend Reagan School and students in seventh and eighth grade attend Rafer Johnson Junior High School. Teachers at each grade level work with their site leadership team to develop a pacing guide for each subject, specific to their grade level and the students they serve. This helps to ensure all students receive a broad course of study.	At this time, all students have access to a broad course of study. No discrepancies have been noted.	The site and district leadership team periodically analyze teacher and master schedules. When a discrepancy is noted, the site administrator is immediately notified. The district works with the site administrator to correct the problem and make sure this problem does not occur again.	Met		12JUN2023	2023
10622406006712	Roosevelt Elementary	7	The Kingsburg Elementary Charter School District tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district's student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.	All students in the Kingsburg Elementary Charter School District have access to and are enrolled in a broad course of study. The district's grade level configuration is very unique. Each individual school site is made up of a particular grade level or grade span. All students in grades TK-K attend Washington School. All of the district's first grade students attend Roosevelt School. Students in grades second through third, attend Lincoln School. Students in grades four through eight attend Reagan School and students in seventh and eighth grade attend Rafer Johnson Junior High School. Teachers at each grade level work with their site leadership team to develop a pacing guide for each subject, specific to their grade level and the students they serve. This helps to ensure all students receive a broad course of study.	At this time, all students have access to a broad course of study. No discrepancies have been noted.	The site and district leadership team periodically analyze teacher and master schedules. When a discrepancy is noted, the site administrator is immediately notified. The district works with the site administrator to correct the problem and make sure this problem does not occur again.	Met		12JUN2023	2023
10622406006720	Washington Elementary	7	The Kingsburg Elementary Charter School District tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district's student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.	All students in the Kingsburg Elementary Charter School District have access to and are enrolled in a broad course of study. The district's grade level configuration is very unique. Each individual school site is made up of a particular grade level or grade span. All students in grades TK-K attend Washington School. All of the district's first grade students attend Roosevelt School. Students in grades second through third, attend Lincoln School. Students in grades four through eight attend Reagan School and students in seventh and eighth grade attend Rafer Johnson Junior High School. Teachers at each grade level work with their site leadership team to develop a pacing guide for each subject, specific to their grade level and the students they serve. This helps to ensure all students receive a broad course of study.	At this time, all students have access to a broad course of study. No discrepancies have been noted.	The site and district leadership team periodically analyze teacher and master schedules. When a discrepancy is noted, the site administrator is immediately notified. The district works with the site administrator to correct the problem and make sure this problem does not occur again.	Met		12JUN2023	2023
10622406108328	Rafer Johnson Junior High	7	The Kingsburg Elementary Charter School District tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district's student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.	All students in the Kingsburg Elementary Charter School District have access to and are enrolled in a broad course of study. The district's grade level configuration is very unique. Each individual school site is made up of a particular grade level or grade span. All students in grades TK-K attend Washington School. All of the district's first grade students attend Roosevelt School. Students in grades second through third, attend Lincoln School. Students in grades four through eight attend Reagan School and students in seventh and eighth grade attend Rafer Johnson Junior High School. Teachers at each grade level work with their site leadership team to develop a pacing guide for each subject, specific to their grade level and the students they serve. This helps to ensure all students receive a broad course of study.	At this time, all students have access to a broad course of study. No discrepancies have been noted.	The site and district leadership team periodically analyze teacher and master schedules. When a discrepancy is noted, the site administrator is immediately notified. The district works with the site administrator to correct the problem and make sure this problem does not occur again.	Met		12JUN2023	2023
10622406114805	Central Valley Home	7	The Kingsburg Elementary Charter School District tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district's student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.	All students in the Kingsburg Elementary Charter School District have access to and are enrolled in a broad course of study. The district's grade level configuration is very unique. Each individual school site is made up of a particular grade level or grade span. All students in grades TK-K attend Washington School. All of the district's first grade students attend Roosevelt School. Students in grades second through third, attend Lincoln School. Students in grades four through eight attend Reagan School and students in seventh and eighth grade attend Rafer Johnson Junior High School. Teachers at each grade level work with their site leadership team to develop a pacing guide for each subject, specific to their grade level and the students they serve. This helps to ensure all students receive a broad course of study.	At this time, all students have access to a broad course of study. No discrepancies have been noted.	The site and district leadership team periodically analyze teacher and master schedules. When a discrepancy is noted, the site administrator is immediately notified. The district works with the site administrator to correct the problem and make sure this problem does not occur again.	Met		12JUN2023	2023
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 2022-23 school year, Kingsburg High School students had access to 11 AP classes (with 17 sections), 4 honor classes (with 5 sections), 18 fine/performing arts classes (with 27 sections), and 33 ROP classes(with 60 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 2022-23 school year, Oasis High School students had access to all state- required courses, except ROP. During the 2022-23 school year, Kingsburg Independent Study High School students had access to all state-required courses, including A-G 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.  During the 2022-23 school year students at Kingsburg High School had two new course options, Advanced Floral Design and Ag Communication and Leadership.  The district is exploring ways to incorporate more dual enrolled classes moving forward.	Met		26JUN2023	2023
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 2023-2024.  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		13JUN2023	2023
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 continue to review current course offerings and requirements on the high school side to ensure that when students need intervention and support, there is both buy-in and accountability 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		13JUN2023	2023
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 continue to 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 college degree.  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		13JUN2023	2023
10622810000000	Laton Joint Unified	7	Data for high school students from 2021-22 were 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.  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, and school administration review assessment scores (CAASPP, ELPAC, District benchmarks) 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 Language program from Kindergarten through eighth grade. Students learn to be bilingual and bi-literate in Spanish and English.  In middle school, students are allowed to choose from a limited variety of electives.  Middle school teachers, the counselor, and the administration collaborate for the proper placement of students. At the secondary level, 8th-grade students visit the high school campus in the spring for a full day. At this time, students become familiar with the campus, meet teachers and staff, and talk with the counselor and administration,	Laton Unified School District comprises three schools spanning TK-12 grades. It's a Title I District with equitable student distribution among programs and teachers. Students with exceptional needs have individualized IEPs. Discussions aim to increase inclusion in general education. The elementary and middle schools employ a full-time counselor to serve grades TK-8, promoting elective awareness and equal access. The middle school has transitioned to a block schedule, facilitating comprehensive class access. Two academic counselors ensure consistent grade monitoring. The counseling department aligns intervention, enrichment, and progress monitoring, focusing on middle-to-high school transitions. The high school's master schedule prioritizes student choice, aligning Science and CTE courses with the FFA program. This offers industry field trips and projects, preparing students for college, careers, and the workforce. Notably, no significant gaps exist in access to classes for low-income students, Foster Youth, and students with exceptional needs compared to the overall student population. However, English Learner students have somewhat limited access due to classes supporting language acquisition, and students with exceptional needs may face course limitations due to IEP parameters.	"Laton USD ensures that all students have access to a comprehensive curriculum. However, a self-review identified some challenges for two specific groups: students with exceptional needs and ""newcomers."" These challenges, referred to as barriers, were temporary and were promptly addressed upon identification. At LUSD's high school, the student body size sometimes poses challenges. Students with exceptional needs may have limited course options because their desired course load aligns differently with their Individualized Education Program (IEP) parameters. This can result from students participating in a pull-out model or needing support classes tailored to their IEP specifications. While students with exceptional needs can access a broad curriculum, specific program requirements may restrict their enrollment in certain courses. In elementary and middle schools, services for students with exceptional needs use a combination of pull-out and push-in models determined by individual needs outlined in their IEPs. At the high school level, English Language Learner students identified as ""newcomers"" are placed in an English Language Development program during their first two years of enrollment. This limits their course selection as they must prioritize language development courses to excel in ELA, Math, science, and social science classes. Additionally, a relatively small and declining student population limits the offering of elective and Career Technical Education courses."	In addressing recognized barriers, the District recognizes the need for additional support for students with disabilities. The District continues to provide support by employing instructional aides to assist students who need extra help to access core instructional programs. Professional learning/development opportunities are a priority for the District when planning professional development. PAPER Education has been implemented as supplemental support for 3rd to 12th-grade 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. As part of its LCAP, the District offers opportunities for acceleration and enrichment in summer and afterschool programs.  This, coupled with increased academic support for students, should increase opportunities for students to access an even broader range of courses.	Met		28JUN2023	2023
10623230000000	Monroe Elementary	7	The overall implementation of this action to achieve the articulated goal was done by MESD by maintaining enrichment opportunities for students throughout the school year. Students had opportunities to be involved in enrichment opportunities such as yearbook, STEAM, journalism. No substantive difference in planned action compared to actual implementation.	One school school district, so all students have access to all courses.	Barriers would be the multitude of absences as related to Covid and the school being designed as one pod.	New actions: Back up plans for personnel absence.	Met		20JUN2023	2023
10623310000000	Orange Center	7	The District maintains an Instructional Technology Coordinator and Contract an FCSS Technology Technician.  The Technology Coordinator provides teachers and students with skills needed to utilize digital learning tools and technology-based curriculum in the classroom and at home to promote 21st-century skills such as problem-solving, critical thinking, and digital literacy. The FCSS Technology Technician ensures staff, students, and parents are able to access reliable technology and internet, providing support as needed.   All K-8th students have either an IPAD or a Chromebook designated to them for use in their classrooms. The district continues 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 provides a Dual Immersion program that utilizes research-based instructional strategies that give students the opportunity to learn a second target language while learning core content in their primary language (Spanish/English).  The District will expand access to music education by hiring a teacher and purchasing supporting materials and instruments, specifically for this purpose. The district will purchase materials and supplies to support lessons and create STEAM learning labs, makerspaces, and allow students to extend their learning past the school day through the Chromebook checkout system (K-8).	The District will maintain an Instructional Technology Coordinator will provide teachers and students with the skills needed to utilize digital learning tools and technology-based curriculum in the classroom and at home to promote 21st-century skills and Contract an FCSS Technology Technician to ensure reliable technology and internet.  All K-8th students have either an IPAD or a Chromebook designated to them for use in their classrooms. 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 provide a Dual Immersion program that utilizes research-based instructional strategies that give students the opportunity to learn a second target language while learning core content in their primary language (Spanish/English).  The District will expand access to music education by hiring a teacher and purchasing supporting materials and instruments, specifically for this purpose. The District will expand access to performing arts education by updating performing arts areas such as the stage, curtains, sound system and purchasing supporting materials specifically for this purpose. A performing arts program will be provided for the identified students during the school day.	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 will 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. Through a pre-planning of the scope and sequence of the standards, educators can be assured that content and assessments target foundational skills, loop learning cycles, and create continuity across the system in a way that supports equity for all students to bridge learning gaps.  To increase academic achievement, the District will contract services to disaggregate data and assist with data analysis and review in order to target specific foundational skills. Through the skilled and purposeful use of student learning data, educators will be better able to target the learning needs of each student and differentiate needs accordingly. The District will allocate funds to support the Superintendent/Principal, the Parent Engagement Team of teachers, and support staff that will provide parents in providing parent engagement activities that focus on teaching parents how to best support their children at home.	Met		28JUN2023	2023
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.  Middle school students are offered an elective of career technical education, with the opportunity to take high school courses.  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 and middle school students.	Students are accessing available courses and enrolling in a wide range of electives in addition to the required 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 7th and 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		05JUN2023	2023
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-5).	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 are promoted 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		27JUN2023	2023
10623640000000	Parlier Unified	7	Parlier Unified School District utilizes the district's student information system Aeries to ensure all students have access to a broad course of studies by monitoring course rosters, master schedules, report cards, English Learner student profiles, and Individualized Education Plans (I.E.P.s).  In addition, Parlier Unified utilizes the following measures to ensure all students have access to, are enrolled in, 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 each of the district's focus areas; 3.  Access to Physical Education instruction TK-12th grade and measured and monitored by each school site principal.	Parlier Unified provided access to a broad course of study for all students in grades TK-12 during the 2022-23 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 invest in hiring Teachers on Special Assignment in English Language Arts-Early Literacy, Mathematics, English Language Development, Special Education, and Data.  All teachers received professional learning in the differentiation of instruction in order to meet the learning and language needs of our students.  In-class coaching and feedback, along with professional development provided teachers with the knowledge to help develop students as critical thinkers and problem solvers. Professional learning was provided to effectively administer content material while differentiating to provide access, equity, and continuity. All students received the required instructional minutes for all content areas, English Language Development, and Physical Education instruction.	All students in Parlier Unified School District had access to and were enrolled in a broad course of study.	Parlier Unified School District will continue to ensure all students have access to and are enrolled in a broad course of study.	Met		27JUN2023	2023
10623720000000	Pine Ridge Elementary	7	Since we are a small school we are able to ensure that all of our students are enrolled in a broad and appropriate course of study.	All student progress is tracked in our small, single school district.  We ensure that their individual needs are met and they also are able to take electives that match their interests.	Some our barriers include our small size and the most difficult barrier is the fact that we a a remotely located school in the mountains.	We have brought in a retired teacher to help us provide more options in our middle school electives.	Met		15JUN2023	2023
10623800000000	Raisin City Elementary	7	The Raisin City Elementary School’s schedule was examined for instruction.  All students have access to the courses offered.	• 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	The barriers that exist for a broad course of study is the qualified teachers in the areas such as language and music to increase courses.  Also, the small size of the school creates its own barriers.	The LEA has continued to bring in programs, offered field trips and provides services to ensure that the students have access to a broad course of study and will continue to work to develop or incorporated in the extend learning program if during the day it is not an option.	Met		12JUN2023	2023
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 2022-23 for the first semester. Participation in courses outlined in Ed. Code 51220 was examined: English, Mathematics, Science, Social Science, Foreign Language, Physical Education, Visual and Performing Arts (includes Applied Arts), Career Technology courses, Automobile 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.  The student information system shows that at a minimum, there were English Learners, low-income, foster youth, exceptional needs students, and different grade levels completing the required coursework, during the first semester of 2022-23.  Enrollment for interventions was evident for all grades, exceptional needs students, and unduplicated students for core subject areas. Driver education, CTE, and foreign language courses had the lowest enrollment for exceptional needs and foster youth students. 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 foreign language courses and no students took driver’s education. 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 online courses. English learners are receiving ELD courses. Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts 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 action in LCAP Goal 2 - College and Career Readiness. Enrollment in CTE and Professional Skills courses are tracked and reported to our educational partners. 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		01JUN2023	2023
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.	Sanger Unified continues to explore and develop 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		27JUN2023	2023
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.	Sanger Unified continues to explore and develop 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		27JUN2023	2023
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.	Sanger Unified continues to explore and develop 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		27JUN2023	2023
10624300000000	Selma Unified	7	Rates of EL Reclassification, AP passage rates, A-G completion, enrollment in advanced courses, enrollment in VAPA & CTE courses, Seal of Biliteracy, Golden State Seal Merit, master schedules	All students have access to a broad course of study. We also continue to add more options in expanded learning opportunities and in enriched offerings such as CTE, dual enrollment, etc.	n/a	We will continue to ensure all students have access to a broad course of study. We will continue to invest in additional opportunities in expanded learning, CTE, dual enrollment, etc.	Met		27JUN2023	2023
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) 2021-22 and Published on 2022-23 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 Age of Learning TK Supplemental Curriculum “My Math Academy” and “My Reading Academy” Adopted Summer of 2023.	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		28JUN2023	2023
10625390000000	West Park Elementary	7	California Education Code (EC) 51210 requires access to a broad course of study for all students in Grades 1-6 in English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education.  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. Since West Park School District/West Park Elementary School is a TK-8 single school district, a broad course of study as defined by California EC 51220()(i) applies to students in Grades 7-8. The locally selected tools used by the West Park School District/West Park Elementary School to determine if all students, including unduplicated, are enrolled in a broad course of study include class schedules, report cards, English language learner status, Individualized Education Plans, and for Grades 7-8, the master schedule is also used to measure student access to a broad course of study.	The locally selected measures confirm all students in Grades TK-8 have equitable access to a broad course of study.  Students in need of additional assistance in the areas of English language arts and mathematics are provided access to additional interventions and support before and after school. Additionally, instructional assistants, including bilingual assistants, provide support in the classroom during instructional time to ensure English learner students and students in need of additional assistance have access to the California content standards.	There are no barriers preventing students at West Park Elementary School from accessing a broad course of study as outlined in California EC.	To continue supporting staff and students in accessing a broad course of study, the district will provide ongoing professional development and support to classroom teachers. In 2023-24, the district will provide reading and math specialists, qualified teachers, bilingual instructional assistants, training, and resources focused on the effective implementation of the California content standards. To support students with exceptional needs and students with disabilities, a supplemental curriculum is provided that aligns with the standards and is designed to accelerate learning and reduce gaps in student performance.	Met		28JUN2023	2023
10625396112387	West Park Charter Academy	7	California Education Code (EC) 51210 requires access to a broad course of study for all students in Grades 1-6 in English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education. 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 locally selected tools used by the West Park Charter Academy to determine if all students, including unduplicated, are enrolled in a broad course of study include class schedules, report cards, English language learner status, Individualized Education Plans, and for Grades 7-12, the master schedule is also used to measure student access to a broad course of study.	The locally selected measures confirm all students in Grades K-12 have equitable access to a broad course of study.  Students in need of additional assistance in the areas of English language arts and mathematics are provided access to additional interventions and support before and after school. Additionally, instructional assistants, including bilingual assistants, provide support in the classroom during instructional time to ensure English learner students and students in need of additional assistance have access to the California content standards.	There are no barriers preventing students at West Park Charter Academy from accessing a broad course of study as outlined in California EC.	To continue supporting staff and students in accessing a broad course of study, the academy will provide ongoing professional development and support to classroom teachers. In 2023-24, the district will provide qualified teachers, counselors, training, and resources focused on the effective implementation of the California content standards. To support students with exceptional needs and students with disabilities, a supplemental curriculum is provided that aligns with the standards and is designed to accelerate learning and reduce gaps in student performance.	Met		28JUN2023	2023
10625470000000	Westside Elementary	7	The LEA has provided All 100% of students have access to instruction in state standards, music instruction, and participation in sports and field trips. LI 100% of students have access to instruction in state standards, music instruction, and participation in sports and field trips. EL 100% of students have access to instruction in state standards, music instruction, and participation in sports and field trips.	The LEA provides the same opportunities to all students within the broad course of study. The LEA participates in sports from 4th-8th grades and PE in all grades. The LEA is also committed to providing all students with music and visual arts. The LEA is currently still exploring ways to generate more music opportunities and visual arts across the grade spans.	The LEAs' main barriers thus far have been within staffing for the position of music. The LEA has searched for a qualified music instructor for many years, and the results have been unsuccessful. The LEA has also contacted the local county office of education and has generated some success but it has been limited. The LEAs' rural distance from the metropolis centers has caused some strain in providing the students with extended opportunities with music and visual arts.	The LEA will continue to ensure that all students will garner the same opportunities for a broad course of study. The LEA will continue to provide the current core curriculum subjects, and continue to push for other courses of study such as music, visual arts, sports, etc.	Met		20JUN2023	2023
10625470135103	Yosemite Valley Charter	7	Yosemite Valley Charter School (YVCS) has an extensive system to track each student's access to a broad course of study. Each student has an individual learning plan which aligns with their grade level, interests, and data results. Resources and courses are identified according to each plan. Virtual classes and specialized classes are available at every grade level for individuals with exceptional needs. YVCS has an educational team that works with the students and parents to develop personalized learning and graduation plans (high school). Educational funds are provided for each student. Parents, in partnership with the teacher, order curriculum, services, recourses, and enrichment services through a portal that contains over 700 vendors and an extensive library for teaching and learning in all subjects aligned with a broad course of study.	Yosemite Valley Charter School (YVCS) uses several select tools such as its Student Information Systems (SIS), personal educational plan, team-level communication system (family trail guide), and weekly professional learning community meetings to record, monitor, and measure the extent each student has access to and enrolled in a broad course of study. Any changes in the plan, resources, and online courses are logged into communication systems. There were no differences detected across school sites or within any student group.	Yosemite Valley Charter School (YVCS) has worked extensively on requiring all students to use grade level curriculum aligned with grade level standards supported by several types of resources. According to local measures, there are no barriers to the access of a broad course of study.	Based on local measures, Yosemite Valley Charter School (YVCS) has added grade band-specific, subject-area experts to support the selection, implementation, and monitoring of effectiveness in all aspects of a broad course of study as it relates to each student. Achievement data throughout the year will be used to determine any course corrections needed for the individualized learning plan. According to data, resources, courses, enrichment services, and other identified requests are added or changed to increase student access and success.	Met		22JUN2023	2023
10625470136523	Crescent View South II	7	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.  The student information system shows that at a minimum, there were English Learners, low-income, foster youth, exceptional needs students, and different grade levels completing the required coursework, during the first semester of 2022-23.  Enrollment for interventions was evident for all grades, exceptional needs students, and unduplicated students for core subject areas. Driver education, CTE, and foreign language courses had the lowest enrollment for exceptional needs and foster youth students.  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 foreign language courses and none in driver education. 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 action in LCAP Goal 2 - College and Career Readiness. Enrollment in CTE and Professional Skills courses are tracked and reported to our educational partners. 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		01JUN2023	2023
10738090000000	Firebaugh-Las Deltas Unified	7	Access to a Broad Course of Study FLDUSD uses a local measure to report out the # of Classes by Subject for SY 2022-23.  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 = 45; math = 39; ELD = 24; science = 55; History/Social Science = 48; Foreign Language = 13; Fine Arts = 38; PE = 30; Other = 79 (Aeries Analytics)	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 1,357 in 2022-23.  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		08JUN2023	2023
10739650000000	Central Unified	7	In Central Unified, students in Transitional Kindergarten (TK) through sixth grade (TK-6) have access to English, Math, Social Sciences, Science, Visual and Performing Arts (VAPA), Health, and Physical Education (PE). The district closely monitors this broad course of study (BCOS) by tracking daily instructional minutes, reviewing classroom schedules, discussing observations with site leadership, and annually reviewing bell schedules. Central USD also examines classroom placements and rosters, focusing on underrepresented students and Students with Disabilities (SWD), with support from supervisory staff. Elementary sites have dedicated VAPA and PE teachers. For grades seven through twelve (7-12), the district ensures BCOS access by reviewing master schedules, using state reports to match students with courses, and collaborating with counselors and leadership. Ongoing monitoring, including for underrepresented and SWD students, is done through roster checks, class schedules, and classroom observations.	Following a thorough assessment of the measures and tools outlined in item 1, Central Unified has determined that the majority of our students enjoy access to and are enrolled in a comprehensive course of study. Nevertheless, we have identified some disparities:  1. Scheduling constraints at middle schools may limit access to electives for certain underrepresented students.  2. Students in home-hospital, independent study and alternative education settings may not have access to all VAPA, applied arts, PE, and foreign language options. It's important to note that these situations are usually temporary.  3. Students in grades 9-12 do not have access to Driver's Education classes.  When reviewing measures and monitoring for TK-6, it becomes evident that schools in this grade range generally provide sufficient access to literacy and math. However, there is a variation in access to science and social science within this span.  For students in grades 9-12, there is access to a broad course of study. However, some students may encounter challenges, falling behind or experiencing difficulties in their classes, which may lead to their referral to the district's Multi-Tiered System of Supports (MTSS) for additional assistance.	Central Unified has sharpened its focus on improving student academic performance, particularly in English Language Arts (ELA) and Math. However, there are persistent barriers, especially in the 7-12 grade range:  1. Middle School Electives: The master schedule at middle schools sometimes limits underrepresented students' access to electives.  2. Content Area Access: Secondary underrepresented students may not have access to all content areas or electives. When they are enrolled in these classes, they may struggle and fall off track for graduation.  3. Driver's Education: Currently, Central USD does not offer Driver's Education due to several challenges: difficulty finding appropriately credentialed teachers, space limitations across three physical campuses, and unresolved liability issues.  To help high school students stay on track for graduation and ensure access to a broad course of study, the district offers summer school intercession. School sites actively communicate with parents and students who are not meeting graduation requirements or have gaps in their transcripts. They provide assistance with online applications and maintain a close watch on attendance and academic performance to support students in their educational journey.	Central Unified is actively improving educational access:  1. Elementary Curriculum: All elementary schools now offer science and social science curricula, supported by teacher training for equitable access.  2. Middle School Electives: Strategies are being explored to increase elective access for underrepresented middle school students, including potential scheduling adjustments.  3. Alternative Education: Student interests are surveyed to introduce Visual and Performing Arts (VAPA) classes, aligning education with preferences.  4. Summer School Intercession: High school students can attend summer school intercession to stay on track for graduation and access a comprehensive curriculum. Schools maintain communication with parents and students on graduation requirements and missing course offerings.  5. Academic Prep Time: Students not meeting graduation requirements can earn credits through online programs, offering flexibility for home or school-based learning.  6. Drivers' Education: Central USD is planning future drivers' education offerings, addressing staffing, space, and liability issues.  7. Transparency: A program is in development to provide parents and students real-time access to course completions and transcripts, ensuring transparency in their progress toward graduation.	Met		27JUN2023	2023
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 kindergarten through 6th grade students have access to a broad course of study, including designated ELD for EL students. 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, a comprehensive high school, a continuation school, and a K-12 grade online school. All middle school students have access to a broad course of study. The students are placed in the core classes (math, science, ELA, social studies, PE). Then, they select two electives: computers, art, band, humanities, journalism, an FFA introductory course, a journalism class, and a CTE Exploration course. The comprehensive high school offers a wide variety of courses. Students are placed in the core classes to meet the graduation requirements. Students select electives from 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 can 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 various options for a broad course of study through the Imagine Learning online program.	Goal 2 of the LCAP metrics shows that EL and SWD students are underrepresented in VAPA and CTE/ROP courses. A barrier for middle and high school EL students is that they have a designated ELD period, eliminating one elective period. SWD students have a resource class that takes away an elective. Continuation school students also have a barrier since they must walk to the high school to take an ROP/CTE or VAPA course. There are currently two music teachers for the four sites at the elementary level. This limits the time the teachers can focus on all grade levels.	KUSD focuses on reclassifying students by the end of the 6th grade. An EL newcomer class for 3-6 grade students scoring 1 or 2 on the Initial ELPAC will continue during the 2023-2024 school year to accomplish this goal. Integrated ELD PD will be ongoing for elementary teachers so EL students can access research-based EL strategies throughout the day, 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. Two additional elementary music teachers will be hired for the 2023-2024 school year so that each site will have a full-time music teacher.	Met		15JUN2023	2023
10751270000000	Mendota Unified	7	For grades 7 – 12, MUSD will utilize the school site’s master schedule to measure and track the extent to which all students in the mention grades have access to and are enrolled in a broad course of study. The master schedule for our secondary schools provides information regarding the courses offered and the availability of the courses offered to ensure that all students have access to all courses.  For grades K – 6, MUSD will utilize the school site’s curriculum schedule to measure and track the extent to which all students in the mention grades have access to and are enrolled in a broad course of study. The curriculum schedule at all of the district’s elementary schools, provides information regarding the course of study offered at each of the respective school sites.  All students in grades K - 6 follow the curriculum schedule as outlined. For grades 7 – 12, the District’s student information system will be used to monitor enrollment in all courses to ensure that unduplicated student groups and individuals with special needs are represented across all of the school’s offerings.  In Mendota Unified the master schedules and curriculum schedules reveal the values and the priorities of the school district. These schedules are annually developed around our students’ needs and district goals with much consideration given to the resource available. In addition, the master schedules and the curriculum schedules are aligned with the priorities found within the district’s LCAP.	Based on the above-mentioned measures and adopted board policies regarding student enrollment, participation, and discrimination, all students in the MUSD have access to and are enrolled in a broad course of study. The master schedules of our secondary schools include a broad course of study in the required subject areas for all students. At the elementary schools, all students are offered a broad course of study upon enrollment. The curriculum schedules at the elementary schools demonstrate that the schools offer instruction in all but one of the required subject areas – Health; however, it should be noted that components of Health education are integrated within other core offerings. In addition, the master schedules and curriculum schedules have embedded programs and services that are built-in to provide the unduplicated student groups, and individuals with special needs with additional support to ensure that they attain access to the core offerings of the schools.  Currently, there are no differences in access and enrollment in a broad course of study that can be identified across school sites and student groups due to the fact that (1) the demographics between the schools are similar if not the same and (2) the school sites that share common grades offer the exact same courses and curriculum.  In addition, MUSD serves very homogeneous student population; therefore, an analysis of student disparities within courses would result in no significant findings.	Both Mendota High School and Mendota Junior High School provide access to a broad course of study as noted by the schools’ respective master schedule and the schools’ student information system. Therefore, currently, there is no existing barriers for these school sites.  The three elementary school sites (Washington Elementary, McCabe Elementary, and Mendota Elementary) are currently offering Health Education through an integrated approach and limited. Reasons as to why these schools currently don’t consistently teach this subject matter has to do with student needs based on assessments and time.	For the district’s secondary schools, the district will continue with the current practices and continue to monitor access and enrollments of all students utilizing the master schedule and the student information system.  For the district’s elementary schools, the district will to continue provide the current offerings and as improvements and performance gains are made in core curricular areas (math and ELA), stakeholder conversations will take place around the expansion of the current curricular offerings to include a consistent offering of Health Education.	Met		20JUN2023	2023
10752340000000	Golden Plains Unified	7	The LEA uses A-G enrollment and completion to ensure al students have a broad course of study.	The LEA uses access to the curriculum and then identifies programs that enhance A-G access.  The LEA is endeavoring to provide music and art to grades K-8 so that students can cultivate these subjects and prepare themselves for high school A-G.	The barriers are simple: The LEA struggles to obtain teachers in A-G subjects although recent hiring has improved.  At this time, there are no credentialed music teachers at the elementary or high school.	The LEA is implementing electives at the elementary level.  That action will provide more access to a broad course of study.  In addition, CTE offers opportunities in Agriculture and Medical Careers.	Met		20JUN2023	2023
10752750000000	Sierra Unified	7	Sierra Unified uses the master schedule and individual student course schedules to monitor student enrollment and participataion in a broad course of study. Goal 2 of the Local Control and Accountability Plan (LCAP) captures participation rates of secondary-level students enrolled in a broad course of study. All students are provided access to courses and supports of personnel or designated equipment that assists in gaining access to the course for participation purposes.	All students enrolled at Foothill Elementary are provided the opportunity to participate in art, music and PE each week. This access is built into their daily schedule and qualified credentialed teachers provide students with instruction and practice in the defined courses. Students with IEPs are provided necessary support to access mainstreamed education as appropriate per their needs and are fully integrated into the school schedules. Secondary-level students, Grades 7-12 are provided opportunities that allow for acceleration and remediation. Students in grades 7 and 8 are provided within their daily schedule options to an elective wheel that provides opportunity to explore options that will be available to them on a full-scale in high school, the options include ag, IT and music. For students that qualify for acceleration, their elective period is utilized to take Math I (8th graders) or Spanish I. In high school, students are provided numerous opportunities to stretch themselves academically; 41% of all students are enrolled in an honors-level course, Advanced Placement (AP) or Dual Enrollment course, 53% of students, an unduplicated count, are taking part in a visual or performing arts class that include, music, drama, and art. Forty-seven percent of our students are enrolled in at least 1 Career Technical Education (CTE) or RegionalOccupation Program (ROP) course.	The only barriers that could exist to our students access at this time would be a lack of qualified staff, or if courses reach capacity and there is not an ability on the part of the district to expand the offerings. Currently, our monitoringand tracking of participation indicates that students are able to access the courses they are assigned to without interference or disruption.	Sierra Unified ensures all students have access to a broad course of study by monitoring of the master schedule and course enrollment. Students benefit from Office Hours with certificated staff at the jr high and high school levels to provide support. Identified student groups participate in high-level academic course work and assessments.  The high school sees increased enrollment of advanced courses among Native American students and all other student groups. We provide office hours before, during and after school, a Native American Mentor to develop student engagement and host quarterly family meetings throughout the year.  Students in the low income group are enrolled at a higher rate in vocational/tech courses than VAPA and advanced academic classes. Student enrollment and participation is affected by the students' self-perception of ability. Through the support of tutoring, office-hours, academic counseling and mentoring programs, the district works to improve the participation of all students in a broad course of study. The high school and alternative school work to allow student access to CTE and VAPA courses with concurrent enrollment. Students enrolled at alternative high school have access to vocational courses, the visual/ performing arts and advanced courses. This allows our district to maximize the power of our limited teaching force in a unique, yet equitable way that will serve all students seeking greater opportunity.	Met		28JUN2023	2023
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.	In 2022-2023, the district offered three schools that collectively cover the TK-12 grade span (TK-3, 4-8, 9-12). In 2023-2024, RJUSD will begin offering an online school for grades TK-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.   In examination of data, it was also revealed that fewer students were enrolled in a-g/AP courses than the previous year.  In greater examination, it was learned through student responses that fewer students felt the need to pursue four-year college opportunities instead pursuing a junior college pathway as enrollment was currently free in California for junior college.	In addressing recognized barriers, RJUSD will examine their instructional program on the 9th - 12th grade level.  Goals 1 and 2 of the RJUSD 2023-2024 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 2023-2024 school year.	Met		28JUN2023	2023
10755980000000	Caruthers Unified	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. 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-income students have to the above classes and access by the overall student population.  There were some differences in access for English Learners generally due to the classes those students might be taking to continue to develop English language skills.  Similar results were noted, especially for elective, for students with exceptional needs, whose access might be limited due to other academic support classes.	Caruthers High is limited in the amount of elective and CTE offerings due to the relatively small student population.  It is not always possible to offer more elective classes when the number of possible enrollees does not support the expense of a credentialed teacher.	As part of its LCAP, the District is offering opportunities for acceleration and enrichment in summer and afterschool programs.  This, coupled with increased academic supports for students, should provide increased opportunities for students to access an even broader range of courses.	Met		26JUN2023	2023
10767780000000	Washington Unified	7	Washington Unified School District monitors the master schedule, along with Aeries (SIS) and curriculum guides, to track that students have access to, and are enrolled in a broad course of study.  At the secondary level, counselors meet with students and parents to discuss courses, content, curriculum, and supplemental enrichment and support.  Course grading and completion will be collected and analyzed.  Survey feedback from the LCAP is also used to gauge parent and staff satisfaction in regard to accessing a broad course of study.	100% of pupils in grades 9-12 at Washington Union High School are enrolled in and have access to a broad course of study as measured by master schedules.  Students in grades 6-8 at American Union and West Fresno Middle School have access to a broad course of study with the exception of World Languages.	At this time, offering World Languages at the middle school level would require hiring an appropriately credentialed teacher.  Finding teachers in specialized areas has been a challenge, however the district is open to this option.	Washington Unified School District students have full access to a broad course of study.  The district will continue to provide this access and will also continue to monitor that students are accessing the courses.	Met		28JUN2023	2023
10767781030774	W.E.B. DuBois Public Charter	7	-UC Scout Canvas -Edgenuity Dashboard -Achieve3000 LeadershipEdition -After School Enrichment and Safety Program (students sign up based on interest and explore courses  at their own pace. Students also have the option to take courses offered by other colleges and university either at their respective location, online, or via free MOCC.s with articulation agreement with 4 year institutions )	-UC Scout Canvas  Students are registered via the University of California registration system, and the LEA as a whole are given access to all students enrolled in UC courses via LMS.  All students appear on the Canvas Dashboard to monitor progress towards completion.  This is monitored by LEA and local site administration.  UC Scout is our provider for both supplementary and complementary for college preparatory math and advanced placement courses.   -Edgenuity Dashboard As part of our blended learning model, students enroll into Edgenuity courses to move towards completion of A-G requirements, as well as to recover credits needed for HS Graduation.  LEA and site level administrators use the educator dashboard option to ensure students are enrolled and have access to the courses, aligned to their HS completion needs and career goals.  -Achieve3000 LeadershipEdition Through Achieve3000 Leadership Dashboard both LEA and site level leadership can monitor student progress, and performance. Achieve3000 is used as a complimentary support for our unduplicated pupils, as well as to provide tier 1 intervention.  All students in the LEA are enrolled in Achieve3000.  Our leadership dashboard is used to monitor use, completion, and progress for the LEA as a whole.  -ASP Enrichment  During Afterschool Programs courses students complete, are awarded HS credit towards graduation completion.  ASP course completion is optional for students interested in exploring a course for self learning.	W.E.B. Dubois offer two programs, a TK-8th grade site based program. and a hybrid independent study program.  Students in our independent studies programs, tend to reflect more of a transient population.  Because of this, one barrier is student attendance, as students in our IS program move often.  In our site based programs, this is less of a barrier, but have connected with various learning management systems, to provide greater access to a broad course of study for students.	This year we have decided to pilot an AP program that provides students with an additional period, and utilizes Saturday school, to give students additional support, in mastering AP course content.  Additionally, we have partnered with UC Scout and Edgenuity, for approved curriculum, to satistfy additional A-G approved courses.  All new submissions have been approved for the upcoming school year.	Met		30MAY2023	2023
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		22JUN2023	2023
11101160124909	Walden Academy	7	Survey question from 4th and 7th grade results indicate: Q:I feel like I belong at Walden Academy 4th: 84% agree or strongly agree 7th: 75% agree or strongly agree Q:I feel safe at Walden 77% agree or strongly agree 83% agree or strongly agree Q:Teachers encourage me 93% agree or strongly agree 83% agree or strongly agree Q:Teachers care about me 85% agree or strongly agree 83% agree or strongly agree Parent surveys indicate: 85% of parents believe their maintains a positive school climate in which my child feels safe and has a sense of  belonging. 87% believe their child is motivated to do well at school.	Walden Academy is a single school district. All students receive a broad course of study. No group is left out or  receives more or less than another group.	At this time, there is not other barrier but time and staffing. However, we have hired an art teacher for next year.	All students on our campus have equal access to a broad course of stud	Met		06JUN2023	2023
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 our programs and services are developed and equally provided to all students including English Learners, Students with special needs, foster and homeless youth, and low income students, regardless of income, race, primary language, disability, and/or family situation. 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.	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		22JUN2023	2023
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 - 5 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 6-8, students have access to weekly instruction in ELA, Math, ELD, and enrichment in a structured Middle School Academy model provided on campus.  In grades 9 - 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 professional development supporting emergent readers has been approved and implemented. Additional classroom space was constructed during the 22-23 school year and occupancy in the new building is expected during the spring 24 semester. The new building includes additional classroom space, office space, storage, as well as a large indoor gathering space.	Met		22JUN2023	2023
11625540000000	Capay Joint Union Elementary	7	CJUESD students have valid, current, and accessible instructional materials at an appropriate grade level.  Students with exceptional needs are placed into courses best on academic levels, support needs, and the least restrictive environment.	CJUESD students are enrolled in a broad course of study with an accessible curriculum across the grade spans.  Students have 1:1 computing and learn standards in core subjects and elective courses.	There are no current barriers to providing students with a broad course of study.	The district will sign up for the computer education initiative through the SSDA to add offering to students grades K-8.	Met		29JUN2023	2023
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. Initial planning for 2023-24 identifies an elective choice of Performing Arts that will include both art and music for students in grades 6-8.	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		20JUN2023	2023
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 the 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		07JUN2023	2023
11626380000000	Plaza Elementary	7	Plaza School District s a small, rural K-8 district with 195 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. For example, our 6th-8th grades are all one class per grade, therefore options for electives is limited.  Another barrier is access to a certificated music or art teacher.	The District will continue to maintain a broad course of study to the extent possible given the small size and rural location.	Met		08JUN2023	2023
11626460000000	Princeton Joint Unified	7	For the 2022-2023 school year, 100% of Princeton Joint Unified School District (PJUSD) 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 PJUSD have access to a broad course of studies within their school offerings.  Barriers preventing PJUSD from maximizing broad course of study offerings to all students include a lack of Agriculture Mechanics facility due to a fire 2 years ago.  Princeton High School is a very small school so additional classes are limited due to scheduling and staffing.  Extended learning offerings, including credit recovery and independent study, are planned for continued expansion during the 2023-2024 school year. Funding for these offerings comes from the LCAP, the Extended Learning Opportunities Grant, and the A-G Completion Improvement Plan.	"PJUSD reviews and uses California School Dashboard Indicators to inform educational practice. Using 21-22 data, PJUSD had a  93.3% graduation rate.  PJUSD graduation rates for all students is affected significantly, positive or negative, due to the size of each small graduating class. Students with IEPs are mainstreamed into all core and elective classes. Those students receive academic support through a specialized elective support class and push-in assistance from support staff.    PJUSD is also concerned about the College and Career Readiness California School Dashboard Indicator and the number of students deemed prepared. However, there was not enough data on the Dashboard to determine number of students deemed ""prepared"" as the State of California did not release College and Career Readiness data for 21-22. The Dean of Students develops 4 year plans for all students and is integral to schedule and class development to meet the needs of all students."	One of the barriers to students accessing a broad course of study is that PJUSD is a small district and many requirements are only offered once in the schedule.  This barrier is often remedied by offering certain classes every-other year so students can take the course.   Princeton High School has a 7 period day to offer the most flexibility for students to meet all graduation requirements over four years.	PJUSD requires four year plans for all students. PJUSD has a Dean of Students who acts as the academic counselor for the entire district who creates the master schedule to ensure that all students meet graduation requirements with a broad course of study.   PJUSD 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. PJUSD has been focusing on improving student engagement as a way to improve all California School Dashboard Indicators.	Met		27JUN2023	2023
11626530000000	Stony Creek Joint Unified	7	The LEA takes a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies.	All students in grades TK-5 are enrolled in a broad course of study. The elementary school offer access and enrollment in the seven areas identified as a broad course of study for grades 1-5. All elementary students have access to visual and performing arts within the regular school day.   All secondary students have access to a broad course of study within their school offerings. The middle school offers visual and performing arts embedded within the school day. Additionally, students also engage in STEAM (Science, Technology, Engineering, Art, Math). Other secondary courses offered include Leadership, Culinary Arts, FFA, Ag Science, Guitar, Yearbook and Digital Arts. Students who require additional supports are offered a study skills class to support student academic achievement.	A shortage of staff, due to our rural location, continues to be a barrier preventing the LEA from providing access to a broad course of study for all students.	The LEA is working with the high school counselor and county office of education to create a new A-G aligned course catalog. Teachers will engage in professional development for their standards-aligned curriculum.	Met		28JUN2023	2023
11626610000000	Willows Unified	7	The WUSD schools offer students access to a limited broad course of study. Some of the tools and indicators used at each site to track the extent to which students have access to a broad course of study include the following: the high school master schedule; course catalog; counselor/student meetings; student surveys; grades; staffing levels; curriculum 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. Although the percentage of students graduating with college preparatory (a-g) requirements decreased by approximately 20.5% from 2020-21 to 2021-22, the percentage of graduates who passed an Advanced Placement increased by approximately 5.3% from 2020-21 to 2021-22. In addition, the percentage of graduates who completed a Career and Technical Education course of study increased by 12 students: 73 CTE Completers in 2021-22 as compared to 61 CTE Completers in 2020-21 according to CALPADS reports.	Some of the barriers preventing sites and students from having full access to a variety of courses and a broader course of study are related to limited staffing and credentials; conflicts within an individual student’s course schedule; funding to hire additional teachers on a full or part-time basis; lack of access to equipment, facilities, and materials to broaden course offerings; and limited student enrollment which does not allow for full group activities within classroom instruction. WUSD will continue to work to help ensure that all students have increased access to a broad course of study through ongoing curriculum analysis and evaluation of students’ needs; investigating additional electives for possible inclusion in the master schedule; and by analyzing and implementing Western Association of Schools and Colleges (WASC) findings and student surveys to help assess the needs for the next school year.	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 2022 Local Performance Indicator Self-Reflection for Willows Unified School District Page 14 of 17 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 choose and enroll in courses that meet their needs, interests, and preparation for graduation. The percentage of students graduating with college preparatory (a-g) requirements decreased by approximately 20.2% from 2021; while the percentage of students who passed an Advanced Placement with a 3, 4,, or 5 overall increased by approximately 5.3% from 2021, 43.8% of high school students were enrolled in college coursework, an increase of 20.1% from 2021/22. Due to the unavailability of the CCI Indicator, utilizing report 3.19 from CALPADS shows that 73 students have been identified as CTE Completers in 2022/23, an increase of 12 students from 2021/22. 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	Met		12JUN2023	2023
11754810000000	Orland Joint Unified	7	The LEA has identified the following locally selected measures or tools to track the extent to which all students have access to and are enrolled in a broad course of study:  Course Enrollment Data: The LEA collects and analyzes course enrollment data to track the participation of students across grade spans and student groups. This data provides insights into the availability and access to a wide range of courses, ensuring equitable opportunities for all students.  Student Schedules: The LEA examines individual student schedules to ensure they reflect a broad course of study. By reviewing student schedules, the LEA can verify if students are enrolled in a diverse range of subjects across different disciplines, meeting the requirements and recommendations for their grade level.  Elective Course Offerings: The LEA assesses the availability and variety of elective courses offered to students within different grade spans and unduplicated student groups. This helps ensure that students have access to a broad range of elective options, allowing them to explore and pursue their interests beyond the core curriculum.  Participation Data: The LEA tracks student participation in extracurricular activities, clubs, and enrichment programs to measure the extent to which students are engaged in a broad course of study beyond regular classroom instruction. This data helps assess the overall breadth of educational opportunities available to students.	Students have the opportunity to pick and enroll in courses that meet their needs, interest and graduation requirements.  Overall, the LEA has made progress in ensuring access to a broad course of study for students. Efforts have been made to offer diverse elective courses and extracurricular activities, providing students with opportunities to explore various subjects and pursue their interests beyond the core curriculum. The data indicates an increase in the availability of elective courses and enrichment programs over time.	Based on the results of the locally selected measures and tools, several barriers have been identified that prevent the LEA from providing access to a broad course of study for all students. These barriers include:  Resource Constraints: Limited resources, such as funding, staffing, and facilities, can create barriers to offering a wide range of courses. Schools with fewer resources may struggle to provide diverse elective options or advanced courses, limiting the breadth of the curriculum available to students.  Scheduling Conflicts: Scheduling conflicts can hinder students' ability to enroll in a broad course of study. Factors such as limited course availability, overlapping class times, or conflicting requirements can restrict students from accessing certain subjects or electives that align with their interests or academic goals.  Lack of Qualified Staff: Insufficient numbers of qualified teachers or staff members can impact the availability of specialized courses or electives. If there is a shortage of educators in specific subject areas, it can limit the range of courses offered and impede access for students to pursue a diverse set of academic interests.	In response to the results of the tool or locally selected measures, the LEA has implemented or plans to implement several revisions, decisions, and new actions to ensure access to a broad course of study for all students. These include:  Resource Allocation: The LEA has revised its resource allocation process to ensure equitable distribution of resources across schools. This includes allocating funds, staffing, and facilities based on student needs, with a focus on addressing disparities and providing equal access to a broad range of courses.  Course Expansion and Diversification: The LEA has taken steps to expand and diversify its course offerings. This includes adding new elective courses and specialized programs to provide students with a wider array of academic options. Efforts are made to align course offerings with student interests, career pathways, and college readiness.  Scheduling Flexibility: The LEA has implemented scheduling adjustments to maximize access to a broad course of study. This may involve revising scheduling practices, creating alternative schedules, or utilizing technology platforms to offer more flexible course options, particularly for students facing scheduling conflicts or limitations.  Professional Development: The LEA has prioritized professional development opportunities for teachers and staff. Training sessions and workshops are provided to enhance educators' skills in delivering a broad course of study.	Met		27JUN2023	2023
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		07JUN2023	2023
12101240000000	Humboldt County Office of Education	7	HCOE CCS utilizes our local tool and student information system Promis. This will be updated to the Aeries system in the 23-24 school year. 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 fourth 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 Construction Trades Course are engaging CTE programs that offer our students career readiness training. We continue to investigate what CTE opportunities are available to our Garberville students. The district employs a full-time employee Student Services Technician who primarily focuses on post-secondary exploration, internship support, and, work-based learning opportunities. All students had access to these supports including the Garberville students. The district provided students with the opportunity to participate in a student-run business to participate in meaningful learning opportunities.	Met		14JUN2023	2023
12101240134163	Northcoast Preparatory and Performing Arts Academy	7	All students at our school are enrolled in the IB Middle Years Programme in grades 6-10 and in the IB Diploma Programme in grades 11-12. These courses of study include multiple pathways and options, including multiple options within the humanities, social sciences, sciences, and arts. Every student receives individual counselling to ensure that he or she is supported in choosing a successful plan of study within the broad course of study available to all students. These measures ensure that all students have full access to the broad course of study offered by the school. Students with exceptional needs receive individual support from faculty and our resource specialist to ensure that they can take full advantage of the course of study that is offered.	100% of students at the school have access to and are enrolled in a broad course of study. There are no differences across school sites or student groups at the school regarding access to the broad course of study that is offered.	There are no barriers preventing access to the broad course of study that is offered. All students have full access to this broad course of study.	None. A broad course of study is already available to all students. 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		06JUN2023	2023
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 in 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. 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		29JUN2023	2023
12101246008221	Agnes J. Johnson Charter	7	All students receive enrichment classes, regardless of grade spans, unduplicated student groups, and individuals with exceptional needs served, to include gardening, art, and STEAM courses. Any students who are low achieving in reading receive Leveled Literacy Intervention daily. In addition, all students who need help meeting the standards receive targeted, small-group intervention in the general education classroom.	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 Charter School 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 who 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		15JUN2023	2023
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		20JUN2023	2023
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.	N/A	N/A	N/A	Met		21JUN2023	2023
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. When scheduling, teachers make sure students are not pulled for services like speech and special education during special programs.	Since all students have access nearly 100% of the time, there are no barriers to a broad course of study.	We continue to offer all students access through our careful scheduling each year.	Met		21JUN2023	2023
12626790137653	Redwood Coast Montessori	7	RCM uses the Master Schedules of each level of our program to ensure that all students have access to and are enrolled in a broad course of study. As a TK - 12 school, our elementary program serves students in self-contained classrooms. At all levels of the program, 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. Beginning with the adolescent program, the master schedule provides student the opportunity for increased departmentalization while still ensuring a “home room” environment. At the high school level, the master schedule provides students the opportunity to rotate through seven different classes scheduled throughout the week with appropriately credentialed teachers. Students are enrolled English language arts, math, science, social science, world language and/or art, connections, physical education, and have the opportunity to rotate through additional elective classes.	All students are provided full access to Montessori and PBL curriculum and a broad course of study including math, English language arts, social studies, science and physical education. Students in the elementary program are in self-contained classrooms that are heterogeneous and receive art and music. All adolescent students are also provided the common core aligned curriculum and a broad course of study from appropriately credentialed teachers. At the high school level, all students are provided instruction from appropriately credentialed teachers in math, ELA, social science, natural and physical science, PE, world language, art along with a wide variety of elective classes.	Redwood Coast Montessori 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.	Redwood Coast Montessori 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		21JUN2023	2023
12626796120562	Coastal Grove Charter	7	NULL	NULL	NULL	NULL	Not Met			2023
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 2023-24, 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 implementation 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		27JUN2023	2023
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 ongoing educational counseling, all students are encouraged to sign up for and complete the UC A-G courses, and CTE pathways. 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 the 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 with 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 support 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		27JUN2023	2023
12626870124263	Laurel Tree Charter	7	"Weekly staff meeting with ""Kid Concerns"" as our first agenda item.   Student transcripts in 7th-12th grade.  IEP meetings and the fact that we have a Special Education teacher in each grade level band."	All students have access to, and are enrolled in, a broad course of study - because we have one course of study that we make sure everyone, regardless of their ability level, is involved. in.   We create a rich and rigorous curriculum and then support everyone so that they can access it.  For example, all students in 11th and 12th grade this year (all 16 of them) are reading, discussing, and acting in the play Hamlet.  We don't have a different class for students that might have difficulties with reading and writing.  We're all doing it together, with various levels of support.  Some students are playing leads, some students have four lines - but we are all reading, discussing, completing assignments, and creating a production that will be performed at a local theater.	We've needed an increase in support staff since the pandemic, to make sure that all students are able to access the hands-on and engaging curriculum we believe in.	We've hired more staff and focused on making sure our curriculum is engaging and accessible.	Met		27JUN2023	2023
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. Evaluation of instructional materials for math and science is underway and will be piloted in the 2023-24 SY.	Met		13JUN2023	2023
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	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		28JUN2023	2023
12627290000000	Bridgeville Elementary	7	Bridgeville ESD will follow monitoring strategies as recommended by the Humboldt County Office of Education to ensure continued improvement in student academic achievement and student attendance. Attendance monitoring practices will be in place daily. Student progress will be evaluated using local measures administered by classroom teachers, as results of state assessments are not valid or reliable and are not reported due to the small school population. In addition, Bridgeville School will work with HCOE to develop capacity around on-going formative improvement monitoring practices for schools with small numbers. Effectiveness will be reviewed annually and reported to stakeholders.	All students will attain proficiency in the core content areas. Certificated and classified staff will be supported in this goal with professional development in Universal Design for Learning, Project-Based Learning and interventions to support students identified for additional support	Progress towards improving student performance on state tests was less than expected but, given the small numbers, results reported are not reflective of overall program effectiveness. Trends over time will be analyzed as a more reliable measure.	Two new actions will be added to the 23-24 LCAP, 1.13 and 1.14. Both focus on providing professional development and teacher collaboration time to support instruction and student learning in multi-graded instruction.	Not Met For Two or More Years		14SEP2023	2023
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.  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.	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.  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.	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.  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.	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.  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		21JUN2023	2023
12627450000000	Cutten Elementary	7	Cutten Elementary School District uses our 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 students groups, and individuals with exceptional needs.	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 our Specialized Academic Instructional program, our intervention programs, and support staff to help improve  student learning and participation.	There are no barriers preventing Cutten Elementary School District  to provide access to a broad course of study for all students.	Cutten Elementary School District  will continue to refine 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, clubs, afterschool programming, and after school extracurricular events.	Met		26JUN2023	2023
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		29JUN2023	2023
12628100000000	Fortuna Union High	7	[Aeries analytics data, transcript data, teacher & student feedback, graduation rates, CAASPP, ELPAC, & PSAT scores.]	[While each of the three sites at FUHSD have specific focuses (the Academy of the Redwoods is an early college high school program at a community college and East High School is a continuation program, students at all three sites have access to a broad course of study that meets their site specific graduation requirements with room to adapt to their specific learning needs and goals.]	[All students at FUHSD have access to a broad course of study.]	[FUHSD intends on fully administering the California Healthy Kids Survey successfully in 2023-2024.]	Met		20JUN2023	2023
12628280000000	Freshwater Elementary	7	All students at Freshwater School have access to a broad course of study as evidenced by: review of teacher lesson plans, inventory of state standards-based materials, and use of standards-based report cards. The design of the district's ELD program ensures that English learners are given full access to a broad course of study within their classrooms as well as being provided additional ELD instruction during non-core instructional time.  IEPs for students with special needs document that they receive instruction in a broad course of study which includes, core academics, science, social science, physical education, and visual and performing arts.	100% of students have access to a broad course of study appropriate for their grade levels as defined by Ed. Code.  Unduplicated students including LI, ELs and students with special needs also have access to a broad course of study.  Since the inception of LCFF, the district has ensured all students have access to a broad course of study.  There has never been any identified group who have not been offered the full range of courses appropriate for their grade. #3	The District’s Special Education services and ELD program provide ELD instruction and special services during non-core instructional time thus preventing ELs and students with IEPs from being removed from their classrooms during core instructional times. The district has provided funds to provide visual and performing arts and PE instruction to all grades 1-6.	The district will continue to monitor classroom instruction, student report cards, EL progress, and IEPs to maintain 100% access to a broad course of study.	Met		28JUN2023	2023
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. #3	The District’s Special Education services and ELD program provide ELD instruction and special services during non-core instructional time thus preventing ELs and students with IEPs from being removed from their classrooms during core instructional times. The district has provided funds to provide visual and performing arts and PE instruction to all grades 1-6.	The district will continue to monitor classroom instruction, student report cards, EL progress, and IEPs to maintain 100% access to a broad course of study.	Met		28JUN2023	2023
12628360000000	Garfield Elementary	7	Garfield School District has created a metric in our Local Control Accountability Plan to ensure that students have access to a broad course of study to include art, music, dramatic arts and outdoor education.	100% of students have access to a broad course of study at Garfield Elementary School.	There are no barriers to preventing Garfield School District from providing access to a broad course of study for all students.	Garfield School District will continue to utilize the metric in our Local Control Accountability Plan to ensure that students have access to a broad course of study.	Met		15JUN2023	2023
12628510000000	Green Point Elementary	7	grade spans, unduplicated student groups, and individuals with exceptional needs served. Report cards, Parent Survey, IEP and 504 meetings	Parent Survey results: 100% agree. Staff Survey results: 50% agree, 50% neutral that all students have access to, and are enrolled in, a broad course of study.	Parent and Staff surveys were the tool used to identify barriers. Staff requested more training and better computers.	The school provides students with Chromebooks to use at home. The school has adopted a new math curriculum and will continue to provide professional development in the 23-24 school year to implement the new curriculum.	Met		22JUN2023	2023
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		19JUN2023	2023
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 2022-2023 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.	Continued implementation of current program with support from the Jacoby Creek Children's Education Foundation to provide music, drama, and advanced math offerings.	Met		12JUN2023	2023
12629010000000	Klamath-Trinity Joint Unified	7	NULL	NULL	NULL	NULL	Not Met			2023
12629190000000	Kneeland Elementary	7	The LEA utilizes benchmark assessments, participation rates, attendance rates, and annual state testing to track the extent to which all students have access to, and are enrolled in, a broad course of study.  The LEA has no EL students.	The LEA has identified need in the area of mathematics by utilizing the locally selected tools to assess student access to a broad course of study.  The LEA is a rural, necessary small school which manifests a challenge in accurately assessing successes based on state testing; one student's performance largely affects the overall percentages for the school.  The LEA is a single-school district serving TK-8th grade.  Local benchmark assessments provide the most accurate measurement to guide the district when selecting new curriculum or supplemental instructional supplies to broaden the course of study for all students.	The LEA has been researching new mathematics curriculum but has found that the state is working on developing another, new, state adopted math curriculum program.  A large proportion of state adopted curriculum is solely on-line, which poses some difficulty due to the juxtaposition of the LEA; the LEA is on a mountain where PG&E frequently turns the power off to prevent wildfires.  With no power, there is no internet so the LEA must find curriculum that is not online.	The LEA has utilized on-line courses as supplemental instructional materials while focusing largely on non-digital content as the core curriculum base.  The LEA has also implemented a regular routine of field trips to enhance the learning opportunities for students due to the isolation of the district.  The LEA provides professional development opportunities to all staff to encourage up to date, engaging instructional strategies to create a robust, broad course of study for all learners.	Met		12JUN2023	2023
12629270000000	Loleta Union Elementary	7	As a small, single school district Loleta is able to ensure that all students, including students with disabilities and English Learners, have access to and are enrolled in a grade-level appropriate, broad course of study. The measures used include the master schedule, student information system, and administrative review.	All students, including students with disabilities and English Learners, have access to and are enrolled in a grade-level appropriate, broad course of study. All students have access to and actively engage in field trips, enrichment activities, and curriculum-related special events.	One challenge to providing as much variety as we would like is finding instructors, particularly in music and world language. Poor student attendance is another barrier or challenge because some activities such as field trips can't be replicated or made up.	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,  science, social studies, physical education, technology, PE and VAPA (music  and art integrated into the classroom). 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.	Met		22JUN2023	2023
12629350000000	Maple Creek Elementary	7	Dashboard Indicator 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.	All students have access to a broad course of study that includes high-quality, common core aligned materials for all subjects and supplies. There is one device per student. Students are able to borrow devices. Wifi booster is mounted outside of the school building. $1000 budget for purchasing books for classroom library with priority going towards foster youth, homeless youth, IEP students, diversity, and student needs and interests (this budget may be reduced as library support services are not provided for free from Humboldt County Office of Education).	Parent and Staff surveys identified mostly strengths. The area for growth is health and PE. Bringing in professionals in the field and professional development for teachers could provide improvement in these subject areas.	The school will continue to provide communication and quality education in all subject areas. Weekly newsletters go out to keep educational partners informed, and that will continue.  A request will be made for ArtSEL, the district 5 year professional development organization, to incorporate P.E. curriculum/activities into the professional development series.	Met		23JUN2023	2023
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.	The MUSD is comprised of three school sites: Dow's Prairie School houses all TK-2nd grade students, Morris School houses all 3rd-5th grade students, and McKinleyville Middle School houses all 6th-8th grade students.  Due to our unique configuration, we do not have like schools to compare to identify	MUSD currently ensures that students have access to a board course of study at all school sites.	Not Met For Two or More Years		09AUG2023	2023
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 is ongoing, with the updates to content standard frameworks and our focus on the Science of Reading. We have chosen a new NGSS (science) adoption and initial implementation will be in the 23/24 school year. HSS (history/social science is next with adoption and implementation in the 24/25 school year.  We will look at a science of reading based ELA curriculum with the input from our Reading Specialist and grant support. Incorporating CTE (career technical) and foreign language will be met with our expanded learning program.  Health, PE, art and music are in full implementation with our regular education teachers continuing to source open educational resources for these content areas.	Barriers include staffing, small enrollment/multigraded classrooms and funding.	We will collaborate with the Humboldt County Office of Education Educator Resource Center to identify HSS and World Language curriculum for our multi-graded classrooms.	Met		08JUN2023	2023
12629760000000	Pacific 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. The LEA is also 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. Students with exceptional needs receive services based on IEPs and 504 plans.  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.  The LEA 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.	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 6th 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 Jr. High students are also provided the adopted curriculum and a broad course of study. PUSD Jr. High 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 2022 Local Performance Indicator Self-Reflection for Pacific Union School District Page 14 of 14 physical education, Jr. High students also choose two electives 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		13JUN2023	2023
12629760115154	Trillium Charter	7	Trillium students have equal access to state adopted curriculum, supplemental instructional materials, school-provided classroom supplies, educational field trips, before and after school care, and ELOP camps during school closures. Purchasing records are maintained throughout the year and equal access to instructional materials and a well-maintained site were verified during our annual Williams Act inspection.	100% of students have equal access to state adopted curriculum, supplemental instructional materials, school-provided classroom supplies, field trips, before and after school care, and ELOP camps during school closures. All programs at Trillium are equally available to all enrolled students, with the exception of the unvaccinated students we are mandated to exclude from site-based enrollment and have limited access to school events. These are supplemented through access to community-based programs and online participation.	Our main barrier continues to be related to funding. Trillium's enrollment deceased in 2020 and has been slow to return to the full enrollment we consistently maintained.  Fundraising efforts are used to offset deficits in funding to the extent it is available, and we are exploring many grant opportunities newly available to us as a direct-funded charter school.	In 23-24, Trillium implemented a non-classroom based enrollment option that will allow access for families who prefer a homeschool approach, have ongoing barriers to attendance, or have students who have been determined to be ineligible for site-based enrollment due to vaccine requirements. All site based students will continue to receive equal access to all parts of the Trillium program and NCB students will have access to the extent allowable by law restricting unvaccinated students from participating in site-based school.	Met		14JUN2023	2023
12629840000000	Peninsula Union	7	We are using our Williams Act Review from 2022 as a measure to indicate areas of growth. We have worked hard through this school year to grow in the indicated areas, and we will be evaluating our progress toward our goals with the Williams Act Review in fall of 2023.	Following our Williams Review in fall of 2022, Peninsula staff conducted an inventory, assessment, curriculum piloting and assessing process, and recommended new and existing curriculum for board adoption. ELA was completed first, with demonstrable sufficiency for all students in all grades. Next, the same process and result was completed for history and social science with sufficiency for all students in all grades. Math was next with measurable material sufficiency for all students in all grades. Finally, we piloted, assessed, and adopted new science curriculum for all students in all grades, which is being ordered in June of 2023 to start next school year with sufficiency for all students in all grades[	[Our barriers included 1. having a rapid growth in student body over the last school year and 2. having to update our board approved curriculum. Both of these barriers have been overcome this year.	The LEA implemented a study and analysis of available curriculum, recommended new curriculum for adoption, and ordered new curriculum after board adoption to update our curriculum and our sufficiency of materials for all grades in all subjects.	Met		13JUN2023	2023
12630080000000	Rio Dell Elementary	7	Aeries analytics data, transcript data, teacher and student feedback, graduation rates, CAASPP data, ELPAC, and district wide reading assessments.	All students have access to a broad course of study. At the primary levels TK-3rd classes are self contained and taught by a teacher with a multiple subjects credential. All subject areas are covered in addition to a SEL lesson and a music education lesson weekly. In grades 4th-5th students stay in assigned classes for their core academics. For Science, History, and PE/Health they rotate between the teachers and also have access to music and SEL lessons. At the middle school, students in grade 6th-8th rotate in class periods to all core subjects. They have an elective four times a week based on student interest. One of our electives aligns with our feeder high school CTE Ag Pathway.	All students have access to a broad course of study.	Once California Healthy Kids Survey results are received the district will take a deeper look into supports that students may need.	Met		21JUN2023	2023
12630240000000	Scotia Union Elementary	7	The locally selected measures or tools include the LEA's student information system, weekly, monthly, midterm, and trimester progress reports and report cards, and teacher lesson plans.	"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 and 6-8 grade reading and math intervention program."	"No barriers preventing the LEA from providing access to a broad course of study for all students due to the LEA's EL support program, intervention programs, and ""push in"" resource program."	New actions include enrichment activities including: personalized music instruction during the school day, visual and performing arts opportunities during the school day, times scheduled for student chosen areas of study and focus, and after school enrichment activities and experiences through the after school program, GATE program, and ASB (student leadership group).	Met		21JUN2023	2023
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 tools 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.	Met		21JUN2023	2023
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		13JUN2023	2023
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 tools 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.	Met		21JUN2023	2023
12630400000000	Southern Humboldt Joint Unified	7	2022-23: 100% of 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. 100% of 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.	Emerging Bilingual Students, formerly known as English Learners (EL) are important members of our school community. All of our school sites share an EL Coordinator who serves EL students, Redway School has a designated EL paraprofessional, and there are additional positions for EL paraprofessionals as needed at other sites to serve students with both pull-out and push-in services during the school day.   Translation and interpretation is available upon request for our Spanish-speaking parents. Teachers use English Language Development (ELD) strategies in their classrooms throughout the school day. In addition, the District provides curricular support for greater inclusion of English Language Development (ELD) skills throughout the curriculum.	We did not fill the music teacher position due to teacher shortage. Music education at school especially targets unduplicated students who typically do not have access to private music classes	Reduce class sizes at Redway Elementary and South Fork High School.  Contribute to the Food Services program in order to support the low income students who need meals which are essential for students' readiness to learn. Extra curricular activities (athletics, drama, music, field trips).  K-12 Counselors, HBTS Navigator, career tech, and K-6 counselor/social worker to support Tiers 2 and 3 Social emotional learning interventions. Student Services Director as District level support for primarily low income students, Foster Youth and English Learners. Increased support for academic needs includes 2.10 career tech counselors, 3.3 increased bilingual/EL paraprofessional aides and classified staff, and contributions to instructional aides' salary and benefits. The only school in the district with an unduplicated concentration of less than 55% is our junior high school, which has a semi-departmentalized program and a Special Day Classroom.  These features of the program increase the staffing requirements at this site.  The staffing ratios at our schools with the highest concentrations of unduplicated students (rates of 66% to 100%) have very favorable staff to student ratios and are very small schools.  Our two largest schools have unduplicated rates of 73% and 56%, but due to their larger size affect the staffing ratio in the table below to cause it to appear that there is a larger class size per teacher as an average.	Met		29JUN2023	2023
12630570000000	Trinidad Union Elementary	7	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. All students are provided the adopted curriculum and a broad course of study including math, English language arts, social studies, science and physical education. 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 and have access to the same course of study, regardless of their group or needs.	Students with exceptional needs receive additional 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. Specialist teachers schedule with classroom teachers to ensure that their classes (art, music, gardening, speech, specialized academic instruction) do not interfere with one another, thus allowing all students to take advantage of the opportunities for enrichment.	The main barrier to the LEA in providing access to a broad course of study for all students is scheduling. Because there are so many different specialists, it can be challenging to balance students' time in the general education setting with their time for pullouts.	TUSD is constantly working to ensure access to a broad course of study for all our students. An important decision made to increase student access to a broad course of study is the dissolution of the GATE program. Rather than providing special academic experiences for just a few students, the district has created GATE events on campus and ensured that all students in grades 4-8 get to participate in them. The district will continue to look for ways to provide even more opportunities to all its students.	Met		23JUN2023	2023
12753740000000	Ferndale Unified	7	We have an LEA-wide academic counselor who ensures our students meet their 7th/8th grade credits along with a focus on our high school students meeting their A-G eligibility.	All FUSD have access to a broad course of study.  Students with disabilities also have access to a built-in Core Support period as well as access to a broad course of study.	The barriers that may prevent our LEA from offering a broad course of study are our small enrollment numbers at FHS.	As our enrollment has grown at FHS we have seen that we are able to offer a broader course of study.  This year we have added Art, Rural Recreation, Dual Enrollment, and a consumer math class at FHS.	Met		21JUN2023	2023
12753820000000	Mattole Unified	7	Throughout the school year, the Mattole Unified Superintendent monitors and tracks 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. For Mattole Triple Junction High School, 1st and 3rd quarter progress reports, 1st/2nd semester transcripts, the master schedule, graduation and A-G completion rates are utilized. The master schedule is utilized as the tool for elementary students in grades K-8 .  Mattole USD staff utilize the initial and summative ELPAC tests at all grade levels in order to determine if students are considered to be English Learners. Within the first 8 weeks of the start of each school year, Mattole USD evaluates the sufficiency of textbooks and other instructional materials and the Mattole USD Governing Board adopts a resolution finding that it has sufficient textbooks and materials for all students in all educational programs.	All students (including unduplicated students and students with disabilities) in grades K-12 are enrolled in a broad course of study in English Language Arts, Mathematics, History-Social Science, Science, Visual/Performing Arts, Foreign Languages and Physical Education.	There are no barriers preventing Mattole USD from providing access to a broad course of study for all students.	In order that the Mattole USD will continue to ensure access to a broad course of study the following actions are taken: - continually monitor student progress - provide supports and interventions as necessary - address academic, behavioral and social emotional needs through MTSS, PBIS and ArtSEL programs and systems - provide high-dose tutoring - provide credit recovery options to secondary school students - provide concurrent enrollment options for secondary school students - ensure that all graduates will be college/career ready	Met		27JUN2023	2023
12755150000000	Eureka City Schools	7	Eureka City Schools tracks progress in meeting Priority 7 standards through the LCAP by undertaking a review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs.	a. AVID is infused at EHS and both middle schools, including the elective classes at EHS and Zane 6th grade wheel. During the summer of 2022, more than twenty-five ECS staff members attended the AVID Summer Institute.  AVID strategies are being used school wide at EHS, Zane, and Winship with some implementation at Grant and Lafayette. b. All 4th and 5th grade students in the District were provided music instruction. TK-3rd classes also receive 15-20 minutes of instruction from music teachers per week. c. Instrument repair and replacement was supported at each secondary site. d. Materials and supplies for students in VAPA were provided. e. Co-taught classes for resource students at EHS, Winship and Zane.  EHS has 9th and 10th grade classes along with math and science. f.  Loop English classes at EHS 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.  Zane offers push in ELD in all grade levels.  Winship and Zane both have two designated ELD sections.  Elementary schools have designated ELD using Systematic ELD units.  g. GATE identification was completed at 4th grade. h. Through the 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 c	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 the 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, CTE and math teachers).	a. Maintain student access to advanced study through support for AVID at Zane, Winship, Lafayette and Grant.   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 the 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.	Met		22JUN2023	2023
12755151230150	Pacific View Charter 2.0	7	Pacific View Charter 2.0’s primary measuring tool for tracking access, enrollment, course study, grade spans, student groups, and exceptional needs is a school information system (or SIS) solution called SchoolWise. SchoolWise was explicitly created 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 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.	Shared Barriers between MARC and HSRC: Digital tools share the common problem of reaching families that do not have a computer or internet. Laptops for home use continually need to be offered for check out. The 2021 expanded learning grant addressed this at the MARC. However, repairs and broken laptops are going to create an issue going forward. 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 (ACE) symptoms with limited county counselors and school finance support is an ongoing barrier. Being a credit recovery alternative education type school, special needs students might find the digital curriculum cumbersome. As APEX is schoolwide, the method of delivery is limited, and families without electronic access will have a disadvantage at home.	To increase school communication access to families, PVCS opened up the parent and student portal in SchoolWise. Even parents without electronic access 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 as well through web portals. At the MARC, APEX was executed for the 2017-2018 school year. This program allows greater flexibility with class offerings, credit recovery, and remediation. The school still offers minimum access to textbooks and printing functions for special needs students.  Teachers maintained access to the supplemental curriculum by posting assignments within the Google Classroom and utilizing Nearpod in combination with the SchoolWise grade book. 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 2023-2024 will be to increase dual enrollment opportunities.	Met		13JUN2023	2023
12768020000000	Fortuna Elementary	7	1. Student Group Data: The district disaggregates enrollment data based on unduplicated student groups, such as students from diverse racial and ethnic backgrounds, English language learners, students with disabilities, and economically disadvantaged students. This allows the district to identify any disparities or inequities in course access and enrollment among these student groups. 2. Individualized Education Programs (IEPs): For students with exceptional needs served through Individualized Education Programs (IEPs), the district tracks the extent to which these students have access to and are enrolled in appropriate and inclusive educational opportunities.  3. Student Surveys: The district employs student surveys such as the Healthy Kids Survey to gather direct feedback from students regarding their preferences, perceived access to a broad course of study, and any barriers they may face in their school involvement. This qualitative data provides additional insights into students' experiences and perspectives.  By tracking these locally selected measures, the district assesses the extent to which all students, including unduplicated student groups and individuals with exceptional needs, have equitable access to a broad course of study. This data-driven approach allows the district to identify areas for improvement and take targeted actions to ensure that every student has the opportunity to pursue a comprehensive and well-rounded education.	Based on locally selected measures, the analysis reveals that the extent of access to and enrollment in a broad course of study might slightly vary across school sites and student groups within the district, but that is mainly due to differing grade levels at some of our schools. 1. School Site Differences: There may be slight variations in access to and enrollment in a broad course of study among our two elementary sites and our two middle school sites. Some schools may offer specialized electives, but overall, differences are minimal. 2. Student Group Differences: Some disparities may exist across student groups in terms of access to and enrollment in a broad course of study. Unduplicated student groups, such as students from diverse racial and ethnic backgrounds, English language learners, students with disabilities, and economically disadvantaged students, may face greater challenges in accessing all opportunities provided to them. These disparities may stem from various factors, including systemic inequities, resource allocation, and availability of support services. 3. Progress Over Time: The district has made efforts to improve access to a broad course of study over time. Local data suggests that there have been positive changes, such as implementing inclusive practices, restorative practices, and providing additional resources to address inequities.	1. Resource Allocation Disparities: Disparities in resource allocation can create barriers to access. Schools with fewer resources may struggle to offer a wide variety of courses or provide necessary support services. This can disproportionately impact schools serving a majority of economically disadvantaged students or perpetuate inequities in access to a broad course of study.  In practice, the district works very hard to allocate resources to all of its schools as equitably as possible but always takes into consideration the UPP at each site when distributing funds. 2. Teacher Qualifications and Expertise: The availability of qualified teachers does pose a barrier. Schools sometimes face challenges in hiring and retaining teachers, which can limit opportunities for some students. Inadequate professional development opportunities to enhance teacher skills and knowledge can also hinder access to a broad course of study. 3. Socioeconomic and Cultural Factors: Socioeconomic and cultural factors can contribute to barriers to accessing a broad course of study. Language barriers, cultural norms, and lack of awareness can also hinder students' access.	1. All FESD students undergo academic assessments a minimum of three times per year using Renaissance Learning's STAR math and STAR ELA assessment tools that track academic growth over time.  Students in grades 3-8 are also provided scheduled opportunities throughout the year to practice their test-taking skills by completing the online Interim Assessments offered through the CAASPP system.  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 district certifies through board action that all students in all schools have access to a broad course of study, verified and documented through board action, verifying the sufficiency of instructional materials for all students in all grades at all schools. 2. 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. 3. On a regular basis, the district reviews student access to a broad course of study by verifying the sufficiency of instructional materials in all subject areas.  There is also an ongoing review of the effectiveness of instructional materials.	Met		15JUN2023	2023
12768020124164	Redwood Preparatory Charter	7	1. Using our student information system, budget expenditures class observations/peer coaching, and survey's., we track the extent 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.	2. 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.	There are no barriers to providing a broad course of study.	We plan to improve the quality of our physical education program as well as our health classes.	Met		27JUN2023	2023
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 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’ area via Edmentum. Enrollment in Honors or AP courses are based on student and or parent request.	No barriers have been identified in this area. Online courses have been adopted to ensure students have access to all courses at any given time. We continue to provide 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		26JUN2023	2023
13101320134379	Imperial Pathways Charter	7	All IPCS students are enrolled in Edmentum, which offers a broad course of study. Our students meet with their teacher and our counselor to go over an Individual Learning Plan that identifies areas of need and areas of interest. Credits and courses are reviewed with each student that enrolls in our program to identify the estimated date of graduation. The team then sets a plan of action and a course schedule which meet all of the requirements set forth by the CDE to receive a California High School Diploma.	Annually, IPCS Team will utilize the Access to Broad Course of Study Reflection Tool (provided by the state). Results will be shared with Governing Board and also with educational partners via the Dashboard. 100% of students had access to standards aligned instructional materials. Annually, the Implementation of State Standards Reflection Tool will be revisited and recalibrated. Progress on this tool will be presented to the Board every year and also be included in the Dashboard's Local Indicators. Teachers will implement research based, highly effective strategies that promote and support both content and language development across all areas of the curriculum. Students will participate in meaningful, relevant high quality tasks. Supplemental instructional materials will be purchased to ensure access and equity to grade level, rigorous learning opportunities. Students will have opportunities to utilize technology into their learning on a regular basis.	Barriers preventing the LEA from providing access to broad course of study for all students include performing below grade level and potentially credit deficient due to previous learning environment. For students to accelerate their learning, they need access to high quality standards-based instruction which we are providing through our Edmentum courseware.	Teachers will implement research based, highly effective strategies that promote and support both content and language development across all areas of the curriculum. Students’ learning will be continually monitored in order to intervene and support individual students in a timely manner. Teachers will modify instruction based on short cycle assessments. Classrooms will be supported through supplemental curricular support and instructional coaching. Students will have opportunities to utilize technology into their learning on a regular basis. Students will be provided a variety of extended learning opportunities. Students will also experience a variety of career development and exploration activities to help them think about and plan for their future.	Met		26JUN2023	2023
13630730000000	Brawley Elementary	7	BESD used site master schedules and, as well as student schedules to determine access to and enrollment in a broad course of study. In addition, interviews with site administrators were used to clarify enrollment options and questions.	All students in the Brawley Elementary School District have access to, and are enrolled in core classes (ELA, math, social science/history, science and physical education). BESD adopted a history/social science program during the 22-23 school year that is aligned to CA Standards. At the elementary level, the music program is offered for students in 4th-6th grade; however, not all students participate. The music program includes chorus, orchestra and band. Our elementary sites adopted an art program that allows for students to receive standards-aligned art instruction weekly.  Additionally, art is offered after school through our ELO-P program.  BESD continues to expand the Dual Language Immersion Program beginning with kindergarten through second grade students. Each year, the DLI Program will be expanded to include another grade level; thus increasing access to world languages and promoting opportunities for students to achieve biliteracy.  Through the LCAP process, STEAM Labs were added to all elementary sites.    At the junior high level, electives offered include the following: art, music (band, orchestra and choir), computer science (Maker Space), 21st Century Technology, Spanish and journalism (Bobcat News). Students enrolled in intervention classes or English Language Development (ELD) may not have access to electives.	Our main challenges in this area included the following: 1.  Access to Spanish instruction at the elementary schools available to all students. 2.  Not all students at the junior high level have access to electives.	In an effort to improve broad course of study, BESD is increasing services to English learners so that they can reclassify prior to entering the junior high school.  This will open up options for electives.  While DLI is expanding, students must enter in the younger grades.  We began offering Spanish in our after school program during the 22-23 school year; however, it was limited to one school.  Our goal is to increase access  at each elementary site.	Met		27JUN2023	2023
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		28JUN2023	2023
13630990000000	Calexico Unified	7	Calexico High School uses Synergy and Surveys to complete course registration and learning plans per student to monitor student access to a broad course of study. They use applications, flyers, counseling website, social media, and classroom presentations by counselors to promote equity and access. CHS 9 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 fairs. CHS has improved existing CTE courses and will be offering next school year a new Sustainable Agriculture pathway. Aurora offers the Emergency Response course. Our high school has a 3-year of math and science requirement for graduation. At the junior high level, sites utilize Synergy to track student access to a broad course of study. Students submit applications for elective course offerings and/or hold meetings with feeder schools.  Aside from core content area courses, all students have access to Designated ELD, AVID/AVID Excel, Honors ELA, STEM, STEAM, MESA, Advanced 7th Math, Algebra 1, ASB, Band, Career Awareness, and Spanish. 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, RTI and Band.	During CTE/elective fair, high school students are presented with course offerings and counselors create a student interest list from student sign-up. Students complete a student registration form through Synergy where they select the courses of interest. Course sections in the master schedule are created according to student interest. Students have access to Dual and Concurrent Enrollment courses.  New courses such as CTE Intermediate Sustainable Agriculture, STEM 1, STEM 2, Geology, AP Art and Financial math classes will be added to next school year's master schedule. 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. Math support classes will be converted to Career Exploration classes. Students are placed in an elective course if no additional support is needed. Students submit elective survey and/or application for elective course offerings and interview for assignment in courses such as AVID/AVID Excel Elective, Literature, STEM, MESA, Band and ASB. Both Jr. High Schools offer the Career Awareness class, Spanish II, and Algebra 1. We will continue to align course offerings at both junior high schools. At the elementary, all students receive core instruction. All students receive Response to Intervention (RTI) and Band is provided in 5th and 6th grade.	We are developing a six-year plan using our existing SIS system or other platform. We offer CTE/elective fairs as a means of presenting students with course offerings, including conducting presentations to junior high and elementary students.  Calexico High School is offering Get Focused Stay Focus during the math support class and will be adding a Sustainable Agriculture pathway, STEM 1, STEM II, AP Art, Geology, and Financial Math courses. We survey students to determine future course offerings based on student interest and pathways. We also communicate with parents via workshops, Remind, email, social media, marquee messages, school web pages, and school calendars. Schools develop parent newsletters to provide ways of how to engage in the selections of courses for their children. Students are encouraged to enroll in AP and CTE classes and all students are invited to participate in AP assessments, including those not enrolled in a course. We will increase access to dual enrollment courses. Junior highs will continue to articulate to ensure both sites offer similar course offerings. We will slowly convert our support mathematics courses to other electives such as STEM/STEAM while ensuring teachers hold appropriate credentials. At the elementary levels we will continue to research supplemental programs that will enhance student learning in core contents such as mathematics and English language arts. In addition, we will look at increasing access to visual and performing arts.	CUSD will continue to use Local Indicator data to inform planning and LCAP development. We will use multiple data to predict students’ needs for a focused learning environment and create optimal conditions for learning by supporting the non-academic needs of students. We will equip all students to participate fully by alleviating barriers related to income, transportation, language, family/guardian engagement, special needs, and other locally identified factors. We provide language acquisition support for English learners to secure continuous progress for English proficiency. English Language Intervention Teachers continue to provide Tier 2 interventions. Secondary and Elementary Specialists continue to confer with teachers, counselors, para-educators, administrators, students and/or parents to determine language and academic needs of English learners. We will also promote dual and concurrent enrollment. Our Senior Director of College and Career Readiness will develop, implement and evaluate District-wide articulation plans that ensure equity and access to rigorous course sequences with diverse college and career pathways that prepare all students for their futures, post high school graduation, in college and careers. Our academic support teacher, reading specialists, and coaches will continue to offer training and coaching on AVID instructional/literacy strategies and digital learning. Foster, homeless, migrant, and recent immigrant students will be provided case-management.	Met		29JUN2023	2023
13631070000000	Calipatria Unified	7	As outlined in the LCAP Goal 4 Action Item N, Calipatria Unified School District is evaluating the Access to a Broad Course of Study through the a) California 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.	CUSD continues to meet and exceed annual instructional minutes at each school site, as reported to the CUSD School Board of Trustees.    The California Dashboard has provided the following data for the 2022 College and Career Measures:  Graduation Rate by Student Group - Combined Rate Percent –All Students = 100% –Hispanic = 87.8% –White = 12.2% –English Learners= 22% –Socioeconomic Disadvantaged = 87.8% –Students with Disabilities = 13.4% –Homeless = 3.7%  Advancement Placement Exams – Number and Percentage of All Students in the Combined Graduation Rate –All Students = 2.4% –Hispanic = 2.8% –White = 12.2% –English Learners= 0.0% –Socioeconomic Disadvantaged = 0.0% –Students with Disabilities = 0.0%  Completed at Least One CTE Pathway – Number and Percentage of All Students in the Combined Graduation Rate –All Students = 64.4% –Hispanic = 66.7% –English Learners= 33.3% –Socioeconomic Disadvantaged = 62.5% –Students with Disabilities = 36.4%  Completed at Least One CTE and a-g Requirements – Number and Percentage of all Students in the Combined Graduation Rate –All Students = 29.3% –Hispanic = 31.9% –English Learners= 16.7% –Socioeconomic Disadvantaged = 26.4% –Students with Disabilities = 0.0%	CUSD celebrated in the Fall, 2023 the improvement in qualified and experienced staff for the 2022-2023 school year especially for students with disabilities.  However during the Spring of 2023, the district received several resignations from staff and site principals which will significantly impact the district's outcomes in 2023-2024 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.	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		26JUN2023	2023
13631150000000	Central Union High	7	The EL Program monitors English Learners who are enrolled in course offerings each year as part of program monitoring. We counsel students with regard to school offerings to ensure that students understand options available to them with regard to courses and programs. We check to see how many of our students are enrolled in CTE courses, Academies (SACHS, SAVAPA, Legal/Law, etc.), AVID, visual and performing arts/elective classes, and AP/IB courses to ensure that they have access to these courses and pathways. Data is collected from AERIES during the Spring to determine these numbers for reporting to stakeholders and for determining how to better serve our students.  Counselors evaluate transcripts every semester for both graduation and a-g requirements and hold meetings as needed with students (and parents) to determine next steps in coursework.  Other tools used to determine gaps in our offerings are Dashboards in AERIES, Master Schedules, Transcript Evaluation Service reports, Student Academic Plans, and CAL-PADS reports.  As we have progressed through the CIM process in the District and CSI process at Desert Oasis, we are also analyzing data and having hard conversations about systems and processes that need adjusting.	Our EL Program Progress Report contains information about the program and courses offered specifically for EL students.  Students in SPED and the EL program have less access to some courses due to the limitations of their schedules and their need to take some support classes for academics. We recognize a need to offer classes during a 9th period to give these students an added option, but we also recognize that many students do not want to stay at longer than necessary. We are adding additional instructional support to some CTE classes to ensure that safety and language are supported in these classrooms to ensure that students are not excluded.  Percentage of total number of students enrolled in visual and performing arts courses: Students with IEPs:  160 students - 34.7% ELs: 225 students - 21.5% Foster Youth:  8 students - 34.8% Homeless:  37 students - 21% Migrant: 56 students - 9.2%  Percentage of students completing a CTE pathway: All Students - 40.4% ELs - 26.3% Students w/Disabilities - 26.4%  We are making gains in access to and enrollment in a broad course of study for all students.	Students in our EL program are sometimes limited in their access to elective courses, because there is a need for a two-hour English language course block (or the need to take an English support class). Students who are not making progress in their language proficiency are required to take SAIL or ALAS in order to support thei growth in the English language. This takes up space in the student's day where an elective course might have been taken. This is 2022 Local Performance Indicator Self-Reflection for Central Union High School District Page 14 of 17 also true for our Students with Disabilities as many of them need a TIPS class for added academic support with their classes.  Master Schedule plays a role as well in the offerigs available to students as some courses are only offered at specific times of the day which may not align with all students' schedules. Choices have to be made about how to best support students in completing graduation requirements. Additionally, some of our CTE pathways and elective courses are impacted causing students to be placed on waiting lists. While additional courses might be added to the Master Schedule with additional staff being hired, we do not have the facilities to expand at this time.	Students in the EL program have the ability to waive out of taking their second hour of English if they would like to challenge themselves and take a course in CTE, an Academy, AP/IB, AVID, Visual and Performing Art, or other program that would benefit them as a student or learner. Students can be brought back into the second hour of English/support if or when they are not experiencing success in their coursework as a result of being taken out of the support class in order to build their English proficiency.  Teacher professional learning is taking place to ensure that all teachers are equipped with tools to support students with both language and access. Designated and Integrated ELD startegies were taught and shared with all teachers in the 22-23 school year. This work will continue through trainings offered throughout the year. Additionally, training for supporting students with disabilities will continue as a strand of professional learning throughout the year. A program has been purchased (EdMod) to assist staff with easy access to IEPs and tools for assisting students in their areas of need.  We continue to work with Master Schedules to ensure that we are meeting student needs. Through the use of Cardonex, we are able to identify conflicts in schedules and make adjustments to include all students and set classes at most appropriate times in the day based on course requests.  We continue to look at extended day options for students as well and hiring additional aides.	Met		27JUN2023	2023
13631230000000	El Centro Elementary	7	El Centro Elementary School District monitors progress in meeting Priority 7 standards by reviewing course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of 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		13JUN2023	2023
13631230118455	Ballington Academy for the Arts and Sciences	7	Ballington Academy for the Arts and Sciences – El Centro (Ballington Academy – El Centro) currently serves 238 students in grades TK-6. Our current student demographics include: 90% Hispanic, 7% White, 1% American Indian , 12% Students with Disabilities, 38% English Language Learners (EL); and 76% Socio-economically Disadvantaged.  Ballington Academy – El Centro provides all students with a Science, Technology, Engineering, Arts and Mathematics (STEAM) educational program through a Project-based Learning (PBL) instructional approach.  Ballington Academy – El Centro provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of Ballington – El Centro’s educational program.   Ballington Academy – El Centro uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, student presentations, and parent/conference reports. In addition, this will be verified by the principal during classroom observations and ensure classroom schedules are being followed.	An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At Ballington Academy for the Arts & Sciences – El Centro, all students in grades K-6 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students in grades K-6 have access to and are enrolled in Visual Art, Engineering, and Industrial Art, courses.  There are no differences to accessibility to courses, across student groups at Ballington Academy – El Centro.	Currently, 100% of the students have access to a broad course of study and Ballington Academy – El Centro will continue to monitor this to ensure no barriers arise to change access.	Due to the current success of Ballington Academy – El Centro in providing all students with access to a broad course of study, no changes are currently planned, however, this data will continue to be monitored and revisions made, with implementation as needed.	Met		20JUN2023	2023
13631230122663	Imperial Valley Home School Academy	7	Imperial Valley Home School Academy monitors 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		13JUN2023	2023
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 composed of two schools. Dogwood Elementary (TK – 4th grade) and Heber School (5th – 8th grade). In grades, TK – 6th, classrooms are self-contained students rotate for intervention and ELD periods throughout the day. In grades 7th – 8th, students have a rotating schedule where 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 District has concluded the following are some barriers:  • Instructional time in the daily schedule of instruction for all subjects • Material and curriculum • Scheduling of electives  The district will continue working with 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 students in 7th and 8th grade to ensure access to a broad course of study for all students. The District in response to this request will implement elective classes in Jr. High so students have access to electives and more opportunities (music and foreign language).	Met		14JUN2023	2023
13631490000000	Holtville Unified	7	The measures we use to track the extent to which all students have access to and are enrolled in a broad course of study include the percentage of 12th-grade students earning the Seal of Biliteracy, the percentage of 12th-grade students meeting the A-G requirement, the number of students who complete a CTE pathway, the percentage of 9th-12th-grade students who participate in Dual Enrollment classes at the local community college, and the percentage of 11th-grade students who met or exceeded standard on the CAASPP Summative assessments. Another measure is the number of EL students who complete a CTE pathway.	Measuring the extent to which all students have access to and are enrolled in a broad course of study may require more data analysis, but our master schedule and student rosters would suggest most students have access to a broad course of study. For additional data, we could use, for example, the number of students who begin a CTE pathway to compare that with the number of students who complete a pathway. This would give us a better idea of the extent to which all students have access to a broad course of study.	Some barriers include master schedule conflicts, staffing, and extra-curricular conflicts. For example, many of our CTE pathways require after-school commitments for work-based study or projects. Many students would need to choose between sports and certain CTE pathways.	HUSD will continue to ensure access to a broad course of study for all students by working with site administrators, teachers, parents, students, and community members. We will continue to poll students to gauge their interests. We will work with administrators to hire the appropriate staff and offer additional CTE pathways while maintaining the existing pathways. We will also work to increase the number of articulated courses.	Met		20JUN2023	2023
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 student groups have access to a comprehensive course of study. This was our first year fully implementing Cardonex software for the high school. This tool enabled us to create balanced classrooms early in the school year. Because the master schedule was ready early in the year, we will be able to more responsive to the needs of our students as they come up.   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 scheduling method 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 utilizing staff surveys.	Imperial Cross is the only elementary school offering Dual Immersion. The District explored offering this program at Ben Hulse and TL Wagonner (TLW) but discovered we needed more staff and students to support it. Students at Ben Hulse and TLW can request intra-district transfers to attend the program at Cross. We are looking at other programs to add value to the student’s experience at these schools. The District will explore this possibility in the 2023-2024 school year.   In middle school, all students have access to all courses. The sixth grade has a rotating schedule where students alternate between PE, technology, art, and music. Students in 8th grade can access an introductory CTE course in the Agriculture industry sector.  7th and 8th-grade students can access all the course areas listed in Education Code 51220. All 8th graders participate in a health unit on sex education. The middle school needs improvement in the area of intervention. Currently, students must take a double block for English which does not provide an opportunity for students to receive math intervention.  In 2023-2024, the District will explore ways to provide math intervention and consider adding a Spanish elective.   Imperial High School students are enrolled in a six-period day. This becomes an issue for our  English learners in 9th grade. Students must take the comprehensive health course, which allows room for one elective.	The barriers to course access differ depending on the level. In our elementary schools, the barriers include time and scheduling issues. At the earliest stages of learning, the focus is learning to read and math. Intervention is needed when students need help in this area, limiting their time for other courses. In the 2023-2024 school year, we will use a rotational schedule to ensure students access art and music.   In middle school, students have access to a broad range of courses. This access is made possible by a seven-period day and a wheel in the 7th and 8th grades. We will explore the addition of Spanish in the 2023-2024 school year.    High school has a few barriers to access. Because they offer a six-period day, there are limitations to which courses a student can take. This limitation is especially true in the 9th grade. Students in 9th grade must take comprehensive health. Taking this class limits the number of electives for 9th graders to one. If a 9th grader also needs to take English Language Development, they will not have access to an elective. The high school will look to address this in the 2023-2024 school year.	The District continues to progress in developing our Career Technical Education (CTE) Pathways. Counselors, teachers, district, and school leaders hold meetings to strengthen and expand our pathways. During these meetings, we look at data on CTE completers, the master schedule, course guides, and special student populations. These conversations lead to the development of new pathways. This year we administered an interest survey for a new Public Safety pathway. There was strong student interest in a Criminal Justice/Law Enforcement Pathway. The high school will offer five sections of this class in the 2023-2024 school year.     At the elementary level, we added a full-time music and art teacher. These teachers will serve students in grades K-6 at all elementary sites. These teachers will ensure that all students receive music and or art instruction at least monthly. The District plans to add music and art teachers when more funding becomes available.	Met		29JUN2023	2023
13631720000000	Magnolia Union Elementary	7	The district reviewed the following: total instructional by grade level as well as the master schedule of classes for each grade level, class schedules for each teacher in each grade, as well as teacher lesson plans.  Additionally, the district reviewed the district's RSP teacher's schedule, all current IEPs, as well as the grade level of students listed as free and reduce eligible.  These were compared to the district's master schedule of classes per grade level.  All students are enrolled and receiving the broad course of study outlined in the CA Ed Code sections 51210.	The district master schedule of classes, total instructional minutes offered per grade level, teacher lesson plans, the district's RSP teacher's schedule, current IEPs and the listing of all students listed as EL or qualifying for free and reduced lunch were all reviewed to ensure all students are receiving the core curriculum.  Over 98% of students receive 100% of the daily curriculum and are in class with his/her teachers.  Less than 1% of students did not receive 100% of the regular class schedule, and the least amount of time a student received instruction in a regular class setting was 86%.  However, 100% of the students receive full access to the course of study outlined by Ed Code section 51210 either within the regular classroom setting or when 'pulled out' for instruction.  Elementary students have access to visual art instruction in a defined classroom setting and performing arts both within their regular education classes and outside of classes for school plays and performances.	Students on IEPs that require 'pull-out' puts the most pressure on the district not providing students access to the complete, broad course of study.  The district is attempting to serve those students on IEPs within the regular classroom setting as much as possible.  The district is limited by its small size as to the variations available in the curriculum.	Nearly 100% of students receive 100% of the curriculum 100% of the time.  Less than 1% of the students receive less than 100% of the daily curriculum (within the regular class.)  The district will attempt to serve students with IEPs within the regular classroom setting as often as possible.  The district has also funded after school visual art classes for students.	Met		16JUN2023	2023
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), the Leader in Me and PeaceBuilder character development programs, Positive Behavioral Interventions and Supports (PBIS), Multi-Tiered System of Supports (MTSS), and Inclusion through Learning Center model. The district provides and keeps a record of the staff professional learning opportunities.	McCabe Union Elementary School District is a one school district.  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 LCAP historically shows 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.	The district offers music appreciation for all TK-3 grade students.  Supplemental course offerings are also available 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 to maximizing a broad course of study offerings will be finding the appropriately credentialed teacher and funding for a Foreign Language course.	Regular analysis of enrollment and progress monitoring in a broad course of study courses will continue to inform the district as it makes decisions on offerings and using LCAP Supplemental funds to support Priority 7.	Met		13JUN2023	2023
13631980000000	Meadows Union Elementary	7	"MUSD works in collaboration with other middle schools in the county as part of the K-12 Strong Workforce Program. This program allows districts to develop, implement and progress monitor specific goals aligned to CTE career pathways exploration, ""Building a Bridge to Your Future"" curriculum for our district's middle school grade levels."	The Strong Workforce Program provides curriculum and services to students to be college and career ready. MUSD is also implementing AVID in grades 6th - 8th to develop students study skills and expose them to college level experiences.	Currently the district continues to improve in this area; therefore, there are no specific barriers in providing access to a broad v course of study for all students.	After analyzing data from our local measures, the decision to continue participating and in the Strong Workforce Program continues to be aligned with the goals of the district to ensure students have access to a broad course of study.	Met		27JUN2023	2023
13632060000000	Mulberry Elementary	7	The district used the master schedule of classes, total instructional minutes offered per grade level, teacher lesson plans, RSP teacher's schedule, current IEPs and the listing of all students listed as EL or qualifying for fee and reduced lunch were all reviewed to insure all students are receiving the core curriculum.  All students at Mulberry receive 100% full access to the broad course of study.	The tools showed that all students at Mulberry receive 100% access to a broad course of study, including those students who are on IEPs and receive 'pull out' services.  Mulberry will continue to monitor and use the tools to ensure that all of our students continue to receive full access to a broad course of study.	Students on IEPs that require 'pull out' is the most difficult barrier in providing access to the complete broad course of study.  The district is attempting to serve those students on IEPs within the regular classroom setting as much as possible.  The district is limited by its small size as to the variations available in the curriculum.	Mulberry will continue to use the locally selected measures to ensure that all students including those on IEPs have access to a broad course of study.	Met		14JUN2023	2023
13632140000000	San Pasqual Valley Unified	7	Tools to track access: Broad course of study – A-G/dual enrollment/CTE pathway enrollment and completion rates Unduplicated student groups – STAR, transcripts, CAASPP, CAST, CAA, ELPAC review of data reflecting student group achievement as compared to one another, grade level, site, county, and state demographics/achievement. Students with exceptional needs – Least Restrictive Environment review, course design/enrollment, achievement rates	All students have access to, and are enrolled in, a broad course of study based on school site, grade level, and specific supportive needs. Students with Disabilities and students receiving English Language Development support would receive additional resources. In addition, targeted intervention, 1:1, small group instruction, group counseling, SEL lessons are provided to students across the district. Students with 504 designations are also provided accommodations to support successful academic and social achievement goals.  As with school districts across the nation, SPVUSD student achievement is marred by chronic absenteeism. The Native American population's chronic absenteeism is approximately 10% higher than other sub-groups. This is an area of huge concern.	Identify Barriers:  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. As such, the high school will go back to a more traditional schedule to accommodate all student needs in 2023-2024.  Students who receive ELD support do not have the same access to electives as their elective course opportunities are reduced by the ELD requirement. To reclassify in a more timely manner, the addition of the STAR test district wide should allow for increased reclassification.  As with school districts across the nation, SPVUSD student achievement is marred by chronic absenteeism. The Native American population's chronic absenteeism is approximately 10% higher than other sub-groups. This is an area of huge concern.	"SPVUSD has been making adjustments to best support and address student learning and chronic absenteeism. All sites have doubled their efforts at getting our students back in their classroom environments on a more regular basis.   The high school schedule has gone back to a traditional 7-period day to facilitate more opportunties for our Students with Disabilities to be in the Least Restrictive Environment more frequently and to provide opportunity for all students access to targeted intervention. 2022-2023 was the second year the entire district has used STAR to gauge achievement and, by using a common measurement, more ELL students have been reclassified than in the past during a school year.  K-8 students have been receiving 1:1, small group instruction to enhance learning and achievement. As 2022-2023 was the first ""normal"" year after COVID, SPVUSD is looking forward to 2023-2024 as a continued solid year of academic, behavioral, and social emotional growth for all students in the district."	Met		20JUN2023	2023
13632220000000	Seeley Union Elementary	7	All students in grades 1-6, and 7-8 have the opportunity to participate in a broad course of study. This includes unduplicated students and students with exceptional needs. All students participate in English, mathematics, Social Studies, Science, CTE, STEAM, and Visual and Performing ARTS.	We are a one-school district and all students in all grade levels have access to a broad course of study. All students participate in English, mathematics, Social Studies, Science, CTE, STEAM, and Visual and Performing ARTS.	All of our students are in self-contained classrooms. This may become a barrier in the future and we are looking at ways to become departmentalized.	We are a one-school district and all students in all grade levels have access to a broad course of study. All students participate in English, mathematics, Social Studies, Science, CTE, STEAM, and Visual and Performing ARTS.  All of our students are in self-contained classrooms. This may become a barrier in the future and we are looking at ways to become departmentalized.	Met		27JUN2023	2023
13632300000000	Westmorland Union Elementary	7	WUED measures access to the broad course of studies through qualitative and quantitative review of course offerings, class schedules, and school schedules. WUED is self-contained TK- 8th grade.	WUED provides students in grades 1 - 8 access to PE and art within their regular school day. Junior high students have access to electives such as MESA, Yearbook, Health, and Career Technical Education (CTE). Additionally, All WUED students have access to Baile Folklorico, STEM, Robotics and sports through the After School Education and Safety Program (ASESs).	Barriers preventing WUED from maximizing broad course of study offerings include limited time during the regular school day to take additional courses, limited staff to render these courses within the regular school day and after school programs.	WUED continues to seek candidates for the visual and performing arts, physical education, band, sports, and foreign language to incorporate into the After School Education and Safety Program (ASESs). Eventually, WUED will work in collaboration with our certificated association to reorganize the daily schedule to include the aforementioned activities/subjects.	Met		27JUN2023	2023
14101400000000	Inyo County Office of Education	7	Our response to Priority 7 has not changed other than minor edits as our tools and strategies to provide access to a broad course of study are consistent year-to-year. JKBS 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 Edgenuijty's California Course List. Upon entering the LEA’s one school and attending the intake process, 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. The plan is to ensure a student is on track to meet the graduation requirements of the school of origin.	Based on transcript analysis and course availability, all students at 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, we have purchased Edgenuity, which is an online learning platform that provides students access to a broad course of study that meets the graduation requirements and needs of all students and ensures approved curriculum for the broad spectrum of grade levels taught. A case manager from the district of residence addresses IEP goals through a pullout format for special needs students. JKBS also modifies the curriculum through collaboration between the case manager and teacher in order to achieve the IEP goals. An instructional aide also provides one-on-one support for students with disabilities, English learners, and our other unduplicated students to ensure that they have the needed support to access a broad course of study.	JKBS 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 which ensures students can access a broad course of study accompanied by a tremendous menu of course options. In addition, the LEA has added a CTE pathway, college and career exploration, and workplace readiness course options for students. Furthermore, students can now enroll in an entrepreneurship-focused course that is a student-run coffee cart business that provides access to Work-Based Learning (WBL). Students attend weekly guitar lessons and art projects led by a local arts council. Students also participate in outdoor activities that include hiking, technical climbing, bouldering, fly fishing, and community service projects. Workplace Readiness Skills (WRS) and College and Career Exploration are integral parts of the Culinary/Food Service and Hospitality program which is the CTE pathway referenced above.	Met		15JUN2023	2023
14101400117994	YouthBuild Charter School of California	7	YCSC uses LCAP surveys with a specific set of questions addressing LCFF Priority 7 to gauge the progress of student access to a broad course of study.  This allows YCSC to effectively gauge the extent to which young people have equitable access. These surveys have recently included questions to disaggregate responses.	In its review of LCAP surveys, YCSC leadership determined that all students at YCSC did have equitable access and did not find any particular group of students that expressed a lack of access to a broad course of study.	N/A	N/A	Met		26JUN2023	2023
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 both financial literacy courses and an ethnic studies and global studies class. These courses have sparked a lot of interest and engagement amongst our students. Moreover, these two 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 exceptional 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. Although 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. 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 advanced and credit recovery 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.	Met		16JUN2023	2023
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. We also recently submitted our financial literacy course for A-G approval and are working on A-G approval for our Certified Nurse Assistant courses. 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 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 along with hiring a reading specialist for students still struggling with their reading skills. We have 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 five 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. Unfortunately, not all sites have the staffing to offer every course every term. Therefore, there are some differences across school sites about what is offered for our most advanced courses. For instance, pre-calculus, physics, and computer science are all taught at our schools but are not taught at all school sites across the board yet as we do not have teachers with this expertise at every school. However, we do offer online options for students interested in taking advanced courses that are not offered by an in-person teacher at their site.	"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.	Met		16JUN2023	2023
14632480000000	Big Pine Unified	7	The district maintains a 100% graduation rate where all students have access to and graduate having met the A-G requirements.   High School students have the opportunity for concurrent enrollment at Cerro Coso Community College to pursue an AA or take electives not offered in the high school schedule.	No differences exist and there is equity for all students in regards to access to and enrollment in a broad course of study. Students receive intervention support and tutoring as needed.  The district maintains a 100% graduation rate where all students have access to and graduate having met the A-G requirements.	No barriers exist for the LEA to provide access to a broad course of study.  The Master Schedule is designed for all students to have access to classes that meet A-G requirements.  The district maintains a 100% graduation rate.	Students are able to complete alternative CTE pathways through concurrent enrollment at Cerro Coso Community College.	Met		29JUN2023	2023
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		16JUN2023	2023
14632890000000	Lone Pine Unified	7	As a district, the LPUSD employs Aeries as our student information system. Aeries tracks which classes students are enrolled in provides each student with their own individual needs for graduation.  Regardless of the classification of the student, SPED or General Education, Aeries provides the tracking canvas to ensure that any individual student and or their parent can track academic progress through the Aeries Portal. The Aeries Portal is a mechanism that parents, teachers, administrators and students have access.	The master schedules at both Lo Inyo and Lone Pine High School (LPHS) pathways to academic success.  At LPHS student have the ability to choose between the traditional college pathway supported by A-G coursework or they can decide to follow our FFA CTE pathway. There are also Dual Enrollment course opportunities for those students that are so inclined as to pursue that track. In order to properly gauge the academic mindset of our students and give our educational partners the ability weigh in; surveys are given annually.	As is the case in many small districts such as our, electives are hard to come by and our overall course offerings in general are not as varied as we would prefer. However, that issue does not preclude Lone Pine High School from offering students multiple pathways for students to pursue during and at the completion of high school.	The LEA just purchased new Math Curriculum. This purchase was deigned to be twofold: create greater and well-defined vertical alignment between the High School and the Elementary school, as well as to address the learning loss of our students as we still look to find our footing coming out of the pandemic. At the direction of the new Superintendent, there is the exploration of assessment plan that is inclusive of the use of the SBAC Interim Assessments (IABs and FIABs). Also, the concept of using diagnostic tests to assess where students are at from the start so that we can effectively address learning loss.	Met		21JUN2023	2023
14632970000000	Owens Valley Unified	7	Each year, our LEA monitors the curricula taught in each classroom (grades TK-12), including textbooks and supplemental materials, to ensure that all students, including unduplicated student groups and those with exceptional needs, have access to a broad course of study that is both rigorous and standards-aligned. High School teachers submit course outlines which are updated in the UCOP database on an annual basis.	Owens Valley Unified School District's entire student body, in grades TK-12, has access to a broad course of study that includes instruction in core curricular areas as well as elective subjects. Students in grades TK-8 receive instruction in all subject areas that is grade-level appropriate. Over time, the LEA has taken steps to offer additional courses to students.  All Owens Valley High School students have access to a course of study that will fulfill all A-G requirements for college admission.	Our high school course offerings are limited due to its very small population of approximately 25 students and our limited teaching staff which includes 2 full-time and 2 part-time teachers.	Our LEA is constantly seeking opportunities to offer additional courses to our students and has recently established a CTE Culinary Arts program that serves every student in grades TK-12. In the coming years, we hope to establish new pathways and courses to further broaden each child's education.	Met		07JUN2023	2023
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 for teachers to strengthen their knowledge of ELA and Math aligned materials.  We are broadening our intervention efforts by expanding our assessment tools in Math (via IXL), reading (via Dibels and the STAR assessment), and are currently working to develop writing benchmarks which will be supported by our new Step-Up-to-Writing program.	Met		15JUN2023	2023
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		15JUN2023	2023
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 academic credit in a variety of courses utilizing Edmentum, the program's online curriculum, which offers CTE and a-g approved courses.  The program currently offers the following CTE pathways: Building and Construction Trades, Culinary and Hospitality, Medical, and Vocational Automotive.  In addition, students can participate in Trades Workshops and the JobsPlus! work-based learning program.  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 utilizes RULER curriculum to support the social emotional needs of students.  Additional CTE pathway programs have been proposed for implementation in the coming years, pending approval of grant funding.	Met		13JUN2023	2023
15101570119669	Wonderful College Prep Academy	7	Currently, Wonderful College Prep Academy serves 1,900 students in grades TK-12 with demographics reflective of the community we serve: 95% Hispanic, 3% Filipino, 2% White, 7% Students with Disabilities, 30% English Learners, 0.3% Foster Youth, 0.5% Homeless Youth, and 81% 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 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 elective and/or enrichment courses which include: Art (TK-8), Music (TK-12), Visual Art (TK-5), Robotics/STEM (TK-8), Band (6-8), Readers Theatre (K-5), Spanish (9-12) 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		27JUN2023	2023
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. Grow Academy currently uses Illuminate and will be using Aeries in the new school year as the organization's 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 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, including unduplicated and individuals with individual needs 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 TK-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 2022 Local Performance Indicator Self-Reflection for Grow Academy Arvin Page 14 of 17 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.	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, in order to provide more experiences. Space constraints and staffing limitations are a barrier.	All TKindergarten through 8th grade students attending Grimmway Academy Arvin, including, unduplicated students and students with disabilities, have access to a broad course of study as our school instruction is based on a full inclusion model. GA Arvin provides all students a state-approved curriculum that reflects both academic differentiation and rigor while also being aligned with current California content standards. Since most of our course curriculum offerings are digitally-based, we ensure content access for all students by providing one-to-one student licensing. Our current SIS system via Illuminate is directly linked with Clever where most of our curriculum is located. As a result, newly enrolled students have immediate access to curriculum resources. Course content areas include:  Mathematics  Science  Social Studies/History  English Language Arts  Physical Education  Music Education  Art Education  Edible Schoolyard Instruction Additionally, professional development is geared towards assisting all instructors on how to best utilize the curriculum frameworks for all student populations. To ensure content accessibility for all students, we operate on a 3 tiered model of support, where academic supports are increased depending on the student intervention needs. Students are frequently monitored through weekly grade level assessments in addition to NWEA testing that occurs three times a year. This data informs us of which students require additional support.	Met		20JUN2023	2023
15101570135467	Wonderful College Prep Academy - Lost Hills	7	Currently, Wonderful College Prep Academy – Lost Hills serves 504 students in grades TK111 and will expand by one grade level annually to serve TK-12 in 2023-24 school year. Our student demographics are reflective of the community we serve: 97% Hispanic, 2% White, 6% Students with Disabilities, 50% English Learners, and 73% 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 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 the following electives and/or enrichment courses: Art (TK-12), Music (TK-12), Visual Art (TK-5), Robotics/STEM (TK-8), Band (6-8), Readers Theatre (K-5), Spanish (9-12), Public Speaking (9-12), Mock Trial (9-12), 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		27JUN2023	2023
15101571530492	Valley Oaks Charter	7	Valley Oaks Charter School utilizes Aeries as its student management system.  Aeries allow 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.  High school 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 enrolled in Valley Oaks Charter School participates in a broad course of study.  In addition, students at any school site earn credits in a variety of courses utilizing in-person enrichment classes, parent-directed courses, or Edmentum, the program’s online curriculum. The school offers a-g courses and currently offers five CTE pathways. The CTE pathways include: • Architectural Design • Engineering Technology • Residential and Commercial Construction • Cabinetry, Millwork, and Woodworking • Design, Visual, and Media Arts   Students who receive Special Education services receive support from a Special Education teacher to help meet the goals identified in their IEPs.	Through the 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 students utilize a curriculum that aligns with their grade level and credit needs while enrolled at Valley Oaks Charter School.	Utilizing the self-reflection tool, which identifies a broad course of study, 100% of all students have access to a broad course of study.	Met		22MAY2023	2023
15101571530500	Ridgecrest Elementary Academy for Language, Music, and Science	7	SIPPS IREADY DIBBELS ICA IAB NextGen Math	All students have access to all materials and assessments.	Number of assessments expected from charter agreement is ambitious.	Administration monitors implementation to be sure interventions and assessments are implemented.	Met		27JUN2023	2023
15633130000000	Arvin Union	7	The district uses site-based master schedules constructed based on basic course offerings by grade.  Master schedules include electives at the middle school and single subject enrichment classes at the elementary sites.  Unduplicated students are considered in course paths previously noted to possilby limit participation due to scheduling blocks.   Schedules are specifically made for Dual Immersion language classes and the master schedule supporst mainstreaming of students with exceptional needs by grade level.   Students entering 7th and 8th grade are surveyed to identify electives they prioritize for enrollment.  A classroom walkthrough tool is utilized to provide program feedback for implementation of Mathematics to support unduplicated student groups and aDesignated and Integrated ELD tool provides feedback on programing for English Learners.   Class lists are developed and reviewed by site administrators utilizing  student proficiency levels to formulate plans for targeted instruction.  Students are deployed during Designated ELD at the elementary level to support their language needs while middle school students are assigned to leveled class periods for Language Arts/ELD.    A foster family survey was implemented in 2022-2023 to measure and verify 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.	Master schedules are reviewed yearly and constructed  with coherence among elementary sites with time periods and pathways to ensure students and student groups have access to a broad course of study.  The middle school schedule is also reviewed yearly and modified based on courses available. AVID continues to be available to all students as a district-wide initiative.  Middle school electives have been 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 and an increase in middle school and Music single subject staff has expanded opportunities for the 2023-2024 school year based on needs identified.   Master schedules include specific blocks of time to address core subject areas with Integrated ELD and time for Designated English Language Development and starting in 2023-2024 a set block for focus on social-emotional learning districtwide. At the elementary level, if Dual Immersion classes are full at one site, families have the opportunity to transfer to another school in order to participate. Expanded Learning Opportunities are available to all students.  Master schedules created for the 2023-2024 school year have been modified by staggering content areas by grade including Designated ELD blocks.  This supports staff assignments and student scheduling to better serve unduplicated student groups and students with exceptional needs.	Coursework guidelines, credentialing needs, and program expectations impacts access of Special Education Students to  the district' s Alternate Learning Academy.  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 including single subject teachers, BLCAD certification, and 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.  Plans are being shared with the school board in relation to a Residency Program with Cal State Bakersfield to support BCLAD credentialing.	Met		27JUN2023	2023
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 that the 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, and English-only, queried by the percentage enrolled by course. Analyzing the 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 71 % of the total student population is enrolled in elective courses. 70% of students in elective courses are identified as Disadvantaged, 1% as English Language Learners, and 73% 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 adjust the master schedules at the junior high level. Additionally, identifying credentialed teachers to teach various elective courses has been challenging. We continue to work towards the necessary changes to meet the needs of all our students.	Given the results, the district will continue to focus on expanding the number of electives choices 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 student access. Every year, we gain more information regarding students' interests, and we work to match elective courses with the survey results.	Met		27JUN2023	2023
15633390000000	Beardsley Elementary	7	The Beardsley School District uses the following local measures and tools 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: PowerSchool - The district based student information system (SIS); CALPADS - California Longitudinal Pupil Achievement Data System; and the Kern Integrated Data System (KiDS).  The district 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 student information system (SIS) is used to track students’ enrollment to a broad course of study for all students, particularly for unduplicated student groups, and students with special needs.	"Students at all three elementary campuses and one junior high are enrolled in state adopted Common Core State Standards for English language arts and mathematics; California Next Generation Science Standards; as well as content standards for history-social science, English language development, physical education, health education, and performing arts when available.  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, 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.  The district’s Student Services department ensures that all students with special needs receive appropriate programs and services. Students with an Individualized Education Plan (IEP) receive instruction along with general education students to the maximum extent possible in order to receive access to core curriculum."	The junior high site faces a few barriers in offering additional electives. Some classes only have one section on the master schedule. Conflicts may occur that prevent students from taking their chosen elective classes.  Creating new electives can be challenging in that it is often difficult to hire teachers with the necessary specialized credentials. The district continues to seek qualified new teachers, as well as work with existing staff in pursuing additional coursework to become qualified to teach new electives.	"To increase 7th and 8th grade 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		26JUN2023	2023
15633540000000	Blake Elementary	7	For the 2022/23 school year, 100% of Blake School students were provided full access to a board course of studies as defined by the CDE. The Board of Trustees has adopted a State approved course of study for English Language Arts, Mathematics, Social Studies, Science, Health/Physical Education and Art/Music for the K-8th grades. The Board of Trustees and staff will research and implement a Master Calendar of curriculum subjects and add this calendar to the school's website	For the 2021/22 and 2022/23 school years, 100% of students were provided full access to a broad board course of studies as defined by the CDE. The district only has one school site, there were no differences between students and their access to a board course of study	There are no barriers preventing the district from providing access to a board course of study of all students.	100% of Blake School students were provided full access to a board course of studies as defined by the CDE. The Board has adopted a state approved course of study for English Language Arts, Mathematics, Social Studies, Science, Health/Physical Education and Art/Music for the K-8th Grades. The Board and staff will research and implement a Master Calendar of curriculum subjects and add this calendar to the school’s website. All students are enrolled in a broad course of studies as defined by the CDE. The district offers weekly music, art and fine arts programs. Students are engaged and exposed daily to a variety of learning modalities. In addition to book, paper and pencil, the board approved curriculum provides students with hands-on activities, technology-based learning and auditory activities that support and increase student progress and mastery of concepts. The district implemented professional development for teachers to support and increase the use of technology in the classroom. Students are growing in their technology skills with the addition of this professional development training. The Board and staff will continue to research and implement a Master Schedule for a broad course of study for student groups and across grades. CTE has been implemented and students engage in researching careers and learning about colleges and programs to support those careers. The board will research and identify ways to implement CTE into the curriculum.	Met		21JUN2023	2023
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		27JUN2023	2023
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, 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		14JUN2023	2023
15633880000000	Caliente Union Elementary	7	As an LEA, we have identified and adopted two goals which all lead to students accessing a broad course of study. The goals are as follows: (1) All graduates will successfully complete the required courses to allow access to all postsecondary options; (2) ensure all graduates are competent in reading and math.	All students have access to and are enrolled in a broad course of study. There are no differences as this is a single school district. Each and every student regardless of classification has access and is enrolled in the same broad course of study.	Our LEA and the barriers we face is technology for our students. There are times when our systems fail, so students may not have access at the same time compared to others, but these issues are usually resolved in a timely manner. Another is having an abundance of resources if a laptop breaks, fails, or is not working properly. The LEA has to order multiple laptops throughout the school year.	1. CUSD uses quarterly benchmarks aligned to the common core standards in order to track access and overall achievement from a broad course of study, which includes all core subject areas and enrichment. In addition, CUSD closely monitors achievement data related to the major student groups as well as cohort and grade level achievement results in order to evaluate and reflect on the achievement of all CUSD students. 2. CUSD is a single school district. 100% of students have access and are enrolled in a broad course of study aligned to the common core state standards. 3. CUSD is focused on equity and excellence. As a result, students who qualify for free and reduced lunch and who are underperforming compared to their peers face multiple barriers including academic support at home as well as enrichment opportunities beyond the school day. CUSD is looking to bridge resources to ensure all students are equitably supported. 4. All students have access to a broad course of study in TK-8. The district will focus on outcomes and continuous improvement strategies to ensure all students are benefiting from the resources and tools provided.	Met		14JUN2023	2023
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, dance, 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		12JUN2023	2023
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 music.	Students at Nueva Vista Language Academy have the opportunity to participate in programs such as GATE, AVID, band, choir, art, extended learning opportunities after school, 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, Beast Academy, 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.  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 2023-2024 school year, Nueva Vista Language Academy has access to an elementary physical education teacher and band teacher The AVID program has  expanded to all students in grades K-6.. 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		12JUN2023	2023
15634046009351	Cecil Avenue Math and Science Academy	7	The following locally selected measures were used to track the extent to which all students have access to a broad course of study for students in grades 6-8: site master schedules, student schedules, student transcripts, and access to board approved instructional materials.	Students in grades 6-8 have the opportunity to participate in programs such as GATE, AVID, band, choir, PLTW automation and robotics, and physical education. AVID is currently being implemented at all three grade levels. Teachers received training during the summer institute held in San Diego and San Francisco. Music courses are offered at all middle schools with students participating in a pull-out program during the day and a dedicated band period at the end of the day. All students regardless of their language level or instructional level have access to participate in music at CAMSA. Students also have access to a wide range of learning opportunities outside of the school day including athletics, ASB, guitar club, jazz band, choir, robotics, ELOP, POWER 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.	Cecil Avenue Math and Science Academy makes every effort to provide all students access to a broad course of study. Potential barriers CAMSA faces is staffing. Staffing is one potential barrier this school faces in providing access to all students. If trained personnel are not available, there is a possibility that certain courses could not be offered at CAMSA.	Cecil Avenue Math and Science Academy will monitor its site master schedule to ensure students have continued access to a broad course of study. A music class was created a few years ago 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. The STEAM lab will receive a much needed upgrade with software and equipment to ensure our students have access to the most up to date materials. CAMSA will continue with the PLTW automation and robotics as part of its electives. This program will help students understand coding and the intricacies of robotics. It will also prepare them to take courses at Bakersfield College upon completion of high school, entering B.C.’s four year degree program in Industrial Automation. Companies who use automation will pay high salaries to people who can program and operate the various robotics in the warehouses. The POWER program has increased its student enrollment this year, as many 6th and 7th grade students are taking advantage of enrichment, intervention, and physical education activities after school. This program also benefits parents who work late; their children are in a safe learning environment instead of hanging out at the park or somewhere else.	Met		12JUN2023	2023
15634046009369	Del Vista Math and Science Academy	7	The following locally selected measures were employed to assess the extent to which all students in grades K-5 have access to a comprehensive curriculum: site master schedules and access to instructional materials approved by the board. Content is customized to address the unique needs of our student subgroups.	Students in grades K-5 have the opportunity to participate in various programs, including GATE, AVID, band, and physical education. AVID is currently being implemented schoolwide, with teachers receiving training during the summer institute held in Anaheim. Band is offered for students in grades 3-5 through a pull-out program during the day. At Del Vista Math & Science Academy, all students, regardless of their language proficiency or instructional level, have the opportunity to participate in music. Students have access to a wide range of learning opportunities beyond the regular school day, including ASB, ELOP, and POWER. In addition to their daily coursework, students can participate in events such as math field day, speech, oral language festival, GATE festival, and the science fair.	Del Vista Math and Science Academy is committed to ensuring that all students have access to a comprehensive curriculum. One of the potential challenges DVMSA encounters is related to staffing. Staffing represents a key barrier this school faces when striving to provide access to all students. If adequate personnel are unavailable, there is a possibility that certain activities may not be offered at DVMSA.	Del Vista Math and Science Academy is dedicated to monitoring its site master schedule to ensure that students maintain access to a diverse curriculum. The AVID program is experiencing ongoing growth at DVMSA, starting from Kindergarten and extending through 5th grade. A much-needed upgrade is planned for the STEAM lab, incorporating the latest software and equipment to provide our students with access to the most up-to-date materials. Students in grades 3rd through 5th will enjoy full access to the STEAM Lab. The POWER program has seen increased student enrollment this year, with many 2nd to 5th grade students taking advantage of enrichment, intervention, and physical education activities after school, providing them with a safe and enriching learning environment.  Del Vista Math and Science Academy is committed to maintaining the site master schedule, a critical element of our educational framework. Oversight is essential to ensure our students have consistent and unhindered access to a comprehensive and diverse course of study, fostering their intellectual growth and development.	Met		12JUN2023	2023
15634120000000	Delano Joint Union High	7	The Delano Joint Union High School District continues to conduct student, parent and staff surveys on a yearly basis 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 (CALPADS) to track the extent to which all students have access to, and are enrolled in a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs.  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 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 as needed.	The results of the local survey administered in Fall 2022 reflect that 93.3% of students agree that the schools provide access to a broad course of study.  Similarly, 97.1% 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 91.0% students and 95.9 % parents agree; Cesar E. Chavez 94.6% students and 98.3% parents agree; Robert F. Kennedy 94.2% students and 96.8% parents agree; Valley High School 88.8% of students and 100% of parents agree. Access to a broad course of study has resulted in increased College/Career Indicator outcomes for all students, English learners, students with disabilities, homeless and foster youth, and socio economically disadvantaged pupils for all schools that is well above county and state levels.	The district has not identified any barriers at this time that are preventing access to a broad course of study for all students. Our educational partners (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 maintain the school social worker and hire an additional marriage and family therapist to service each school site in the district.  The Director of Student Services will oversee this staff in ensuring student social, emotional, mental health needs are being met, and barriers to learning are addressed.	Met		20JUN2023	2023
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		21JUN2023	2023
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 managers and Special Education Coordinator.  The progress of all students is monitored weekly by Professional Learning Communities.	:  In grades 1-6, the following courses are offered:  English, Mathematics, Social Sciences, 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, Video Production, Media Technology, Photography, Agriculture, Creative Arts, and Peer Leadership, Study Skills, Current Events, Theater, and Intro to Theater.	There are no barriers at this time.  All students have access to,   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		26JUN2023	2023
15634460000000	Elk Hills Elementary	7	Students in the Elk Hills School District have access to a broad course of study in all required subject areas, including math, social science, science, health, and physical education. 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.	Elk Hills offers the Walk-to-Learn Reading Instructional system as a supplement to the core with targeted instruction based on identified individual student needs. The school social worker and psychologist support and a reading intervention teacher to provide a multi-tiered system of support for all students.  PE minutes are met by the classroom teacher for all grades. All elementary campuses have a robust library selection that is offered to all students. The  campus offers extended instructional time in ELA and mathematics as well as a master schedule that provides additional courses: SEL History, Science, Physical Education.	Elk Hills has the barrier of offering elective courses due to the limited staff and size of the student body.	Elk Hills has implemented an extended learning program that offers elective activities after school.	Met		15JUN2023	2023
15634610000000	Fairfax Elementary	7	Fairfax utilizes its student information system as a primary tool to track the extent to which all students have access to and are enrolled in a broad course of study. This system allows us to monitor and ensure that every student, including unduplicated student groups and individuals with exceptional needs, is provided with equitable access to a diverse range of courses.  Through our student information system, we collect and maintain comprehensive data on student enrollment, course offerings, and scheduling. This enables us to identify any disparities or gaps in course access and take proactive measures to address them. We are committed to removing barriers and providing equal opportunities for all students to engage in a broad course of study that aligns with their interests, abilities, and educational goals.  By leveraging our student information system, we can closely monitor enrollment patterns, identify any potential inequities, and intervene promptly to ensure that all students have access to the full range of courses available. This approach allows us to make data-informed decisions and implement targeted strategies that promote inclusivity and broaden educational opportunities for every student.  Additionally, our student information system enables us to track the progress and outcomes of individual students, ensuring that their course selections align with their academic pathways and support their overall growth and success. We actively collaborate with counselors,	Based on our locally selected measures and tools, Fairfax is proud to report that all students have equitable access to a broad course of study without any disparities across school sites or student groups. Our commitment to providing equal opportunities for all students has yielded positive results in ensuring access to a diverse range of courses. Through proactive measures and collaborative efforts, we have created a system that guarantees every student has access to a comprehensive curriculum. By closely monitoring enrollment data and employing proactive strategies, we have successfully eliminated any discrepancies that may have previously existed. Our approach focuses on removing barriers and promoting inclusivity at every level. We have implemented initiatives to ensure scheduling, resource allocation, and teacher availability do not hinder students' access to a broad course of study. By actively addressing potential obstacles, we have created a level playing field where all students can explore a wide range of subjects and disciplines. These efforts have resulted in consistent and equitable access to courses across all student groups and school sites. We celebrate the fact that every student, regardless of their background or demographic, has the same opportunities to engage in a well-rounded educational experience. Fairfax dedication to providing a broad course of study for all students has created an environment where equal access and opportunities thrive. Our ongoing	Fairfax School District has identified the following barriers: 1) Lack of course availability in Career Technical Education during the regular school year; 2) World Language Course Availability	Based on locally chosen metrics, Fairfax acknowledges a prominent barrier hindering the provision of an expansive curriculum for all students: suboptimal attendance rates. This challenge significantly curtails students' capacity to partake in a comprehensive educational spectrum, limiting access to the entirety of available courses. Inadequate attendance disrupts consistent academic progress, impeding students' engagement with a wide-ranging course selection. Student absences lead to missed instructional opportunities and potential difficulties in catching up, consequently restricting access to the full curriculum. This obstacle disproportionately affects students with heightened absenteeism rates, thereby exacerbating inequalities in educational access. To surmount this hurdle and ensure equitably broad access to coursework, Fairfax LEA is executing targeted approaches to enhance attendance across its schools. Collaborating with families, educators, and community partners, we're heightening awareness about regular attendance's direct correlation with academic achievement. Focused outreach endeavors aim to address root causes of absenteeism and establish support structures to conquer barriers impeding consistent attendance. we're introducing interventions such as mentoring initiatives, attendance incentives, and personalized aid to engage and motivate students grappling with attendance challenges.	Met		29JUN2023	2023
15634790000000	Fruitvale Elementary	7	The District utilizes a number of local measures to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.  The District utilized locally chosen curriculum, from the California State adopted lists for English/Language Arts, Mathematics, History, and Science.  The District ensures students have appropriate materials and state-adopted curriculum is utilized in the course of instruction.  The District also utilizes the Acadience Testing system to evaluate students' reading performance and inform instruction.  The District utilizes the iReady mathematics program as an additional mathematics assessment and support system.  Each school site has developed and follows a master schedule of instruction to ensure all students are provided access to and receive instruction in the broad course of study provided in the Fruitvale School District.  Special consideration has been made for students with disabilities, English Language Learners, and students interested in specific elective interests.	The five Fruitvale campuses have a slightly different student population with regard to students with Individualized Education Plans.  There are specific programs housed at different schools, for example, our Special Education Preschool, and North Side Mild/Moderate Special Education Classes are held at Discovery Elementary School.  Endeavour Elementary has a new TK/Kinder Moderate/Severe Special Education Class for 2023-24.  Columbia Elementary houses the South Side Mild/Moderate Special Education Classes as well as all other District Moderate/Severe Elementary Students (except those at Endeavour).  Fruitvale Jr. High serves all Special Education Students in the District in Grades 7-8 as well as some Moderate/Severe 6th grade students.  Every school provides services and support to students with IEPs in the Resource Specialist Program and students identified as English Languag Learners.  As each site is slightly different, the master schedule is tailored to provide mainstream classroom instruction for the special education students they serve.  Another difference in schedules is affected by the Performing Arts teacher schedules for each school.  The administrators have collaboratively developed master schedules to ensure students all have access to a broad course of study.	The district has encountered challenges they collaboratively tackled including, but not limited to, individual student needs, logistics, site capacity, staffing, behavioral support needs, and many others, however they have been able to communicate and problem-solve to ensure Fruitvale students have access to a broad course of study.	Students in the Fruitvale School District have access to a broad course of study in all required subject areas, including math, social science, science, visual and performing arts, health, physical education, career and technical education, and others, that prepares them for college and careers, regardless of what school they attend or where they live within the District. The District hires the most qualified staff to ensure excellent instruction and eliminate 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 a counselor, psychologist, and reading specialist to provide a multi-tiered system of support for all students.  Each site has a Physical Education Teacher who ensures adherence to instructional minute requirements. All elementary campuses have a robust library, library staff, and Accelerated Reader Incentive Club, for all students. The Junior High campus offers extended instructional time in ELA and Mathematics (71 daily min.) and a master schedule that provides additional courses:  SEL Advisory, History, Science, Physical Education, and a choice of 23 different electives. FJH has a zero period for students' schedule flexibility with priority to ELD and Students w/ IEPs.	Met		15JUN2023	2023
15634870000000	General Shafter Elementary	7	General Shafter utilizes our Master schedule and the CA Dashboard Self - Reflection tool for local indicators to track  and assess students having access to broad course of study. This is applied to all students including low income,  English learner and foster youth. Currently 100% of our students have access and are enrolled in broad courses of  study, this includes low income, English learner and foster youth pupils.	General Shafter utilizes our Master schedule and the CA Dashboard Self - Reflection tool for local indicators to track  and assess students having access to broad course of study. This is applied to all students including low income,  English learner and foster youth. Currently 100% of our students have access and are enrolled in broad courses of  study, this includes low income, English learner and foster youth pupils.	General Shafter utilizes our Master schedule and the CA Dashboard Self - Reflection tool for local indicators to track  and assess students having access to broad course of study. This is applied to all students including low income,  English learner and foster youth. Currently 100% of our students have access and are enrolled in broad courses of  study, this includes low income, English learner and foster youth pupils.	General Shafter utilizes our Master schedule and the CA Dashboard Self - Reflection tool for local indicators to track  and assess students having access to broad course of study. This is applied to all students including low income,  English learner and foster youth. Currantly 100% of our students have access and are enrolled in broad courses of  study, this includes ow income, English learner and foster youth pupils.	Met		07JUN2023	2023
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 has integrated 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		14JUN2023	2023
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, 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 placement is determined by evaluating multiple measures (ELPAC data, transcript evaluation, LAS Links assessment data, teacher recommendation, etc). ELs 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 programs to identify barriers to student success. Through our continued work on equitable access, sites analyze data and reflect on placement practices and student movement between course levels to develop plans that include a focus on a-g completion, increased 9th/10th grade GATE opportunities, increased AP and/or dual enrollment course offerings, and increased co-teaching and push-in support.   Incoming data is used to identify students for literacy and/or math remediation, Special Education Services, and/or ELD to provide 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 access for all students. Differences exist between how sites interpret freshman placement data and sites are working to achieve equitable access for all students.   KHSD continues to expand CTE pathways, early college, dual enrollment, and courses with a focus on college and career readiness. While there are differences in site offerings, this focus has led to more options for students. KHSD 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. Vocational training opportunities are available for 11th- and 12th-grade students receiving Special Education Services at Schuetz and Journey Career Centers.	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 2022-23, the average IRL and scaled math score for incoming freshmen was 6.2 and 747 (below grade level).  At some sites, students reading below grade level are placed into General courses. Many students with special education support 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 may fall behind in graduation requirements and need to recover credits toward graduation.    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, college access, and CTE opportunities.  Professional Development (PD): KHSD offered 305 PD sessions (7,284 participants) focused on Universal Design for Learning (UDL), literacy, co-teaching, technology resources/tools, classroom management, MTSS, social-emotional learning, restorative practices, and content areas.   Academic Support: KHSD’s commitment to MTSS helps develop improved and consistent academic interventions and supports for all students. The District continues to support literacy teams, provide literacy and math support courses, additional ELD support classes, and provide academic support to encourage students to accept the challenge to participate and succeed in advanced courses.  LRE: KHSD general and special education staff collaborate through the PLC process. Co-taught classes and push-in support 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 2022-23, 11,248 KHSD students received college credit. KHSD offers five Early College pathways with 365 students participating.	Met		26JUN2023	2023
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. Sites analyze GPA, literacy and math scores, etc. from each student’s home school to place incoming students in appropriate courses. Home schools also provide information regarding Special Education, and/or 504 plans. An IEP review is held within the first 30 days of school for any 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.  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 quarterly with all students regarding progress toward graduation, post-secondary options, and career technical education (CTE) pathways.	Kern Workforce Academy continues to evaluate programs to identify barriers to student success. Incoming data is used to identify students for literacy and/or math remediation, Special Education Services to provide additional support classes. Enrolling in a support class can limit access to elective and CTE courses due to impacted schedules. Kern Workforce Academy continues to expand CTE offerings. While there are differences in site offerings, this focus has led to more options for students. KHSD 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.	Student placement and incoming 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. Students reading below grade level are placed into General courses. Many students with special education support 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. Low attendance creates barriers to providing access to a broad course of study. Students who are habitually truant may fall behind in graduation requirements and need to recover credits toward graduation.	Parent Education: KHSD continues to provide parents with education, resources, and support regarding academics, college access, and CTE opportunities. Professional Development: KHSD offered 305 PD sessions (7,284 participants) focused on Universal Design for Learning (UDL), literacy, co-teaching, technology resources/tools, classroom management, MTSS, social-emotional learning, restorative practices, and content areas. In addition, Kern Workforce Academy provides its own professional development opportunities in NoRedInk, Actively Learn, and IXL. Academic Support: Kern Workforce Academy’s commitment to MTSS helps develop improved and consistent academic interventions and supports for all students. LRE: Kern Workforce Academy general and special education staff collaborate through the PLC process. Push-in support continues to increase schoolwide.  CTE: Kern Workforce Academy continues to expand CTE opportunities. KHSD has two CTE centers: ROC and CTEC. Each Workforce site offers CTE classes like Drones, Robotics, Drafting, and Construction to name a few.	Met		23JUN2023	2023
15635450000000	Kernville Union Elementary	7	KUSD uses student course enrollment in our Student Information System and Individual Education Plan monitoring 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. Students demonstrating a readiness for advanced courses beyond their current grade, are enrolled in courses beyond their current grade level.	All students in the Kernville Union School District have access to, and enrolled in, a broad course of study. All students participate in courses for the grade level for which they are enrolled. Students demonstrating advanced skills through local and state assessments are enrolled in higher grade level courses. There are no differences across KUSD's 3 school sites.	There are no barriers to providing access to a broad cousrse of study for all students. KUSD has an agreement with our local high school for middle school students demonstrating advanced mathematics skills through local and state assessments to enroll in high school mathematics courses.	There are no barriers to providing access to a broad cousrse of study for all students.	Met		27JUN2023	2023
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.	Based on the Fall 2022 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 support staff.  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 with a focus on attendance. [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]	Using Fall 2022 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 44.6%, which is above the county and state rates. Particularly concerning are that all student groups have been identified as Very High. [LCAP Goal 3]	Based on the Fall 2022 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 support staff.  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 with a focus on attendance. [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		06JUN2023	2023
15635600000000	Lamont Elementary	7	LESD 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 and course enrollment data is utilized as the tool for Mt.View Middle School.  The master schedule (grade level subject area blocks, including specials) is utilized as the tool for elementary students grades 1-6.   Using the tools outlined above, LESD 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 TK-8th grade are enrolled in English, Math, History-Social Science, Science and students in 1st through 8thgrade receive a minimum of 200 minutes of Physical Education every ten days at all 4 school sites. The LEA will continue to monitor the progress of the following:  -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 and college and career 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	The barriers identified for 7-8th grade students are specific to English Language Learners. While LESD 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 who are not able to enroll in some courses, as they are receiving more intensive intervention and support services during specific times throughout the day.	The LEA is continuing to review the Master Schedule at all school sites to better meet the needs of our English Language Learners at all school sites and specially at our Middle School.  Revisions will be made to the schedule so that all ELL's have the opportunity to enroll in an elective class.	Met		01JUL2023	2023
15635780000000	Richland Union Elementary	7	Master schedules and our student information system (SIS) 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. Additionally, our SIS allows us to disaggregate based on subgroups (including those who are unduplicated).	100% of students have access to a broad course of study. We have also included a Zero Period to provide additional elective class opportunities with priority for English learners, low-income students, and foster students. For 2022-23, 9% of low-income students, 8.2% of English learners, and 0% of Foster students took advantage of the opportunity. 53% of our students with disabilities are in general education classes more than 80% of the time, in addition to the support they receive in their specialized courses that focus on their IEP goals. We continue to provide outreach to our English learners, foster youth, and low-income students/families to encourage taking advantage of the Zero period.	Some of the barriers we've encountered, particularly concerning our Zero period, is that students/families are not aware of the offering and the advantages it provides for additional electives. Our staffing has also been limited with Music, creating scheduling challenges. We have an ongoing need for training and support for our teachers in inclusive practices to provide them with the tools to best support our students with disabilities.	To provide greater access to a broad course of study, our Dual Language Immersion program is building each year; we also have Project Lead the Way classes at our junior high and are beginning to offer them at elementary schools. All campuses have GATE programs, and to support VAPA, an additional music teacher is being provided. Our Expanded Learning Opportunities Program also offers VAPA to our elementary sites. We offer a Career and Technical Education (CTE) program at our junior high with ongoing collaboration with our local high school to involve our 8th-grade students in their CTE program. Finally, we are providing PD for Next Generation Science Standards to all staff to support our recent science curriculum adoption.	Met		26JUN2023	2023
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. Grow Academy currently uses Illuminate and will be using Aeries in the new school year as the organization's 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 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, including unduplicated and individuals with individual needs 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 TK-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.	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, in order to provide more experiences. 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 Shafter has added a full-time science and social science teacher for 7th - 8th grades. All TKindergarten through 8th grade students attending Grimmway Academy Arvin, including, unduplicated students and students with disabilities, have access to a broad course of study as our school instruction is based on a full inclusion model. GA Arvin provides all students a state-approved curriculum that reflects both academic differentiation and rigor while also being aligned with current California content standards. Since most of our course curriculum offerings are digitally-based, we ensure content access for all students by providing one-to-one student licensing. Our current SIS system via Illuminate is directly linked with Clever where most of our curriculum is located. As a result, newly enrolled students have immediate access to curriculum resources. Course content areas include:  Mathematics  Science  Social Studies/History  English Language Arts  Physical Education  Music Education  Art Education  Edible Schoolyard Instruction Additionally, professional development is geared towards assisting all instructors on how to best utilize the curriculum frameworks for all student populations.	Met		20JUN2023	2023
15635860000000	Linns Valley-Poso Flat Union	7	Student schedules are used to show that all students are enrolled in a broad course of study. Courses such as ELA, Math, Science, Social Studies, and Physical Education.  School-wise student information systems allow for the program to track which courses students are enrolled in, what classes they have received grades, and what specific students qualify for specialty programs (Special Education, English Learners, etc.).	Students have access to standard-aligned instruction.  Students who receive Special Education services support have this outlined in their IEPs.	No barriers exist at this time.	We annually look at course offerings to ensure that a broad course of study is given to all students.	Met		29JUN2023	2023
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 and other vocational courses to the afterschool and summer programs to ensure high student participation.	Met		12JUN2023	2023
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.	Maple does not have any identified barriers.	Met		15JUN2023	2023
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 310 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		08JUN2023	2023
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. The 2022-2023 school was extremely successful with conference attendance and graduation plan reviews by students/families (over 90%).	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 ASVAB opportunities. The upcoming 2023-2024 school year Insight is planning to provide courses with Microsoft for students to have the opportunity to take an exam for a Microsoft certificate.	Met		12JUN2023	2023
15636280128504	Peak to Peak Mountain Charter	7	Peak to Peak uses Schoolwise enrollment software tool to track official enrollment.  Official enrollment confirms access to the Charter's broad course of study for grade spans TK-8th grades to include unduplicated student groups and students with exceptional needs.	Regardless of age, grade, or any identified differences across the Charter programs, all students have access to, and are enrolled in, a broad course of study.	Given the results of the Schoolwise enrollment tool and local measures of STAR 360 and teacher observations, no barriers exist preventing Peak to Peak Mountain Charter from providing access to a broad course of study for all students.	Peak to Peak Mountain Charter has a proactive and aggressive attendance support plan to implement and ensure access to a broad course of study for all students.	Met		28JUN2023	2023
15636280134312	Blue Ridge Academy	7	Each Home School Teacher (HST) utilizes quantitative caseload measures to track required student enrollment through SIS and course enrollment. During the Learning Periods, teachers maintain a monitoring system to ensure all students have access to a broad course of study. In addition, Blue Ridge has now hired two Progress Support Coordinators (PSCs) to provide direct support to our general education teachers. The PSCs will be responsible for collaborating with the curriculum and high school teams as well as supporting HSTs throughout each semester in the way of checking the progress of grades 6-12 students enrolled in Blue Ridge Academy online curriculum and will continually review online account data with the goal of improving course completion and student success rates as well as supporting the teacher's with understanding how to check and encourage student progress.	Blue Ridge Academy students have access to and are enrolled in a broad course of study through a number of curricular and program avenues. Through the Curriculum Department, TK-12 students are provided access to core and elective classes that meet content standards and have UC approval for A-G credit as well as College Board Approval for AP Credit. The majority of our curriculum is also NCAA-approved to ensure our high school athletes meet Division I or II academic requirements for college admissions. Through the Enrichment Department, students have the ability to purchase core and supplemental textbooks, programs, kits, material, and vendor classes, all of which also provide their broad course of study. K-8 slides and recordings depicting traditional homeschool material and programs offering a broad course of study with a history of success have been created and shared with families. Through Blue Ridge Academy’s Lending Library, students have the opportunity to check out for free, a number of resources, including manipulatives, worktexts and textbooks covering core content, and educational games that will supplement or provide the student’s broad course of study. Homeschool students also obtain their curriculum via co-ops and fairs where parents can purchase or swap grade-level textbooks and programs with one another.	A barrier faced includes parents who may attempt choosing curriculum not age appropriate or standard appropriate for their child. However, the Learning Period monthly meetings with the general education teacher allows the opportunity to mitigate this challenge and allow a platform of teacher review, guidance, and input to address appropriate broad course access and achievement for student success.	New actions include the review of the new Progress Monitoring Specialist task ensuring both broad access of study for all students and academic progress.	Met		06JUN2023	2023
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.  Middle school students are offered an elective of career technical education, with the opportunity to take high school courses.  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 and middle school students.	Students are accessing available courses and enrolling in a wide range of electives in addition to the required 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 7th and 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		26JUN2023	2023
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 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		22JUN2023	2023
15636510000000	McKittrick Elementary	7	We are using Lexia, Reflex, AR, Starr assessment, Woodworking, home economics, yearbook, gardening, and STEM activities.	We offer a variety of electives and our class sizes are very small. Individualized instruction in areas outside of the basics such as but not limited to Woodworking, home economics, yearbook, gardening, and STEM activities.	We have a very small staff so it is tough for PLC. We offer 2 electives a year and very little STEM. We are in the process of increasing these options to our students.	We are implementing  new STEM based activities to improve student engagement. We are also going to offer summer school this summer.	Met		30JUN2023	2023
15636690000000	Midway Elementary	7	We use Kern Integrated Data System (KIDS) and Caaspp data to analyze students' needs and access to a broad course of study enrollment.	N/A	None	All Tk-8 grades are enrolled and have access to a broad course of study adopted by California Education Frameworks and the local school Board of Trustees. Students also have access to:   • 5th-8th grades can access organized sports competitions within our small school consortium group. • Planned field trips for 6th-8th grades to tour local community colleges and state universities. • 6th-8th grade research careers in preparation for post-secondary education. • Educational field trips to the Science Center, Camp Keep, dairy farm, Fire department & Taft Oil Museum. • We are a Title I School that supports unduplicated students who require intervention. • We have special education and speech teachers on campus. We also provide an after-school program for all students, TK-8th grades.	Met		20JUN2023	2023
15636770000000	Mojave Unified	7	As outlined in the Measuring and Reporting Results section of the 2023-24 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. Progress continues to be made in this area 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, as planned for in our LCAP.	Met		29JUN2023	2023
15636850000000	Muroc Joint Unified	7	1. 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.	2. 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.	3. 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.	4. Muroc Joint Unified School District will to continue in expand CTE course offerings at both high schools.	Met		26JUN2023	2023
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 2022-2023 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 2022-23 school year and students were able to indicate a preference for which electives they took. The middle offers after school homework to provide additional support to students. To further meet the needs of all students, staff collaborates 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		15JUN2023	2023
15637190000000	Pond Union Elementary	7	Through Aeries, the LEA is able to track who is enrolled and have access to a broad course of student. All teachers are provided with all needed materials, so that all students have access to a broad course of students when they are enrolled at Pond.	All students have access to and are enrolled in a broad course of student. All students attend core classes throughout the day and are provided with materials to access these course of student. We are a one school, one district LEA, therefore, there is no differences across school sites.	There are no barriers preventing the LEA from providing access to a broad course of study for all students.	The LEA has hired Math and ELA coordinators in order to increase the capacity of our staff to provide engaging and effective  lessons as they provide a broad course of study for all our students.	Met		27JUN2023	2023
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.	Current barriers to adding more courses include not being able to locate qualified teaching staff and the block schedule at one of our middle schools.	In response to parent, student and staff survey data, we have added the following electives: Spanish, Career Exploration, and Music Appreciation at one of our middle schools.	Met		13JUN2023	2023
15637680000000	Semitropic Elementary	7	All of our students including unduplicated student groups have access to a broad course of student. Our students in grades 6th-8th have electives available to them where they have the opportunity to attend AVID, Digital Coding, or Ag. Science. In addition, students K-8 who are enrolled in after school are exposed to STEM curriculum.	All of our students including unduplicated student groups have access to a broad course of student. Our students in grades 6th-8th have electives available to them where they have the opportunity to attend AVID, Digital Coding, or Ag. Science. In addition, students K-8 who are enrolled in after school are exposed to STEM curriculum.	All of our students including unduplicated student groups have access to a broad course of student. Our students in grades 6th-8th have electives available to them where they have the opportunity to attend AVID, Digital Coding, or Ag. Science. In addition, students K-8 who are enrolled in after school are exposed to STEM curriculum.	All of our students including unduplicated student groups have access to a broad course of student. Our students in grades 6th-8th have electives available to them where they have the opportunity to attend AVID, Digital Coding, or Ag. Science. In addition, students K-8 who are enrolled in after school are exposed to STEM curriculum.	Met		22JUN2023	2023
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 100 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 ten 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		21JUN2023	2023
15637840000000	South Fork Union	7	South Fork Union Elementary uses iready for baseline assessments in Mathematics and English Language Arts. The CAASSP assessments are used as well. Teacher individual reports using a variety of individual methods round out a multi assessment response to student's level and or ability.	Students are assessed on their individual ability and placed in groups for individual progression and growth.	Our test scores show that we are challenged in meeting individual growth goals for some students. We are using a Response to Intervention model with double and triple doses of instruction to meet growth expectations.	We are ability grouping students for small group instruction.  We are providing individualized instruction in an intervention setting.	Met		08JUN2023	2023
15637920000000	Standard Elementary	7	All of our students have access to both hard and digital copies of California State Board Approved-Standards Based Curriculum. We have the ability, through our district network, to analyze student use of digital curriculum. Data shows an increased engagement by students and staff in the use of digital, standards based curriculum among all student groups. All supplemental materials are reviewed by site principals and approved by the district director of educational services. In addition, our annual Williams Act Review has found that all students have access to hard copy curriculum textbooks in the classroom, and no complaints have been received by the district regarding student access to the curriculum.	All of our students have access to both hard and digital copies of California State Board Approved-Standards Based Curriculum. We have the ability, through our district network, to analyze student use of digital curriculum. Data shows an increased engagement by students and staff in the use of digital, standards based curriculum among all student groups. All supplemental materials are reviewed by site principals and approved by the district director of educational services. In addition, our annual Williams Act Review has found that all students have access to hard copy curriculum textbooks in the classroom, and no complaints have been received by the district regarding student access to the curriculum.	No identified barriers exist that prevent the district from providing access to a broad course of study for all students.	As a result of increased use of digital curriculum throughout the school day, it was recognized that students in the after school program needed access to the same digital curriculum. Chromebook devices and internet access was subsequently provided to all student attending our after school program.	Met		27JUN2023	2023
15638000000000	Taft City	7	The following metrics are used to track a broad course of study:   The number of minutes of physical education instruction.  The number of junior high students who select art as an elective.  The number of 5th graders who choose to participate in band  The number of junior high students who choose band as an elective  The number of classes participating in academic study trips  The number of junior high students who choose Spanish as an elective.   The number of students who choose AVID as an elective.  TCSD uses the AERIES student information system which houses the students' schedules which illustrate the broad course of study offered.	All TCSD students in grades TK-8 are enrolled in a broad course of study. TCSD is improving the quantity of courses offered. Some school sites have a broader courses than other school sites due to lack of certificated teaching pool. Lincoln Junior and Roosevelt were the only two school sites with music instruction and band. The district is expanding the music instruction to all school sites through a district adopted music curriculum which can be taught by a classroom teacher in lieu of a music teacher.	A barrier TCSD is experiencing in providing greater access to a broad course of study for all students is finding credentialed certificated faculty in specialty areas including Spanish, Art, and Music to teach these courses. Specialty teachers are in demand and hired by larger districts. In addition, Taft is in a small town located in a rural area with the closest big town 30 minutes away. .	TCSD will implement a new music and art curriculum for classroom teachers to use in grades TK-4th. TCSD added an art teacher for grades 5th - 8th. TCSD added a new Spanish elective for Lincoln Junior High this year. TCSD will continue come up with creative ways to over come our barriers and add to our broad course of study for all students.	Met		21JUN2023	2023
15638180000000	Taft Union High	7	TUHSD addresses a course of study where programs and services are developed and provided to English learners, students with special needs, foster youth and individuals with exceptional needs as we prepare our master schedule annually.	Students have access to 10 Dual Enrollment Courses, Continued exploration of Career Technical Education articulation courses, and Current Enrollment in higher-level STEM courses such as Advanced Algebra, Math Analysis, Physics, and Taft College  Biology through the 2-year college located next door to the high school.	Additional access to a broader course of study for all students is the enrollment size of the school.  There are not enough students interested in taking additional course studies to make a new class.	The district continues to work closely with local colleges and adult schools to offer a broad course of study for all students.  Increasing dual enrollment and concurrent enrollments for college-bound students and increasing articulation and certification opportunities for Career Technical Education students.	Met		12JUN2023	2023
15638260000000	Tehachapi Unified	7	TUSD utilizes CDE guidance to monitor courses that TUSD offers to ensure students have access to a broad course of study. At the elementary and middle school levels, TUSD provides a standards-aligned curriculum and regular professional development to support standards-aligned instruction to ensure that students have a solid foundation and will be able to access a variety of courses at the secondary level. In addition to core materials and instruction, TUSD has invested in providing weekly music instruction and physical education instruction by credentialed PE teachers to all students at the elementary level. At the high school level, TUSD continues to offer standards aligned curriculum and regular professional development to support standards aligned instruction, but also provides a variety of courses that allow students to seek out their own areas of interest to best prepare them for life after high school. TUSD is proud of the variety of CTE courses that are offered at the high school as well as the variety of electives, AP courses, and dual enrollment courses. TUSD utilizes the KIDS platform to monitor enrollment in a variety of courses and progress in those courses. TUSD monitors the English proficiency rates to ensure that ELL students are making adequate progress toward reclassification.	All students have equal access to a broad course of study. However, at the two elementary Title I school sites, there are additional staff members to address disproportional learning outcomes for students identified as low-income. These additional positions include a learning director and an RTI teacher. The addition of a learning director and RTI teacher provides access to additional support to students in assisting them in meeting grade-level standards in core learning areas.	None at this time.	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. Tehachapi High School initiated a third-year science requirement for all students in the class of 2022. All Title I campuses have a learning director that provides instructional and academic support to students. At the district level, there are three instructional coaches that provide weekly professional development in the areas of technology in the classroom, designated and integrated ELD, Thinking Maps, Icons of Depth and Complexity, First Best Instruction, and Universal Design for Learning. In the spring of the school year, elementary students visit the middle school to tour the campus and learn about the course offerings, while eighth-grade students visit the high school campus to learn about the course offerings that the high school provides.  Jacobsen Middle School offers a Jacobsen Engineering Mathematics and Science (JEMS) program which is affiliated with the national Project Lead the Way program. At the secondary level	Met		27JUN2023	2023
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. Principals 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. Student IEP's are reviewed regularly to ensure appropriate placement and services are provided to each student. The District School Psychologist 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 to ensure all students in grades 5-8, which attend Sunset School, have full access to enrichment,  Physical Education, and the Fine Arts/music. 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, after school programs, 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 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.	Met		12JUN2023	2023
15638420000000	Wasco Union Elementary	7	"WUESD provides a comprehensive course of study available to all students to provide 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"	The following is a summary of the extent to which all students have access to, and are enrolled in, a broad course of study:  1. School instructional minutes by subject (elementary schools) - 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 middle schools) - 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 state and local data, the district has identified students with disabilities (SWDs) as an at-risk subgroup for attention during the 2022-2023 school year. The district has spent significant time and resources ensuring SWD students have the tools to attend school daily and accomplish academic success. The district will firmly establish robust support systems to support SWD students with quality tier-1 instruction. In addition, the district has identified a need for PLC training and development.  The abovementioned will help enable SWD and all students to receive equitable learning opportunities.	New revisions or actions based on the results of selected measures include the following:  1. Increase funding in supplemental instructional material actions to ensure access to a broad course of study for all students. 2. New instructional support FTE coaches in the area of EL, special education, and instructional services.  3. Increased family engagement efforts through district-wide parent university efforts. 4. Increase in educational technology infrastructure to help support access to a broad course of study for all students.  5. Curriculum Team's quality assurance efforts to help support access to a broad course of study for all students. Curriculum Teams revise and continue to develop course of study options for all students.	Met		22JUN2023	2023
15638590000000	Wasco Union High	7	The WUHSD is diligent to provide all students with access to a broad course of study.  All courses offered within the district are available to all students including those who are included in an unduplicated count or have exceptional needs.  The master schedule in our small district is very diverse and provides A to G courses of study for all core content classes and a wide variety of electives.  The WUHSD SPED program is based on the push in model.  All students are placed in grade level courses with core content and are provided extra support to align with their IEP's in the classroom.  In addition, the district provides various CTE pathways and dual and concurrent enrollment opportunities that are one hundred percent paid by the district. Students who are in the Special Day Class in the district are also presented with grade level content at a level that students can learn as they productively struggle and not become overly frustrated. The counselors work closely to assess this equal access and ensure all students are given as many opportunities as possible to take the most diverse and rigorous schedule that aligns with their interests and needs.	When comparing all students within the WUHSD and their opportunities for a broad course of study, students who may have less access would be students who come into the district as an English Language Learner level one or two.  Based on the current course sequence for English and ELD, many may not take English Eleven, ERWC, or have opportunities for AP courses in English. Another factor that may limit student's access to a broad course of study are those who have failed multiple courses and get off track from graduating on time and go into credit recovery programs for a lengthy amount of time.	The WUHSD provides all students with equal opportunity to a broad course of study.  Unfortunately, students who fail courses and become off track to graduate must enroll in credit recovery opportunities and consequently lose out on opportunities to take more advanced coursework and electives that align with their interests and needs.  The district does provide additional opportunities through after school courses or summer school to help students get back on track as soon as possible.  Another area that the district can identify as a barrier is the fluidity of the English Language Learner course sequence and the rigid timelines that are tied to each course.  Currently this does not allow expedited progress and could prevent students from taking high level courses should they master the content more quickly.	In looking at the identified barriers, the WUHSD will be reviewing the current course sequence for English Language Learners and how to provide more fluidity to address individual student strengths/needs. This potential adjustment in course sequence will offer more opportunity for these students to access higher level English courses and more dual or concurrent enrollment opportunities. To address the needs of students who have lost some access to a broad course of study due to the need for credit recovery, the WUHSD will work to implement more opportunities for tutoring and push-in supports in core classes to help students stay on track and not jeopardize their opportunities for a broad course of study.	Met		22JUN2023	2023
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 the rostering of courses.	Based on the ability of the district to review, no barriers are preventing the district from providing access to a broad course of study for all students.	No new actions to take place. The district will continue with its practices ensuring all students have access to a broad course of the student.	Met		12JUN2023	2023
15737420000000	Sierra Sands Unified	7	The following measures are used to track the extent to which all students have access to, and are enrolled in, a broad course of study (LCAP Goal 1: Provide a rigorous academic program which promises college and career readiness):  - Rate of 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	The latest data available is 2021-22 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 - 39.5%   African American - 30.0%   Asian - 33.3%   Hispanic - 42.0%   White -38.6%   English Learners - 47.8%   Low-Income - 39.9%    SWD - 26.9% - Percentage of Students Passing Advanced Placement Exam with a Score of 3+: 8.4% 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.	#NAME?	- In 2022-23 a new College & Career Pathways Partnership (CCAP) Agreement Re: Dual Enrollment was approved.  - In 2023-24, a new CTE Pathway, Production and Managerial Arts: Film Production I and II will be added. - In 2023-24 Patient Care: Health Careers I and II will be restored. - Continued collaboration with the local community college to expand dual enrollment opportunities.	Met		27JUN2023	2023
15739080000000	McFarland Unified	7	MUSD uses Aeries for all student information. We also use a program called Cardonix to initially set up our master schedules. Furthermore, SIRAS is used to monitor for SPED.	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, Curriculum and Instruction Program Manager, and Chief Academic Officer work directly with the sites ato review their data to ensure all students have access to, and are enrolled in, a broad course of study.	"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."" We have responded to that by proving more CTE options at the continuation school."	Slight changes to the master schedule at our junior should provide more flexibility for student exiting dedicated ELD to enroll in our courses of their choosing. 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		15JUN2023	2023
15751680000000	El Tejon Unified	7	ETUSD is a very small, rural 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 course such as: AP, Dual Enrollment, Career Technical Education, psychology, sociology, peer helping, and many more that are of student interest.	ETUSD is very excited to be able to say that 100% of our 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 chose which ever elective/CTE pathway they are interested in. We have established three solid CTE Pathways: Agriculture, Art, and Business Entrepreneurial. We also have AP, dual enrolled classes along with many other electives.	One barrier to providing access is if a student decides they want to try and participate in multiple CTE pathways. If a student chooses to participate in our Entrepreneur pathway their schedule may not allow them to take all Agriculture and/or Art classes as well.  Because we are so small, however, our when these situations occur, our teaching staff is flexible and willing to adjust their schedules to accommodate the student.	ETUSD has offered teachers who must adjust their schedules to accommodate a student choice as mentioned above an additional stipend to cover their additional time.	Met		19JUN2023	2023
16101650000000	Kings County Office of Education	7	JC Montgomery continues to use our master course schedule and student transcripts to ensure 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. They are working in programs targeted to their individual language needs. English learners are progress monitored using local curriculum assessments. ELPAC data was suppressed for privacy because ten or fewer students were eligible and completed the assessment. 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 for their specific needs.	The Kings County alternative schools program consists of one school, JC Montgomery. All of our courses are aligned with 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 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 toward 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 classes are taught by a limited number of teaching staff based on student enrollment. We have experienced  fluctuating enrollment for the past several years. Overall, we have continued to decline in enrollment, primarily due to the health and safety concerns brought about by the pandemic. The increased course offerings through Edgenuity have 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 targeting students’ language needs and proficiency levels. We continue to provide additional professional learning opportunities 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 focus on student results from local assessments, iReady ELA/Math assessments, and data from one-on-one support to adjust instruction and access accordingly.	Met		16JUN2023	2023
16638750000000	Armona Union Elementary	7	N/A	N/A	N/A	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 f	Met		15JUN2023	2023
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 based on interest and by grade level. In addition, we also offer onsite elective 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 their 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 CMSPP, 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.	Met		15JUN2023	2023
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.  Middle school students are offered an elective of career technical education, with the opportunity to take high school courses.  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 and middle school students.	Students are accessing available courses and enrolling in a wide range of electives in addition to the required 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 7th and 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		14JUN2023	2023
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.   Criteria: Assessment of the LEAs performance on meeting the standard: Met	Met		16JUN2023	2023
16638910000000	Corcoran Joint Unified	7	In Grades 1-5, students have access to a broad course of study in self-contained classrooms.  The student information system is used to track access and to monitor master schedules.   In grades 6-12 the master course schedule and student transcripts are used to ensure that students have access to a broad course of study.  English learners are enrolled in designated ELD for one period a day, and are working in programs targeted to their individual language needs.    Students with exceptional needs are supported during instruction and have IEPs that are targeted towards their specific needs.	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		28JUN2023	2023
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 survey and student survey 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 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. • 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, 227 students chose art as an elective.  • 463 students in 5th and 6th grade participated in band. 248 junior high students chose band as an elective. • All students in 4th grade at Richmond, Roosevelt, Lincoln, and King schools received music instruction (The schools with the highest #s of low income students). • All elementary and junior high students participated in an academic study trip.  • Students and parents overwhelmingly express support and high levels of satisfaction for the districts’ art, music, physical education programs as well as with academic study trips on district surveys.	All students will participate in the district’s programs and services that provide 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 2023-2024 school year, district will continue it’s programs and services that provide students with a broad educational program, including concerts, sporting events, academic study trips, and art exhibits will resume.  The district will look to expand it's arts and band programs with additional staff.	Met		28JUN2023	2023
16639250000000	Hanford Joint Union High	7	HJUHSD recently conducted an equity study, supplemented by tools like Calpads and our Student Information System (SIS), to assess students' access to a comprehensive range of courses.	The study revealed that, on the whole, students generally have access to a broad course of study. However, it became evident that there were racial disparities in enrollment in certain courses. For instance, the placement of English Learners showed inconsistency across our schools. One key issue identified was the absence of an early warning or monitoring system to detect these disparities, leading to ineffective oversight.	Additionally, some critical tools and systems, like the district's EL Master Plan, had not been updated recently to provide essential guidance and support for English Learners in accessing academic opportunities.	The district is taking several proactive steps moving forward: New EL Master Plan: Beginning in the 2023-2024 school year, we will implement an updated EL Master Plan to enhance support for English Learners and ensure their acess to academic opportunities. Early Warning Systems: establish early warning systems to monitor and guarantee that all students have access to a clear path to graduation. Academic Systems Improvement: The district will focus on academic systems improvements, including the implementation of Common Formative Assessments initially in Math and English, supported by Data Reflection Protocols. This approach aims to enhance instructional quality, target necessary interventions, and strengthen the Response to Intervention (RTI) process. Credit Recovery Expansion: We will enhance and expand credit recovery opportunities for students who fall behind, providing them with the necessary support to meet graduation requirements successfully.	Not Met For Two or More Years		26SEP2023	2023
16639250137901	Hanford Online Charter	7	• SBAC/ELPAC testing • CFAs in all subjects • Intake meetings • Grades • Credit accrual tracking • Personal Credit Record • Completion (course, contract, program) tracking • Attendance • Weekly online participation • Graduation tracking, financial aid application tracking, grant application, FAFSA application tracking • We looked at enrollment in Honors and Advanced Placement courses to see the degree to which students are equitably accessing our most rigorous curriculum.	• Two graduation tracks • Additional AB 1806, 167, 216, 2306 graduation track • Transcript analysis • Concurrent enrollment at West Hills, COS, SJVC, and California State University at Fresno • PFT testing • Additional electives and pathways • 100% access to all classes • Workability (SPED)	• CTE pathways/indicators - under development as year three of the pathway program is being added in 23/24.	• The eDynamic CTE and Elective program has been expanded to meet the need for more CTE credits and define that program. • We need to maintain our concurrent enrollment at West Hills and COS. • We added another instructional aide and two FTE teachers for 23/24.	Not Met		26SEP2023	2023
16639330000000	Island Union Elementary	7	All students have access to, and are enrolled in, a broad course of study based on grade spans, unduplicated student groups, and individuals with exceptional needs served. We are a self-contained TK-8th grade school district. The teacher of the class teaches all subjects to their students.	Since we have self-contained TK-8th grade 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 and inform teams about current program review and potential additions to the curriculum provided.	Each classroom is taught by highly qualified, multiple subject credentialed teachers.  We haven't been able to identify any barriers in providing a broad course of study to all students. However, we keep a close eye on employee attendance because we know the best teacher is not a substitute.	We will continue to offer a broad course of study to all of our students including EL students, socially economically disadvantages students, students with disabilities, and foster students. One consideration for next year's LCAP, is adding a Teacher on Special Assignment (TOSA) to provide instructional coaching, grade level pacing, and assessment revisions, and monitor student data of progress and success.	Met		22MAR2023	2023
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.	Since we have self-contained TK-8th grade 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 and 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 identified any barriers in providing a broad course of study to all students. However, we keep a close eye on employee attendance because we know the best teacher is not a substitute.	We will continue to offer a broad course of study to all of our students including EL students, socially economically disadvantaged students, students with disabilities, and foster students	Met		22MAR2023	2023
16639410000000	Kings River-Hardwick Union Elementary	7	Kings River-Hardwick students receive a broad course of study that includes, English Language Arts, mathematics, science, history, visual and performing arts, and physical education. The following is a summary of our current performance in these areas. * 1st-6th Grade Master Course List: Integrated studies that include; English mathematics, social science (embedded), science (embedded), visual and performing arts, technology, health/physical education is provided to 100% of 1st-6th grade students. / *7th-8th Grade Master Course List: Integrated English and career technical education; mathematics, social science, science, physical education, 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 Report card grades of ""2"" or higher in English (including embedded social science & science) & mathematics. 2021-22, 98% scored a ""2"" or higher in English & math. 100% received a ""Credit"" in visual & performing arts, keyboarding, health/physical education. /*4th-6th: Report card grades of ""2"" or higher in 2022 Local Performance Indicator Self-Reflection for KRHUESD Page 13 of 16 English, mathematics, social science and science. Report card grade of ""Credit"" in visual & performing arts, keyboarding & health/physical education. In 2021-22, 98% scored a ""2"" or higher in English, mathematics, social science & science. 100% received ""Credit"" in visual & performing arts, keyboarding & health/physical education. / *7th-8th Grade: Report card grades of ""C"" or better in English (including embedded CTE), mathematics, social science & science. Report card grades of ""Credit"" in world language, visual & performing arts, applied arts, technology/keyboarding, agricultural science and health/physical education. In 2021-22, 97% scored a ""C"" or better in English (including embedded CTE), mathematics, social science and science. 100% received ""Credit"" in world language, visual & performing arts, applied arts, technology/keyboarding, agricultural science & health/physical education. *4th-8th Grade CTE is also addressed during after school clubs. Over 300 students typically participate in after school clubs including Art, Music, Leadership, Journalism, Math, Garden & Science Clubs."	We currently provide a broad and robust offering of courses for the scope and size of our district. Adding additional offerings would require additional facility space and funding.	Kings River-Hardwick students currently receive a broad course of study that includes, English language arts, mathematics, science, history, visual and performing arts, and physical education. In addition, we have added an Agricultural Science elective and Technology elective to the course offerings available to our 7th-8th grade students. Moving forward, we will continue to add additional elective offerings or revise current elective offerings as funding permits.	Met		27JUN2023	2023
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) & mathematics. 2021-22, 98% scored a ""2"" or higher in English & mathematics. 100% received a ""Credit"" in visual & performing arts, keyboarding, health/physical education. /*4th-6th Grade: Report card grades of ""2"" or higher in English, mathematics, social science & science. Report card grade of ""Credit"" in visual & performing arts, keyboarding & health/physical education. In 2021-22, 98% scored a ""2"" or higher in English, mathematics, social science & science. 100% received ""Credit"" in visual & performing arts, keyboarding & 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 & performing arts, applied arts, technology/keyboarding, agricultural science & health/physical education. In 2021-22, 97% scored a ""C"" or better in English (including embedded CTE), mathematics, social science and science. 100% received ""Credit"" in world language, visual & performing arts, applied arts, technology/keyboarding, agricultural science & health/physical education. *4th-8th Grade CTE is also addressed during after school clubs. Over 300 students typically participate in after school clubs including Art, Music, Leadership, Journalism, Math, Garden and Science clubs when not impacted by a pandemic. Transportation provided."	We currently provide a broad and robust offering of courses for the scope and size of our district. Adding additional offerings would require additional facility space and funding.	Kings River-Hardwick students currently receive a broad course of study that includes, English language arts, mathematics, science, history, visual and performing arts, and physical education. In addition, we have added an Agricultural Science elective and Technology elective to the course offerings available to our 7th-8th grade students. Moving forward, we will continue to add additional elective offerings or revise current elective offerings as funding permits.	Met		27JUN2023	2023
16639580000000	Kit Carson Union Elementary	7	Kit Carson Union Elementary School District uses our student information system (School Wise) to enroll students in a broad course of study.	Kit Carson Union Elementary School District is a single school district.	N/A	Kit Carson Union Elementary School District will continue monitoring.	Met		14JUN2023	2023
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 2022-23 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.  The student information system shows that at a minimum, there were English Learners, low-income, foster youth, exceptional needs students, and different grade levels completing the required coursework, during the first semester of 2022-23.  Enrollment for interventions was evident for all grades, exceptional needs students, and unduplicated students for core subject areas. Driver education, CTE, and foreign language courses had the lowest enrollment for exceptional needs and foster youth students.  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 foreign language courses and none in drivers’ education. 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 action in LCAP Goal 2 - College and Career Readiness. Enrollment in CTE and Professional Skills courses are tracked and reported to our educational partners. 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		01JUN2023	2023
16639586113120	Mid Valley Alternative Charter	7	Kit Carson Union Elementary School District uses our student information system (School Wise) to enroll students in a broad course of study. Mid Valley students use Accelus.	Kit Carson Union Elementary School District is a single school district.	N/A	Kit Carson Union Elementary School District will continue monitoring.	Met		14JUN2023	2023
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 2022-23 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, a STEAM 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		21JUN2023	2023
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, 47% in 2021/2022, and 53% in 2022/2023 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, 24% in 2021/2022, and 25% in 2022/2023 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.  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		20JUN2023	2023
16639740100156	Lemoore University Elementary Charter	7	1. Our 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 6-8, and the music department's district schedule for grades 6-8. 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 6th-8th grade pupils receive social science and science instruction, in addition to ELA and math, as measured by the school's master schedule. All 6th-8th 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.	3. A barrier to increasing the amount of students receiving music instruction is the personnel available for this instruction on our district's master schedule.  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 6th-8th grade levels at UCS. Students participate in art instruction for workshop.	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 school will continue to promote art instruction for all 6th-8th grade  students and research creating time for a music teacher for the 2023-2024 school year to expand the music program to UCS.	Met		20JUN2023	2023
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.  As part of class selections, counselors develop four-year academic  plans with each student.  Counselors meet regularly with students to review transcripts and discuss post secondary goals. LUHSD offers a  wide variety of college preparatory and CTE courses to students.  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.  In order to track the extent to which students are accessing the broad course of study, data is pulled and evaluated to see who is participating as a whole as well as by student groups.	Students (including unduplicated students and students with exceptional needs) receive instruction in visual or performing arts and physical education, as evidenced by the numbers of students in art, music, and PE. The number of students at Lemoore High School is increasing in music, performing arts, PE and CTE pathways.   Over the last three years we have seen a 28.9% increase in the number of students participating in music.  At LHS we have seen an increase in CTE completers by 31.9% over the last three years and an increase in pathways from 11 pathways offered to 14 pathways.  Jamison High is incorporating more CTE courses and working on pathway development.  Currently JHS offers two periods a day of Ornamental Horticulture. JHS has also seen an increase in the number of students participating in their drama courses.  The increased interest has resulted in drama being offered all three trimesters during the school year.  Interest in drama increased by 57% from Trimester 2 to 3.	A barrier that Lemoore High School faces is due to required courses in core subject areas, students in 9th and 10th grade are often limited in the number of  elective courses to explore performing arts, agriculture, NJROTC, CTE, and other enriching courses.  Jamison High School is faced with the barrier of students needing to make up credits and meet the state mandated requirements which does not allow for opportunities to take multiple electives.  The small school size also limits the number of elective offerings.	The district continues to increase support and interventions to ensure students can be successful in their course of study. LUHSD continues to work with Solution Tree on the PLC process.  Currently LUHSD takes part in onsite coaching with a consultant to improve the PLC work and as a result change essential practices and instruction that leads to increased student achievement. Work is also being done with Solution Tree to address the social emotional and behavioral impediments that students face.  As a result more emphasis has been placed on our Multi-Tiered System of Supports (MTSS) through onsite coaching. Equity and Access work is being done to ensure that all student groups are accessing the programs within the district. Administration teams are pulling student data and reviewing it regularly as part of structured meetings in order to get an accurate vision of what is working and what adjustments need to be made to increase access for all students.	Met		22JUN2023	2023
16639820110205	Lemoore Middle College High	7	Lemoore Middle College High School ensures all students, including unduplicated students and students with exceptional needs, have access to a broad course of study by developing four year plans with students for course planning, regular meetings with counselors for class selection and placement, a wide variety of college preparatory and dual enrollment available, and by offering an extensive variety or interventions and supports to ensure student success in courses.	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 (50%), 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.	LMCHS is collaborating with California College Guidance initiative to achieve two objectives: 1) All high school seniors will have clear postsecondary goals and a plan on how to achieve them. 2) Student transcript data will follow them through the educational system to provide information on admissions, placement, guidance and financial aid.	Met		22JUN2023	2023
16639820136234	Lemoore Online College Preparatory High	7	"All students at Lemoore Online, including unduplicated students and those with exceptional needs, have access to a broad course of study which begins with the online curriculum Edgenuity, provided through Imagine Learning. This curriculum is standards-based, college preparatory, and the majority of the classes offered are ""A-G"" courses. In addition, students at Lemoore Online have access to an academic counselor who assists students with class selection, dual enrollment options, and developing a ""4-year Plan"" to ensure that their pathway in high school is setting them up for College and Career Readiness. In addition, Lemoore Online provides a variety of interventions and supports to students to ensure success."	"Lemoore Online utilizes several tools to monitor student progress and the overall success of the program. One area that our staff is working to improve is our ""D and F Rate"". Over the past two years this has increased from 29% in 2021 to 32% in the Fall of 2022. Our staff responded by implementing a mandatory Homeroom class wherein students learn to monitor their grades, to ask for help when it is needed, and also how to access various supports including tutoring and ""guided notes"" through the Edgenuity program. Lemoore Online is also focused on our site CAASPP scores. While we have shown progress in Math (from 8% Proficient and Advanced to 16%) and have maintained our ELA scores (48%-49% for the past two years), both are still below the state average. In the future we plan to organize our students by grade level homerooms in order to provide specific support and guidance when it comes to preparing for and taking the CAASPP (e.g. test taking strategies, academic vocabulary, and reviewing key concepts in ELA and Math)."	"Lemoore Online utilizes a tiered MTSS system to monitor student progress. All site teachers work in conjunction with the academic counselor, district social worker, district psychologist, Special Education teacher, and principal to consistently monitor student progress. Students (and often their parents) participate in weekly check-in's with their homeroom teacher wherein their current progress and current ""growth areas"" are reviewed. At these Progress Check Meetings goals are set and support systems are discussed. Moving forward, students will complete a ""Digital Tracker"" each week during these Progress Check Meetings wherein 4 main components of student success in our program will be monitored, these are: Daily student attendance, weekly student participation in Synch Time, weekly student participation in Homeroom, and student grades. If a student's teacher and/or the counselor determine that a student needs additional support, the student is moved to Tier 2 and a meeting is held with the student, parent and counselor. At this meeting goals are set, possible impediments to success are discussed, supports systems are put into place, and program expectations are reviewed. Staff monitors all students on Tier 2 closely. For those students in need of additional supports, they are moved to Tier 3 wherein a meeting is held with the Principal. The District's Student Services department is also available to support our students as needed."	Lemoore Online offers students a flexible learning school experience, with the intent of removing barriers to student success. With support from the staff at Lemoore Online, students complete their coursework in a digital environment with greater freedoms to create their own schedule. Lemoore Online has partnered with Edgenuity, which contains current, standards-rich coursework, offering a full suite of over 200 core curriculum, college preparatory, elective, career technical, and credit recovery courses. Edgenuity courses are accredited by AdvancED, the North Central Association Commission on Accreditation and School Improvement (NCA CASI), the Southern Association of Colleges and Schools on Accreditation and School Improvement (SACS CASI), and the Northwest Accreditation Commission (NWAC). If needed, students have access to teachers in the Learning Center. Coursework includes lectures from online instructors, vocabulary activities, essays, lab activities, etc. Students are required to maintain adequate progress in their courses. Various interventions are offered, including: weekly Progress Check Meetings with a teacher, grade level specific Homeroom, Goals Meetings with the Counselor, and Academic Contracts. Students who are found to be unsuccessful at Lemoore Online, despite intervention steps, will be included in a meeting with the Principal to determine if placement in independent study is appropriate.	Met		22JUN2023	2023
16639900000000	Pioneer Union Elementary	7	For the elementary school sites in Pioneer Union Elementary School District, grade level weekly schedules are reviewed to ensure all students have access to a broad course to study. For the middle school, Infinite Campus, the online student information system, is used to oversee student scheduling, ensuring access and enrollment in a broad course of studies.  Reports are created within Infinite Campus based on grade level, unduplicated students groups, and individuals with exceptional needs.	After a review of the measures and tools in item 1, the District has determined that most of our students have access to and are enrolled in a broad course of study. Students at Pioneer Middle School have access to courses in English Language Arts, Mathematics, Social Studies, 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.	The District is monitoring its cycle of curriculum adoption to ensure that instructional materials are up to date with the current standards. For professional development, the District’s goals for 23-24 are to focus on strengthening professional learning communities and providing training in behavioral support. Professional learning in the subject of social science and history will be prioritized in future years. The District continues to seek ways to include world languages in its middle school instructional program. 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		21JUN2023	2023
16639900116699	Frontier Elementary	7	For the elementary school sites in Pioneer Union Elementary School District, grade level weekly schedules are reviewed to ensure all students have access to a broad course to study. For the middle school, Infinite Campus, the online student information system, is used to oversee student scheduling, ensuring access and enrollment in a broad course of studies.  Reports are created within Infinite Campus based on grade level, unduplicated students groups, and individuals with exceptional needs.	After a review of the measures and tools in item 1, the District has determined that most of our students have access to and are enrolled in a broad course of study. Students at Pioneer Middle School have access to courses in English Language Arts, Mathematics, Social Studies, 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.	The District is monitoring its cycle of curriculum adoption to ensure that instructional materials are up to date with the current standards. For professional development, the District’s goals for 23-24 are to focus on strengthening professional learning communities and providing training in behavioral support. Professional learning in the subject of social science and history will be prioritized in future years. The District continues to seek ways to include world languages in its middle school instructional program. 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		21JUN2023	2023
16639906010557	Pioneer Elementary	7	For the elementary school sites in Pioneer Union Elementary School District, grade level weekly schedules are reviewed to ensure all students have access to a broad course to study. For the middle school, Infinite Campus, the online student information system, is used to oversee student scheduling, ensuring access and enrollment in a broad course of studies.  Reports are created within Infinite Campus based on grade level, unduplicated students groups, and individuals with exceptional needs.	After a review of the measures and tools in item 1, the District has determined that most of our students have access to and are enrolled in a broad course of study. Students at Pioneer Middle School have access to courses in English Language Arts, Mathematics, Social Studies, 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.	The District is monitoring its cycle of curriculum adoption to ensure that instructional materials are up to date with the current standards. For professional development, the District’s goals for 23-24 are to focus on strengthening professional learning communities and providing training in behavioral support. Professional learning in the subject of social science and history will be prioritized in future years. The District continues to seek ways to include world languages in its middle school instructional program. 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		21JUN2023	2023
16639906110233	Pioneer Middle	7	For the elementary school sites in Pioneer Union Elementary School District, grade level weekly schedules are reviewed to ensure all students have access to a broad course to study. For the middle school, Infinite Campus, the online student information system, is used to oversee student scheduling, ensuring access and enrollment in a broad course of studies.  Reports are created within Infinite Campus based on grade level, unduplicated students groups, and individuals with exceptional needs.	After a review of the measures and tools in item 1, the District has determined that most of our students have access to and are enrolled in a broad course of study. Students at Pioneer Middle School have access to courses in English Language Arts, Mathematics, Social Studies, 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.	The District is monitoring its cycle of curriculum adoption to ensure that instructional materials are up to date with the current standards. For professional development, the District’s goals for 23-24 are to focus on strengthening professional learning communities and providing training in behavioral support. Professional learning in the subject of social science and history will be prioritized in future years. The District continues to seek ways to include world languages in its middle school instructional program. 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		21JUN2023	2023
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 2021-22, the A-G completion rate was 37%. Career Technical Education (CTE) Pathway Completion, in 2021-22, 3.5% of students completed a CTE course sequence.	According to our AERIES data, 100 % of RSUSD students are currently enrolled in a broad course of study.	Based on our data, there are no current barriers preventing RSUSD from providing access to a broad course of study for all students.	RSUSD continues to offer additional courses and the LEA ensures there are no barriers preventing the LEA from providing access to the new courses in a broad course of study for all students, including unduplicated, English learners, and foster youth. This school year RSUSD, via LCAP funding, continues to maintain a full-time Career Technical Education (CTE) TOSA to focus on CTE pathways and Dual Enrollment.  This position is to make sure students have access to a broad course of study as well as to expand future pathways.   Reclassification rate was  22.2% this year, school sites will focus on providing language acquisition support for English learners aligned to the CA English Learner Roadmap in all content areas to secure continuous progress toward English proficiency.	Met		15JUN2023	2023
17101730000000	Lake County Office of Education	7	CCS and Hance serve specific populations of students.  CCS serves students with emotional disturbances while Hance serves students who have been expelled or transferred due to behavioral concerns.  CCS works with the district of residence to serve each student through the goals outlined in the student’s Individualized Educational Plan (IEP).  Hance utilizes an online learning platform, Accellus, and teacher-led lessons to engage students in a broad course of study.	CCS and Hance students are educationally served in a specialized setting that is separate from the comprehensive school environment.  The main goal of CCS and Hance is to help students address their specific needs so that they may successfully return to their district of residence.  Due to this small setting, students have access to the core curriculum but have limited access to more specialized electives.  When students become more successful with their behavioral goals, CCS and Hance teams work to transition students back to their school of residence.  This may include attending a partial day at CCS or Hance and a partial day at the school of residence so that the student is able to return to a full day over a period of time.	All CCS and Hance students have access to the core curriculum and specific elective opportunities provided through the campus staff.  Because of the specialized setting and limited number of certificated teachers, CCS and Hance are unable to provide the vast repertoire of classes as available on a comprehensive campus.	In the 2023-24 school year, CCS and Hance will explore a new online platform, Edgenuity, that provides a wider range of classes for students in the middle and high school grades.	Met		28JUN2023	2023
17640140000000	Kelseyville Unified	7	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.	The LCAP Annual Update states the following in regards to Access to a Broad Course of Study: 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.	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 music program in grade 6-12, the continuation of our independent study program, Kelseyville Learning Academy, 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 to offer more course options to students at the high school level and are collaborating with Mendocino College to provide a summer college program for high school students.	Met		20JUN2023	2023
17640140141382	Shade Canyon	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
17640220000000	Konocti Unified	7	As reported in the Konocti USD 2023-24 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 2023-24 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		28JUN2023	2023
17640300000000	Lakeport Unified	7	We use the CLHS and NHS master schedules as our tool for identifying the extent to which all high school students have access to and are enrolled in a broad course of study. CLHS recently successfully completed their mid-cycle WASC review. Additionally, the CLHS course catalog was overhauled and all courses (excluding two) were formally approved as A-G courses.	Every CLHS student has access to a broad course of study except when there are conflicts with singleton classes.  Our NHS master schedule shows a limited number of course offerings unless students elect to take an online course.  We are working to allow all NHS students to access the variety of CTE and other electives at CLHS.	Our biggest barrier to provide a large variety of course offerings is the small size of our high school: 375.  We have several courses that can only be offered once in the master schedule and at times can be in conflict with other singletons.  Students who need academic interventions or special education services of English Language support sometimes have limitations on their course offerings.	We are working to add strategic math intervention courses for students who are struggling.  In reviewing our local assessments we have identified students with learning loss and are working to find ways to add support to their schedules.	Met		14JUN2023	2023
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.   During the 2022-23 school year Foreign Language was offered as an elective utilizing the web-based platform of “Duolingo”.   The program offered interested students exposure to a variety language options. During the 2022-23 school year Fine Arts was also offered as an elective.  Students explored a variety of artistic styles such as Fauvism, Naturalism and Anime.	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 as Professional Development. For Fine Arts instruction we are limited because of budget constraints.  Throughout the 2022-23 school year “Expanded Learning Opportunity” funds were utilized to provide after school enrichment focusing on Fine Arts.  We plan to continue  and expand upon the offerings in the upcoming school year.	Met		21JUN2023	2023
17640550000000	Middletown Unified	7	The local tools we are using to identify that all students have access to and are enrolled in a broad course of study is our College and Career Index CCI. AVID is an integral part of each school site giving students access to a broad course of study as well. We use our CAASPP Data as a basis of success for all students 3rd through 6th grade.	As reported in the MUSD 2023-24 LCAP, 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.	Honors and AP classes accessible for all students are an area of growth for Middletown Unified School District.	"Middle school has implemented ""honors"" English and math classes for both seventh and eighth grades. This helps to give access to rigorous classes to students and support for students with less differentiation in non honors classes. Para support is available in some classes for academic support as well."	Met		26JUN2023	2023
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		28JUN2023	2023
17640550129601	California Connections Academy North Bay	7	California Connections Academy is committed to offering a broad course of study to all students. Course offerings are evaluated each year to ensure staff credentials are best utilized and student interests and needs are balanced. Course offerings are also brought to the Board for their review. Additionally, access is readily available to students when considering the online nature of our school. Courses are not assigned to specific class periods or specific room locations making all courses virtually available to all students at any given moment in the school year. Being fully aware of the realities of graduation rate, the high school staff has continued the implementation of an internal credit recovery program called Project Success. Since its implementation, pass rates for this program have significantly increased to reach 93% on average in the 2021-2022 school year. These successes are providing the justification and motivation to continue and expand these programs. As an initiative to further improve graduation rate and address the potential for learning loss due to the pandemic, our organization continues to run its own in house summer school program since the summer of 2020. This was the first in its history. Prior to the summer of 2020, credit deficient high school students were sent to a third party program with a success rate of an average of around 50% pass rates. Summer of 2022, our course pass rate increased to 85%.	This area does not pertain because each charter in the organization is a single school site charter school and individual Local Educational Agency. All students in each school have access to all curriculum and instructional tools provided and have an individualized program to meet their educational needs.	While teacher credentialing and student interest are the primary driver of the diverse offerings, there are a handful of instances courses may need to be removed from the catalogue. In the instance of a lack of student need or interest, the removal of a course offering will be considered. In the instance where a teacher with a specialized credential leaves the school, every effort will be made to replace the credential area. If such a replacement is not possible in a given year, school staff work closely with students and their families to find a suitable alternative. This is especially important at the high school level.	The high school electives department and counseling created an informational electives website containing course description and information to help students navigate their elective options with the help of the counseling team. This, along with the Student Course Selection Data View allows students access to all available high school electives. In addition, the use of UC Scout and FlexPoint Education courses have been incorporated since the 2022-2023 school year to ensure all high school students have access to a broad range of courses. Additionally, California Connections Academy is in a College and Career Access Pathways Partnership Agreement with Saddleback College for the purpose of offering expanded online dual enrollment opportunities to all high school students.	Met		21JUN2023	2023
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 are enrolled in courses on the Middle School Campus (Spanish) as well as on the High School Campus (Drum line).  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).  These learning opportunities include, but are not limited to, AVID, Spanish, Intervention and Music.  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, theatre and a growing focus in computer coding.	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.  Due to the rural location of our schools, we are also limited in the opportunities that are available to our students. To address this challenge, we encourage and support field trips to enhance a broad course of study.  We work diligently to increase offerings and expand our broad course offerings despite these limitations.	ULUSD continues to enhance the broad course of study through our ELOP (Expanded Learning Opportunity Program) which opened a second site on the Middle School Campus. This program seeks to provide cultural, relevant learning opportunities outside of the school day for our students in grades TK-7 in addition to their school day opportunities. Our secondary team heard from our community the need for more variety in our arts program and has expanded it's offerings to include video, drama and more in addition to clubs on campus and during the school day.	Met		20JUN2023	2023
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	Not Met			2023
18640890000000	Big Valley Joint Unified	7	NULL	NULL	NULL	NULL	Not Met			2023
18641050000000	Janesville Union Elementary	7	In order to identify if students are receiving a broad course of study we looked at all grade levels TK-8th grade from bell to bell to see what instruction they were receiving, what curriculum they were using and what access to both of those things did each and every student have to them. Those questions helped us answer whether students had access to a broad course of study.	When we analyzed this information we found that students in each grade level had access to all of the same materials, curriculum and the same broad course of study. We were specifically aware of students who are receiving designated services such as special education or those who are in the unduplicated counts group. All students have equal access.	There are some identified barriers that have been addressed and need to be recognized. Our students do receive a broad course of study but students who are not in the general education classroom all day need to be receiving the same materials as those in the mainstream classroom and we have looked at some of those barriers.	The LEA will continue to monitor new students who enroll at the school, we have a fairly small student sampling so it is important to continue to monitor new students and any new challenges they may bring, we will also continue to monitor as we have teacher turn-over and staffing changes to make sure there is consistency and the same course offerings as that change also occurs.	Met		22JUN2023	2023
18641130000000	Johnstonville Elementary	7	All students enrolled at Johnstonville 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 Kindergarten through eighth grades. 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. Finally, the District also utilizes the California Dashboard to report to stakeholders and the public at the public Board of Trustee's meeting.	Metric Met As mentioned previously, all students enrolled at Johnstonville 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 Kindergarten through eighth grades. 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 the continued learning gap due to Covid-19. The increased intervention time has reduced the amount of time available for electives. In addition, the combination of 4th, 5th, and 6th grades into 4th/5th and 5th/6th combination classes has caused an increase in time dedicated to mathematics due to the different standards and difficulty found in the 4th-6th 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 unintentionally 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 normally 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.	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 additional areas of expertise that are not traditionally identified through the California State Standards. Daily and weekly schedules, along with the allocation of school minutes, will be continually refined and revised to maximize the courses students can access. In addition, Johnstonville 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		22JUN2023	2023
18641390000000	Lassen Union High	7	1. Aeries provides the district with the ability to track student requests and successful course selections to fulfill the course requirements for graduation. Over 98% of students are able to be provided a broad course of study across all grades spans and unduplicated student groups. The 2% of the population who is unable to reach the threshold to be considered a broad course of study is due to a disability or from past academic failures that have limited some of the opportunities that are available due to class scheduling conflicts. Opportunities are provided for the least restrictive environment as appropriate for the students academic, social and mental health.	2. All students entering Lassen Union High School District have the opportunity to participate and be actively engaged in a broad course of study. Academic performance may limit some individual's opportunities for certain experiences due to the need to retake specific classes that a student needs to master in order to meet the graduation requirements. Additionally students who have been expelled from the traditional high school or choose to attend the alternative/continuation (CDS or Credence High) school programs may have certain opportunities unavailable at their specific school site. With the utilization of PLATO classes opportunities do still exist for some advance placement courses along with some CTE courses. After close analysis of the course offerings and the students being served at our alternative and continuation schools it was decided to hire a staff members who	3. Due to the extensive course offerings that we have at our school and limited schedule that limits the number of courses a student takes some students who have identifiable gaps in their learning are forced to take coursework that will assist them in accelerating their skill level to perform with their peers. The need to ensure students academic success in Math and English may limit specific courses from being studied by a student. Supplemental course offerings are available for these students but barriers must be overcome to ensure equal access to a rigorous set of courses. Additional support is provided to our foster youth students. Research shows that constant instability for these students limits educational opportunities and gaps in their learning process. Additional tutoring, counseling and other support services are available but stability for some of these students limits their success.	4. The addition of the student support specialist has helped our unduplicated students. A personal advocate for these students has helped many of these student find success. The increase of additional counseling support will help mitigate some of the social and emotional struggles that some of these students face. Data will be collected over the next two years to determine the effectiveness of this additional support in broadening the opportunities of our students to pursue different pathways and A-G completers. The LEA has also decided to increase the number of administrators at the school district to provide additional oversight of attendance and academic performance of its students. The goal is to see a decrease in truancies across the district while seeing an increase in the academic performance of its students.	Met		28JUN2023	2023
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		28JUN2023	2023
18641700000000	Richmond Elementary	7	Tools used to track all students are gradebooks, reading inventories, data systems that track math interventions successes, Beyond SST and SEIS.	Richmond is one school site that strives to give equal opportunities in all grade spans access to broad courses of study. They are offered through our elective programs, as well as our music and art programs. All students are encouraged and offered Expanded learning opportunities before and after school, as well as, over the summer.	Barriers that prevent students from access courses of study is transportation. The district does not have busses or vans to arrange for before/ after school and summer programs.	Richmond has changed their after school/ before school extended learning programs offered every trimester to meet the needs and interests of all students. The district has hired a music and art teacher, as well as implemented new electives in all grades.	Met		22JUN2023	2023
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.	Met		27JUN2023	2023
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 a foreign language, 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 continue to 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		28JUN2023	2023
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 as all student groups.	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 continue to be emphasized in the 2023-24 school year.	The emphasis this year will be on developing additional, accessible a-g courses. The school has begun working with an outside consultant to help create project-based A-G courses available in the 2023-24 school year.	Met		08JUN2023	2023
18642040000000	Westwood Unified	7	Westwood Unified School 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, 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 Westwood Jr/Sr High School. The District has systems in place to ensure our students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs.  During our enrollment process, every student undergoes a transcript review (by an academic school counselor and superintendent/principal) and career/interests survey, and, when needed, a review of their IEP (by a special education teacher). The academic school counselor, administrator, and/or special education teacher work with school office staff to ensure our students are enrolled in the correct courses and a broad course of study which advances them towards culmination/graduation based on our graduation requirements and course list. At each grading period, the administrator reviews student transcripts to ensure students are taking a broad course of study that advances students towards culmination/graduation.	The emphasis is greater on social-emotional learning thus all students have annual access to social-emotional learning courses, in addition to a full A-G course load. Finally, our schools, due to their size and rural and remote areas are limited in their Foreign Language and Fine Arts of A-G. However, the strategies offered are more flexible such as Independent Study, online courses through Lassen College, Cyberhigh, and CTE offerings which allow students to personalize their learning experience based on their future plans while offering more opportunities for A-G courses.	Some barriers that can prevent the Westwood Unified School 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 the campus, 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.	1.  The academic counselor reviews the course catalog in the student information system and has confirmed there is access to all required classes.  The registrar reviews every high school student's course enrollments at the start of every semester to assure enrollment in courses required for graduation.  This information is shared with teachers, students and families.  The superintendent/principal reviews courses for students in TK-12.  2.  Students are enrolled in ELA, math, ag. science, social studies, PE, and a variety of electives including art and music.  Drivers education and Foreign Language courses are available on-line.  CTE classes are closely monitored for pathway progress.  High school students complete A-G sequence of coursework as well.  3.  Success in Foreign Language as well as the participation rate in A-G courses needs to be addressed.  Barriers for each would include: Lack of credentialed staff in foreign language to support speaking and listening skills and a desire to pusue post secondary educational options for some of our students.  We have a  percentage of students  who do not meet the minimum grades in their coursework to qualify for A-G credit.  4.  In response to the results above, the school intends to: advertise for a part-time credentialed Foreign Language teacher or identify an on-line program that that is more user friendly where students could experience better success rates.  We will continue help students to explore career pathways through	Met		28JUN2023	2023
18750360000000	Fort Sage Unified	7	We utilize the Williams FIT tool. LCAP process and we have different staff/work groups such as WASC, review and make suggestions to ensure all students especially unduplicated groups have access to a broad course of study, updated and approved curriculum. Also, by implementing our MTSS framework adds another layer of accountability	Looking at SIS, SEIS, Participation logs and other measures, we are at 80%. There are no difference across school sites or unduplicated students as we are a very small district. Just this year alone we have made great gains by ensuring we are fully staffed at both site.	The only barrier would be a small staff, yet we supplement with online Edgenuity courses when necessary	Continue to be aggressive in our recruiting highly qualified staff, utilize county office of education resources to help train new staff and provide professional development to current staff so we are better able to ensure all our students have access to a broad course of study	Met		21JUN2023	2023
18750360121657	Mt. Lassen Charter	7	We track students course of study through our student information system.  The curriculum is tracked with our inventory system.	MLCS gives individualized instruction to all students based on need, performance gaps, and grade level appropriateness.	MLCS families often times have a barrier with local internet service.  MLCS offers hot spots however or geographical location is not always conducive to their needs.	MLCS constantly pivots based on student needs, performance gaps, and grade level content.	Met		21JUN2023	2023
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 as all student groups.	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 were enrolled in this course.	Long Valley will provide training to staff to use specific courses for grades 7-8; not just using “elective rotation.”	Met		08JUN2023	2023
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	Student 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 continues to be the restraints put upon us from agency partners to ensure safety and completion of assignments. Interruptions resulting from the partner agency's delivery of services interrupted learning in the 2022-23 school year. The rollout of robust Career Technical Education (CTE) courses also impacted by due facilities challenges.	CTE courses at both our juvenile camp schools and county community schools are in progress at some sites.  Additionally, LACHSA has implemented a CTE pathway and will explore expanding to offer a third pathway for the 2023-24 school year.	Met		20JUN2023	2023
19101990106880	Jardin de la Infancia	7	Targeted Professional Development: Based on assessment data, the school director along with teachers will determine areas to support our high-need students. Teachers will participate in targeted professional development as well as training to support professional growth.	All curriculum, educational supplies, and assessments will be Common Core aligned. All students will have access to technology in the educational setting. Jardin only has one school site.	Jardin can not identify barriers preventing it from providing access to a broad course of study for all students.	Jardin will continue to provide access to broad course study for all students.  No revisions or new actions/decisions have been made at this time.	Met		14JUN2023	2023
19101990109660	Aspire Antonio Maria Lugo Academy	7	With support from Aspire Public Schools, we utilize our Student Information System, PowerSchool, to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study. We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		22JUN2023	2023
19101990112128	Aspire Ollin University Preparatory Academy	7	With support from Aspire Public Schools, we utilize our Student Information System to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study. We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), Art, in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		22JUN2023	2023
19101990115030	Magnolia Science Academy 3	7	MSA-3 designs its master schedule to meet the needs of its students to ensure all academic content areas are available to all students, including all student groups. Core subjects (English, mathematics, social sciences, and science) and electives are offered aligned with our charter petition and graduation requirements. As evidenced by the school master schedule, elective forms, class rosters, student schedules and transcripts, MSA-3 strives to offer a well-rounded education to our students.  MSA-3 provides students with 4-year plans and support programs to ensure timely high school graduation. We offer credit recovery classes and individual graduation plans, outlining the classes students will take during their high school years to ensure satisfaction of UC/CSU requirements.	As evidenced by our master schedule, elective forms, class rosters, student schedules and transcripts, 100% of students have access to a broad course of study, including core subjects (English, mathematics, social sciences, and science) and electives as outlined in our charter petition.  We also provide all other academic programs and services outlined in our charter petition, certain programs and services being dependent on student needs and interests. For example; we provide CCSS aligned ELA and math intervention classes to all students who are in need of additional support. We provide designated and integrated ELD instruction, support and intervention to ELs and immigrant students. We closely monitor student progress in ELA/Literacy, math, and ELD as measured by our  interim assessments (MAP, IAB, etc.) We provide students with opportunities to take Advanced Placement (AP) courses based on student needs and interests. The AP courses we have offered this year include AP US History, AP World, AP Computer Science, AP English 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. MSA-3 offers credit recovery classes and individual graduation plans, outlining the classes students will take during their high school years to ensure satisfaction of UC/CSU requirements.	MSA-3 provides access to a college-preparatory, STEAM focused broad course of study for all our students.	MSA-3 will continue to provide access  to a college-preparatory, STEAM focused broad course of study for all our students. We will ensure that all our students graduate college and career ready. In an effort to provide a well-rounded education to our students, MSA-3 will strive to offer additional programs such as more elective courses aligned with career pathways, continued health and physical education, diverse arts programs, increased civics, Life Skills, and SEL programs, etc.,as well as provide our students with experiential learning opportunities, including but not limited to, instructional field trips, internships, community service programs, clubs, etc. Such additional programs depend on the availability of financial and human resources. MSA-3 will make the best use of its resources to provide a well-rounded education experience to our students.	Met		22JUN2023	2023
19101990115212	Magnolia Science Academy 2	7	MSA2 designs its master schedule to meet the needs of its students. Core subjects and electives are offered aligned with our charter petition and graduation requirements. As evidenced by the school master schedule, class rosters, student schedules and transcripts, MSA2 strives to offer a well-rounded education to our students. MSA2 provides students with 4-year plans and support programs to ensure timely high school graduation. We offer credit recovery classes.   MSA2 has regular meetings with the SPED department.  Interventions are implemented which are geared toward supporting students.   Midyear progress toward LCAP goals are reviewed and presented to MPS home office and in Board meetings. Teachers and school administrators align their professional goals in TeachBoost. Monthly meetings take place in the home office with school leadership.  100% of students have access to a broad course of study as outlined in our charter petition.   We provide designated and integrated ELD instruction, support and intervention to ELs and immigrant students. We closely monitor student progress in ELA, math, and ELD as measured by our assessments.  We provide students with opportunities to take AP courses based on student needs and interests. MSA2 also continues to enroll increased quantities of our students into dual enrollment college courses.  MSA2 had a one-year cohort graduation rate of 100% last year where 95.1% of our graduates completed courses that satisfy the UC/CSU requirements.	The below proactive steps ensure equity across student groups in access to, and enrollment in, a broad course of study, including unduplicated student groups:  MSA2 designs its master schedule to meet the needs of its students. Core subjects and electives are offered aligned with our charter petition and graduation requirements. As evidenced by the school master schedule, class rosters, student schedules and transcripts, MSA2 strives to offer a well-rounded education to our students. MSA2 provides students with 4-year plans and support programs to ensure timely high school graduation. We offer credit recovery classes.   MSA2 has regular meetings with the SPED department. Midyear progress toward LCAP goals are reviewed and presented to MPS home office and in Board meetings. Teachers and school administrators align their professional goals in TeachBoost. Monthly meetings take place in the home office with school leadership.  We provide designated and integrated ELD instruction, support and intervention to ELs and immigrant students. We closely monitor student progress in ELA, math, and ELD as measured by our assessments.  We provide students with opportunities to take AP courses based on student needs and interests. MSA2 also continues to enroll increased quantities of our students into dual enrollment college courses.  MSA2 had a one-year cohort graduation rate of 100% last year where 95.1% of our graduates completed courses that satisfy the UC/CSU requirements.	MSA-2 does not have any specific barriers which prevent the school from providing access to a broad course of study for all students due to the below proactive steps:  MSA2 designs its master schedule to meet the needs of its students. Core subjects and electives are offered aligned with our charter petition and graduation requirements. As evidenced by the school master schedule, class rosters, student schedules and transcripts, MSA2 strives to offer a well-rounded education to our students. MSA2 provides students with 4-year plans and support programs to ensure timely high school graduation. We offer credit recovery classes.   MSA2 has regular meetings with the SPED department. Midyear progress toward LCAP goals are reviewed and presented to MPS home office and in Board meetings. Teachers and school administrators align their professional goals in TeachBoost. Monthly meetings take place in the home office with school leadership.  We provide designated and integrated ELD instruction, support and intervention to ELs and immigrant students. We closely monitor student progress in ELA, math, and ELD as measured by our assessments.  We provide students with opportunities to take AP courses based on student needs and interests. MSA2 also continues to enroll increased quantities of our students into dual enrollment college courses.  MSA2 had a one-year cohort graduation rate of 100% last year where 95.1% of our graduates completed courses that satisfy the UC/CSU requirements.	MSA2 will continue to assess the effectiveness of the current below programs and services, in collaboration with all educational partners, to ensure access to a broad course of study for all students:  MSA2 designs its master schedule to meet the needs of its students. Core subjects and electives are offered aligned with our charter petition and graduation requirements. As evidenced by the school master schedule, class rosters, student schedules and transcripts, MSA2 strives to offer a well-rounded education to our students. MSA2 provides students with 4-year plans and support programs to ensure timely high school graduation. We offer credit recovery classes.   MSA2 has regular meetings with the SPED department. Midyear progress toward LCAP goals are reviewed and presented to MPS home office and in Board meetings. Teachers and school administrators align their professional goals in TeachBoost. Monthly meetings take place in the home office with school leadership.  We provide designated and integrated ELD instruction, support and intervention to ELs and immigrant students. We closely monitor student progress in ELA, math, and ELD as measured by our assessments.  We provide students with opportunities to take AP courses based on student needs and interests. MSA2 also continues to enroll increased quantities of our students into dual enrollment college courses.  MSA2 had a one-year cohort graduation rate of 100% last year where 95.1% of our graduates meet A-G grad. requirements.	Met		22JUN2023	2023
19101990121772	Environmental Charter Middle - Gardena	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		22JUN2023	2023
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		22JUN2023	2023
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 to ensure all students are enrolled in CORE academic subject areas. In addition to these academic subjects, we have a rotation of enrichment opportunities 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 a broad course of study for all students the school will continue to engage families through frequent communication with all stakeholders regarding academic courses.	Lashon Academy will continue with the full implementation of all California Common Core State Standards across all grade levels as evident through class scheduling and sections, number of classes, and enrollment per class. All instructional minutes will remain the same, guaranteeing all students are receiving above the required time.	Met		25JUN2023	2023
19101990132605	Valiente College Preparatory Charter	7	The school uses the master schedule to review and measure the	The master schedule is used for students to have all access as do many of the other schools	the barriers that may come if a student with an IEP needs multiple services that will not allow at students to receive the same master schedule of class exposure	The insertion of an SEL period for all students	Met		12JUN2023	2023
19101990134346	Intellectual Virtues Academy	7	We utilize our master schedule over the course of 4 years to ensure each student has access to a broad course of study. We provide 100% access to A-G curriculum, arts, PE, World Languages, and electives that enhance their learning. Even if a student may not have access one year to some of these courses, we rotate in opportunities to ensure that they have access at some point in their studies at IVA High.	100% of our students have access to this broad course of study.	The largest barrier is being a small school. Since we are a small school, we cannot provide the number of courses other larger schools can. However, we use time to our advantage and provide access in the following years if we cannot provide a particular course of study in one year.	We consider a broad course of study a relative strength for us. While other schools may offer more courses because they are bigger, our students can get a relatively large course of study given our size. We augment this course selection by having a robust relationship with LBCC to provide community college credits for a wide-range of courses.	Met		07JUN2023	2023
19101990134361	Russell Westbrook Why Not? Middle	7	Russell Westbrook Why Not Middle School is operated by LA Promise Fund (LAPF), a nonprofit organization dedicated to preparing students for success in College, Career, and Life. In addition to managing Russell Westbrook Why Not High School and Russell Westbrook Why Not Middle School, LAPF provides resources and programs to support the school and program. Russell Westbrook Why Not Middle School currently serves 140 students in grade 6-8 of with student demographics that include: 67 % Hispanic, 31 % African American, 2% other, 36% English Learners (EL), 18.5% Students with Disabilities (SWD), 14% Foster Youth (FY), and 93% Socioeconomically Disadvantaged (SED).  Russell Westbrook Why Not? Middle School provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on our Educational Model. Teachers are supported in delivering rigorous, standards-aligned lessons that embed relevancy and social-emotional learning. The school provides College and Career Readiness through introduction to Career Technical Education (CTE) realized through a focus on Digital Media Arts and Entertainment and a related Pathway. Students participate in a Civic Action Project and participate in an Expo to Present to a public audience. These elements of the instructional model prepare students for high school and postsecondary success.	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 Russell Westbrook Why Not Middle School, all students in grades 6-8 have access to and are enrolled in English, Math, Social Science, Science, Physical Education, and enrichment, including unduplicated students and students with exceptional needs. All students are enrolled in Promise Time (Advisory), which builds connectedness, addresses social-emotional learning, and provides College and Career Awareness. Promise Time is structured and goal oriented and supports positive school climate and culture. All students in grades 6-8 have access to the CTE Pathway (Digital Media Arts and Entertainment). There are no differences in accessibility to courses, across student groups at the school.	Currently, 100% of the students have access to a broad course of study and Russell Westbrook Why Not? Middle School will continue to monitor this to ensure no barriers arise to change access.	Russell Westbrook Why Not? Middle School has provided all students with access to a broad course of study. Input from staff and students has led to additional electives to be offered for the upcoming school year. Data will continue to be monitored and revisions made, with implementation as needed.	Met		08JUN2023	2023
19101990135368	Alma Fuerte Public	7	Alma Fuerte is using locally selected measures and tools to track the extent to which all students have access to and are enrolled in a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.  One of the locally selected measures being used is a comprehensive enrollment tracking system. This system allows the Alma Fuerte to monitor and analyze student enrollment data across different grade spans, ensuring that all students have access to a broad course of study. By tracking enrollment numbers, the LEA can identify any gaps or disparities in course offerings and take appropriate actions to address them.  In addition, Alma Fuerte is utilizing student group analysis tools to assess the enrollment of unduplicated student groups. These tools enable Alma Fuerte to identify any discrepancies in course enrollment among different student groups, such as English language learners, students with disabilities, or economically disadvantaged students. By closely monitoring the enrollment patterns of these student groups, Alma Fuerte can ensure equitable access to a broad course of study for all students.  Alma Fuerte has implemented individualized tracking mechanisms for students with exceptional needs. These mechanisms allow the LEA to closely monitor the enrollment and course selection of students who require specialized educational support.	All students at Alma Fuerte are enrolled in a broad course of study.  We have intentionally provided access to all students in high quality core curriculum along with expanded learning opportunities in the arts, entrepreneurship and Spanish.  In addition, Alma Fuerte has instituted SEL (social emotional learning), gardening and nutrition programming.	Space and finances are the barriers to students at Alma Fuerte in accessing a broad course of study for all students.  The spacial issue is the most difficult to navigate even when using outdoor learning spaces.	Alma Fuerte continues to build partnerships with local agencies, entrepreneurs, organizations and businesses.  We are actively looking for grants and other financial sources for assistance.  In addition, we have initiated web based courses and opportunities to offer our students.	Met		19JUN2023	2023
19101990135582	Russell Westbrook Why Not? High	7	Russell Westbrook Why Not High School is operated by LA Promise Fund (LAPF), a nonprofit organization dedicated to preparing students for success in College, Career, and Life. In addition to managing Russell Westbrook Why Not High School and Russell Westbrook Why Not Middle School, LAPF provides resources and programs to support the school and program. Russell Westbrook Why Not High School currently serves 198 students in grade 9-12 of with student demographics that include: 77% Hispanic, 22% African American, 1% Other, 31% English Learners (EL), 26% Students with Disabilities (SWD), 0% Foster Youth (FY), and 88% Socioeconomically Disadvantaged (SED). Russell Westbrook Why Not? High School provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on our Educational Model. Teachers are supported in delivering rigorous, standards-aligned lessons that embed relevancy  and social-emotional learning. The school provides College and Career Readiness through robust Career Technical Education (CTE) realized through a focus on Digital Media Arts and Entertainment and a related Pathway. Students participate in a Civic Action Project that will result in earning the State Seal of Civic Engagement by their senior year. All Seniors engage in and present a Capstone Project to culminate their learning. These elements of the instructional model prepare students for postsecondary success.	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 Russell Westbrook Why Not? High School, all students in grades 9-12 have access to and are enrolled in English, Math, Social Science, Science, VAPA, Foreign Language, and Physical Education, including unduplicated students and students with exceptional needs. All students are enrolled in Promise Time (Advisory), which builds connectedness, addresses social-emotional learning, and provides College and Career Awareness with support from the College Counseling Team. Promise Time is structured and goal oriented and supports a positive school climate and culture. All students in grades 9-12 have access to and are enrolled in the following courses (based on student choice selection): UC A-G approved courses, AP courses, CTE Pathway. There are no differences in accessibility to courses, across student groups at the school.	Currently, 100% of the students have access to a broad course of study and Russell Westbrook Why Not? High School will continue to monitor this to ensure no barriers arise to change access.	Russell Westbrook Why Not? High School has provided all students with access to a broad course of study. Input from staff and students has led to additional electives to be offered for the upcoming school year. Data will continue to be monitored and revisions made, with implementation as needed.	Met		08JUN2023	2023
19101990136119	Animo City of Champions Charter High	7	The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair.	In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; Master schedule reflects an emphasis on A-G curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.	The school provides all students with a wide range of courses, including A-G requirements.	The school works to meet the needs of all student groups including Emergent Learners (ELs), students with disabilities, students experiencing homelessnes and foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to internal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.	Met		30JUN2023	2023
19101990137166	Soleil Academy Charter	7	Soleil Academy currently serves 268 students in grades TK-5.  Our school provides all students with a standards-aligned educational program. Our student demographics include: 93% Hispanic, 5% African American, 1% White, and 1% Pacific Islander, 26% English Learners (EL); 10% Students with Disabilities, 1% Foster Youth; and 77% Socio-economically Disadvantaged.   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-5 have access to and are enrolled in an Art and Experiential Science 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		15JUN2023	2023
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.	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, GIMKIT, Gizmos, 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 Environmental Science, and AP US Government. Moreover, high school students are assisted to enroll in dual enrollment classes through Los Angeles Mission and Pierce Colleges.   All students have access to “Advisory” classes (college planning and career exploration program) and programs preparing students for college readiness, for e	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.  In an effort to provide more well-rounded education to our students, MSA-5 will strive to offer additional programs such as more elective courses aligned with career pathways, continued health and physical education, diverse arts programs, increased civics, digital citizenships, and SEL programs, etc., as well as provide our students with experiential learning opportunities, including but not limited to, instructional field trips, internships, community service programs, clubs, etc. Such additional programs depend on the availability of financial and human resources. MSA-5 will make the best use of its resources to provide a well-rounded educational experience to our students.	Met		22JUN2023	2023
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. These trackers evaluate course and credit progress towards our various graduation pathways. Da Vinci RISE further uses an online programs (Canvas & Google Classroom) 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 Canvas or Google Classroom 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.	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 high needs that can impact a student’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 will combine our Counseling and Case Manager roles at each site to fully ensure that students have access to counseling and case management services every day at all sites, and also reduce our caseload to counselor ratios. RISE has strengthened the academic program by refining and streamlining the scope and sequence for all courses across all sites, and adopting platforms that provide feedback to students in real time on their off campus days. We will also extend the on-campus school day by one hour in the coming year to ensure that there is enough time to cover course content and project based learning. RISE will also partner with Sharefest to provide additional college & career resources at our APCH and Richstone sites.	Met		14JUN2023	2023
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 to ensure all students are enrolled in CORE academic subject areas. In addition to these academic subjects, we have a rotation of enrichment opportunities and Hebrew. Our school SIS tracks and verifies that all students are enrolled in the proper grade and course of study. Our administrator ensures all individuals with exceptional needs are served within the most appropriate placement 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 a 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.	Met		25JUN2023	2023
19101990139345	We the People High	7	We the People High School's Charter Petition identifies the following locally selected measures by which the LEA is tracking the extent to which all students have access to and are enrolled in a broad course of study, including unduplicated student groups and students with exceptional needs. WTPHS ensures all students are enrolled in coursework that is A-G approved, including a wide array of Arts and Media courses. Students with exceptional needs are fully included in the core classrooms and receive additional support within class and outside of class as needed.	100% of students have access to the educational program outlined in the school's charter petition and access to all of the instructional materials to engage in the program. We the People High School implements a full inclusion program for students with exceptional needs and accommodations are provided to ensure these students can access the core curriculum and program at the school. During the 2022-23 school year, the school received UCOP approval for all of its courses. English Learners are provided with differentiated support depending on their ELPAC level. The school has an EL plan that details integrated and designated EL academic program supports. The school continues to work toward meeting these EL reclassification targets.	No barriers have been identified.	WTPHS launched its first two AP (Advanced Placement) courses in 2023-24, and has achieved UCOP approval for all courses for grades 9 through 12. The school continues to build out elective offerings consistent with the instructional program and charter petition. Now in its 4th year with its first graduation class, the school has implemented a college and career counseling class for seniors. WTPHS is the recipient of the California Serves Grant. All students will graduate having completed a civics project and met the requirements to receive the State Seal of Civic Education.	Met		26JUN2023	2023
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		22JUN2023	2023
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 through 1st grade core classes are English, Phonics, Math, Science, and Physical Education. In addition to the core classes listed above, students have access to various electives during their time at Poder. K-1st grade students are offered an elective in Art. As 2nd grade is added in the 2023-24 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		15JUN2023	2023
19101990140798	Bridges Preparatory Academy	7	Bridges Preparatory Academy provides a rigorous college preparatory education program. Bridges Preparatory Academy currently serves 118 students in grades 6-8 and reflects the community we serve with approximately 80% Hispanic, 20% African American, 13% Students with Disabilities, 26% English Learners, 2% Foster Youth, 2% Homeless, and 74% 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 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 the following electives: Coding, Fil and Propaganda, and Creative Writing (Gr 8). 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		19JUN2023	2023
19101990140962	The SEED School of Los Angeles County	7	The SEED School of Los Angeles County (SEED LA) is the county’s first college-prep boarding school that provides every student with a pathway to college and career readiness by engaging in computer sciences, engineering, and studies of systems and societies through transportation infrastructure. SEED LA opened its doors to the community of LA County in fall 2022 serving approximately 67 students in grade 9; representing 51% Hispanic, 43% African American, 6% White, 6% English Learners, 3% Foster Youth, 2% Homeless, 36% Students with Disabilities (SWD); and 73% Socioeconomically Disadvantaged.  SEED LA will expand by one grade level annually to serve 400 students in grades 9-12 by fall 2025.    SEED LA believes that to prepare all students for college and career, 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, includes English, Math, Social Science, Science, VAPA, Foreign Language, Physical Education, and CTE Pathway (Computer Science, Engineering, and/or Biomedical Science), including unduplicated students and students with exceptional needs. Students in grades 11-12 will have access to concurrent enrollment (2024-25 school year).	This will 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 the counselor, 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 benefit from a broad course of study. An analysis of the measures listed above demonstrates that 100% of our students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At SEED LA, all students are enrolled in A-G approved courses, Physical Education and a CTE Pathway (Computer Science, Engineering, and/or Biomedical Science), 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 SEED LA.	Currently, 100% of the students have access to a broad course of study, and SEED LA will continue to monitor this to ensure no barriers arise to change access.	Due to the success of SEED LA’s first year of operation, in providing all students with access to a broad course of study, no changes are currently planned. However, schoolwide data will be monitored, and revisions will be made, as needed.	Met		22JUN2023	2023
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		20JUN2023	2023
19101996119945	Magnolia Science Academy	7	MSA-1 designs its master schedule to meet the needs of its students to ensure all academic content areas are available to all students, including all student groups. Core subjects (English, Mathematics, Social Sciences, and Science) and electives are offered aligned with our charter petition and graduation requirements. As evidenced by the school's master schedule, elective forms, class rosters, student schedules, and transcripts, MSA-1 strives to offer a well-rounded education to our students.   MSA-1 provides students with 4-year plans and support programs to ensure timely high school graduation. We offer credit recovery classes and individual graduation plans, outlining the classes students will take during their high school years to ensure the satisfaction of UC/CSU requirements.	As evidenced by our master schedule, elective forms, class rosters, student schedules, and transcripts, all students have access to a comprehensive course of study as outlined in our charter petition.   We also provide all other academic programs and services outlined in our charter petition, specific programs and services dependent on student needs and interests. We provide CCSS-aligned ELA and Math intervention classes to all students who need additional support and designated and integrated ELD instruction to ELs and immigrant students. We closely monitor student progress in ELA/Literacy, Math, and ELD as measured by our interim assessments (MAP, IAB, etc.)  MSA-1 allows students to take Advanced Placement (AP) courses based on student needs and interests. We have offered 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.  MSA-1 offered Astronomy 001, English 101, and Political Science 001 during the fall, Psychology 001, and Counseling 020 this 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 recovery classes and	MSA-1 provides access to a college-preparatory, STEAM-focused broad course of study to all our students.	MSA-1 will continue to provide access to a college-preparatory, STEAM-focused comprehensive course of study for all our students. We will ensure that all our students graduate college and career ready.  To provide a more well-rounded education to our students, MSA-1 will strive to offer additional programs such as more elective courses aligned with career pathways, continued health and physical education, diverse arts programs, increased civics, and SEL programs, as well as provide our students with experiential learning opportunities, including but not limited to, instructional field trips, internships, community service programs, clubs, etc. Such additional programs depend on the availability of financial and human resources. MSA-1 will make the best use of its resources to provide a well-rounded educational experience to our students.  Criteria: MSA-1 provides students with a broad array of courses, including core subjects and electives outlined in our charter petition. We also provide all other academic programs and services outlined in our charter petition, specific programs and services dependent on student needs and interests.	Met		22JUN2023	2023
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		20JUN2023	2023
19642460000000	Antelope Valley Union High	7	"The Antelope Valley Union High School District employs several key indicators to monitor access to a comprehensive and diverse range of courses, known as a ""Broad Course of Study."" These measures include evaluating the A-G Rate/Sequence of courses, tracking enrollment in Career Technical Education (CTE) programs, assessing participation in Special Education and English Learner programs, and monitoring graduation rates. A comprehensive overview of these measures can be readily observed on each school's Master Schedule, providing a clear depiction of the district's commitment to offering a well-rounded education."	Upon analyzing our A-G data, the District has demonstrated consistent progress in the number of students graduating who meet the CSU/UC requirement. Furthermore, we have observed an increase in the number of students successfully completing both the A-G and CTE requirements, reflecting a positive trend. However, there is still room for improvement, particularly in two areas. First, we aim to enhance our efforts in the Reclassification of English Learners, ensuring a higher rate of successful transition for these students. Second, we seek to address the completion rates of our Special Education population, focusing on supporting their successful completion of the programs rather than solely providing access.	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.)	The Antelope Valley Union High School District has made significant strides in enhancing technology access. The implementation of Promethean boards in every classroom, provision of complete class sets of Chromebooks, and utilization of virtual platforms like Google Classroom have substantially improved student access to a diverse range of courses. These technological advancements have also facilitated the delivery of instruction and ensured easy access to assignments when needed. Moreover, the district has expanded learning opportunities beyond the classroom. This includes extending tutoring hours within virtual settings and offering traditional in-person tutoring options, providing students with comprehensive support for their educational journey.	Met		12JUN2023	2023
19642460126003	Academies of the Antelope Valley	7	"The Academies of the Antelope Valley relies on several key metrics to monitor and assess access to a comprehensive ""Broad Course of Study."" These measures include tracking the A-G rate and the sequence of courses, monitoring enrollment in Career Technical Education (CTE) programs, evaluating the participation in Special Education and English Learner programs, and monitoring graduation rates. A comprehensive overview of these metrics can be easily observed on each school's Master Schedule, providing a clear representation of the Academies' commitment to providing a diverse and well-rounded education to all students."	n our Prep Academies, all students are enrolled in the same classes, with a focus on differentiation within the classroom. This approach extends to AVID (Advancement Via Individual Determination) and CTE (Career Technical Education) courses. The primary distinction between sites lies in the CTE options, as each site offers a unique focus or specialization. However, the core curriculum remains consistent across all sites, ensuring a cohesive and inclusive educational experience for all students in our Prep Academies.	The small size of our campuses presents a notable obstacle in providing all students with access to a comprehensive range of courses, potentially limiting their exposure to a broad course of study. To address this challenge, we have implemented strategies such as the establishment of XBlock and the utilization of after-school clubs and programs. These initiatives aim to expand course offerings and provide additional opportunities for students to engage in diverse learning experiences. Additionally, we recognize that meeting the distinct needs of Special Education and English Learning students remains an extensive task. Funding limitations, particularly related to Supplemental and Concentration funds, prevent us from solely directing resources towards addressing their unique requirements. Nevertheless, we remain committed to exploring innovative approaches and seeking alternative funding sources to ensure that these students receive the necessary support and resources for their educational growth and success.	The Academies of the Antelope Valley has made significant strides in enhancing technology access for students. To ensure seamless learning experiences both at home and in school, we have provided chromebooks and hotspots to any student in need of these resources. Additionally, the installation of over 20 Promethean boards has further facilitated access to a comprehensive course of study, empowering students to engage with educational content effectively. These initiatives exemplify our commitment to equipping students with the necessary tools and technologies to support their learning journey, regardless of their physical location.	Met		12JUN2023	2023
19642460142240	Synergy School of the Arts and Technology, Lancaster & Palmdale	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
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 2022-23 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.  The student information system shows that at a minimum, there were English Learners, low-income, foster youth, exceptional needs students, and different grade levels completing the required coursework, during the first semester of 2022-23.  Enrollment for interventions was evident for all grades, exceptional needs students, and unduplicated students for core subject areas. Driver education, CTE, and foreign language courses had the lowest enrollment for exceptional needs and foster youth students.  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 action in LCAP Goal 2 - College and Career Readiness. Enrollment in CTE and Professional Skills courses are tracked and reported to our educational partners. 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		31MAY2023	2023
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.  Additionally, students with IEPs are often supported by related services in order to provide appropriate access to instruction in general education settings. Multiple course offerings are co-taught by general education teachers and education specialists to ensure student participation in a broad course of study while also having their exceptional needs supported.	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 the Transition Partnership Program and Workability program 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 continued to expand during the 2022-2023 school year.	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.  Proposition 28 shows promise for future added funding to arts education, particularly in the area of adding instructors in art, music, theater, etc. (80% of funding).  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 2022, 61% of students with disabilities spent most of their school day in a general education setting, resulting in significantly improved access to a	Met		27JUN2023	2023
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 on grade spans, unduplicated student groups, and students with exceptional needs. Quantitative data tables reflecting the percentage of students with access to and/or enrolled in a broad course of study were constructed.	For the 2022-2023 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, students can participate in a Medical Pathway Program. In addition, 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		20JUN2023	2023
19642870000000	Baldwin Park Unified	7	Baldwin Park Unified School District utilizes the following practices to ensure students have access to and are enrolled in a broad course of study:  -Regularly scheduled Curriculum Council meetings review all course requirement needs, appropriate pathways, and new course proposals. -Review of reports from the district’s student information system summarizes access and enrollment based upon grade spans, unduplicated student groups and students with special needs. -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.	Possible differences in access to a board course of study across school sites and among student groups may be due to: -Scheduling challenges with courses only offered one period lead to some students being unable to access other courses due to scheduling limitations. -Long-term English learners' course requirements limit access to other courses. -Struggling students needing to retake core courses, thus affecting the opportunity to take a broader course of study.	#NAME?	Actions may include, but are not limited to: -Regularly scheduled Curriculum Council meetings review all course requirement needs, appropriate pathways, and new course proposals. -Regularly scheduled counselor meetings for collaboration and problem-solving. -Solutions reviewed by the District School Leadership Team during the monitoring implementation of the Local Control and Accountability Plan.	Met		13JUN2023	2023
19642871996479	Opportunities for Learning - Baldwin Park	7	Students have access to the school’s variety of rigorous standards-based curriculum and are provided a personal learning plan to meet the requirements of graduation and prepared for their academic and career goals. Our curriculum 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 Special Education Specialists 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 and intervention needs. Instructional plans are refined and students are provided intervention support and access to intervention staff. 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 and NGSS alignment for the independent study designed curriculum, and Edmentum has provided CA state aligned maps to guarantee their courseware is aligned to the CCSS and NGSS. All English and Math courses are aligned to CCSS and available Science courses, including Biology, are aligned to the NGSS. Students have access to over 60 core courses and 100 elective courses. 90% 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 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 for the Ramona center include limitations in space to provide direct instruction classes.  While the online program does not have the same space limitations, class size is a limitation in order to provide quality instruction and support for students.  However, both the Ramona center and the online program will continue to focus on student needs when planning the direct instruction classes.  For the online program, a student’s ability to reliably access the internet can be a barrier to the curriculum given that it’s online-based.  The LEA provides computers and hotspots for students who need it, but the delay in the student’s request and the delivery of supplies can be a barrier for consistent access.	Based on our spring LCAP survey, 98% of staff said they feel the school has been supportive of their professional growth.  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.   We will continue to use Exact Path as an intervention support for students when they do their benchmark assessment throughout the year.  However, in the new year, the LEA will place more emphasis on students making steady progress and finishing more of the intervention coursework before the next benchmark assessment.  The overall goal is to be more strategic with student progress with intervention during the course of the year so they feel confident and prepared when it’s time to do SBAC testing.	Met		26JUN2023	2023
19642950000000	Bassett Unified	7	• Site class schedules • District graduation requirements • Master schedules to track course enrollment.	•100% of BUSD students have access to Standards based, grade-level, rigorous curriculum in a board course of study.  •Below is a list of differences among school sites.  All student groups have access to each of the programs listed. o Sunkist Elementary offers a Dual Immersion program. o Torch Middle School, Spanish I is offered to 8th grade students for high school credit o BHS offers a Dual Enrollment program in partnership with Mt. SAC o BHS offers AP courses o BHS offers three CTE pathways – Health Academy, Engineering, and Business Management	• Barriers preventing the district from providing access to a broad course of study include: o Master schedule limits access for ELs to enroll in electives due to enrollment in the required ELD course o Staffing for the CTE Engineering pathway	• Create master schedules that include both ELD course and an Elective (additional period – (i.e., zero period or online course) • Support teachers with the training or credentialing programs needed for CTE Engineering pathway	Met		27JUN2023	2023
19643030000000	Bellflower Unified	7	BUSD uses Aeries, our student information system, to monitor students who are on track for A-G completion and to regularly run queries to ensure all student groups have access to a broad course of study. Course offerings and enrollment reports are analyzed by grade spans and student groups to see where improvements may be needed. Middle and high school counselors received training on the California Colleges Guidance Initiative platform. This forum allows students to explore career and college options, monitor their progress towards goals and ensure that their four year plans are on track.	All students have access to and are enrolled in a broad course of studies as defined by the California Education Code 51210 and 51220. Analysis of the data indicates that the highest enrollment across student groups is in the fine arts and CTE classes. No discrepancy of student groups is apparent with enrollment in advanced math and English classes, except for English learners and students with disabilities.	Some of the barriers that have been identified after analyzing the data are the limited number of classes that can be offered in a school day, and lower enrollment of some student groups such as English Learners and students with disabilities in the advanced academic classes.	To remove the barrier of limited classes during the school day, both comprehensive high schools have now implemented a block schedule. This schedule allows English learners to participate in an elective as well as required core classes including ELD. The new schedule also allows for additional credit recovery options and intervention to help with making up courses and opening students' schedules for other course opportunities. Our summer programs also allow us to remove barriers as students in kindergarten through 8th grade receive instruction beyond the school year that offers acceleration in ELA, ELD, and math. High school students can earn original credit during the summer in addition to credit recovery, and our extended school year provides continuing instruction for our students in special education. The school day is also extended for high school students wishing to take CTE classes. The CalAPS program offers a variety of CTE classes and pathways after the school day and the program regularly updates the offerings based on student interest.	Met		15JUN2023	2023
19643110000000	Beverly Hills Unified	7	BHUSD uses Aeries Analytics to track course enrollment and student demographic data.	100% of students have access to over 30 AP courses and a wide range of electives at the secondary level. Even our elementary students have access to additional elective coursework like MakerSpace, Science Lab, Vocal Music, and others. All coursework can be identified through our Pathways to Success, located here: https://www.bhusd.org/apps/pages/index.jsp?uREC_ID=2731566&type=d&pREC_ID=2293765	All students have access to a broad course of study, including AP courses and corresponding exams. Fee waivers are applied for qualified students and scholarships provided for any family that needs support for tutoring services or access.	BHUSD uses a waiver process to allow open access to accelerated and honor courses.	Met		27JUN2023	2023
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 2023 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 include Aeries and Illuminate. For the 2023-24 school year Bonita USD will be partnering with the California College Guidance Initiative (CCGI) to improve A-G course completion for college readiness. The partnership includes the ability to directly share transcript data with the initiative for self-auditing as well as direct transfer of transcript data as part of the UC college application process.	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. Regular analysis of enrollment and achievement in all courses help to inform the district as it makes decisions on offerings and using LCAP Supplemental and Concentration Funds to support Priority 7.	Met		28JUN2023	2023
19643370000000	Burbank Unified	7	The district uses its Student Information System (Aeries) to generate reports of course requests, course participation, grades, and attendance to monitor participation and achievement for all students. It then disaggregates the data to monitor specific subgroups and to provide tiered systems of support to all students who need it.	Based on recent data, the district provided credit recovery to special education students during the school year with a new online program that better met their needs. The district also monitors the numbers 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 – is proportional to enrollment overall. 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 courses. Reclassified Els 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 technical education pathways and there are some students in honors and AP and the majority of special education students are in general education math courses. 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.	BUSD has been focused on improving A-G graduation rates as we believe this is a strong indicator of student access during their high school career. We are committed to having all students college and career ready. Reducing the scheduling demands for credit recovery, intervention or grade improvement will vastly increase the opportunity for students to take courses of interest or electives that prepare for them for their career or intended area of study at a post-secondary school.	BUSD has been closely monitoring A-G rates and completion. We have implemented PLC structures, formative assessments, and  new grading practices in courses we determined as critical to A-G completion. Specifically, we have done work in Algebra to reduce the D & F rate to decrease the number of students repeating Algebra and at the same time increasing the number of students who complete the A-G math requirement.	Met		22JUN2023	2023
19643450000000	Castaic Union	7	We use iReady as a districtwide benchmark assessment in both reading and math.  Our middle school academic counselor helps ensure all middle school students are enrolled in the correct courses.  Our English Language students take the ELPAC each spring and newcomers take the initial at the start of school to measure their progress towards English proficiency.  Teachers are trained in strategies to differentiate instruction within the classroom for students with special needs, EL students and GATE students.  GATE students are identified each spring using OLSAT and the NNAT.  Our elementary sites use a learning center model to provide support in reading and math to our struggling learners.  They regularly progress monitor with a variety of assessments.	All students have access to all courses. Principals are responsible to ensure that each teacher's classroom has a schedule that adequately reflects that all students receive the academic core. All mild/moderate students with disabilities are placed in a general education classroom  and to the extent possible these students receive all core instruction in general education. Interventions are carefully designed in the schedules to not interfere with core instruction. At the middle school increased time has been provided to the Advisory period so that all students have access to all courses including electives that are available. English learners receive English language development although in some schools efforts are being made to ensure consistency.	Based on i-Ready Local data: 53% of all students are on grade level or exceeding grade level in English language arts; this is a significant increase from the 21-22 school.  39% of our students are approaching pre-pandemic levels of achievement. On the English language acquisition indicator, over 59.8% of English learners did not demonstrate growth, with over 10% declining a level. These results indicate a need to ensure that designated ELD is provided and that additional support is needed for those students not making any progress or declining. The District's Chronic Absenteeism rate continues to be high this year at 16.7% (Local data, spring 2023) of students (21-22 Data quest -  37.7%) identified as chronically absent. Although the challenges related to Covid impacted attendance rates, this data indicates that  continued efforts to address chronic absenteeism need to be in place, including continued reengagement efforts. The District has contracted with Attention 2 Attendance to ensure consistent reengagement practices and positive messaging across the district.  The majority of the District's suspension data can be attributed to a vaping problem at the middle school; to address this need the District is reviewing vaping awareness programs and alternatives to suspension including the implementation of restorative practices	Based on our current successes the following actions will be continued or implemented in order to sustain our progress: • We will continue to implement Conscious Discipline to strengthen our school climate and support students' ability to reflect on their behavior and make good choices and additionally at the middle school we will provide professional development in Capturing Kids Hearts • We will continue to implement the principles of Teacher Clarity as we further develop a common instructional language • We will continue to invest in inclusive practices ensuring our students with disabilities and English learners are receiving successful access to core instruction • We will continue to provide intervention teachers at all of our schools to provide data driven targeted small group instruction in both reading and math • We will provide teachers with professional development on creating common formative assessments aligned to grade level  standards; and providing small group instruction to address students immediate needs • We will provide specific intervention programs like Sonday Reading System to support our goal of all students being readers by third grade We will continue to positively promote school attendance and educate parents on the importance of being in school.	Met		22JUN2023	2023
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.	All students had full access to a broad course of study, supported by LCAP Action 3012 which provided increased course access and reduced class sizes by increasing staff to support implementation of career pathway academies and the co-teaching instructional model. 98.9% of all students were enrolled in coursework necessary to meet A-G requirements, including 99.3% of English Learners, 100% of Foster Youth, 96.9% of Students with Disabilities, 98.9% of Hispanic students, and 99% of African American students. 39.2% of all students were enrolled in a CTE course, including 26.5% of English Learners, 47.6% of Foster Youth, 33.1% of Students with Disabilities, 39.7% of Hispanic students, and 37.6% of African American students. Enrollment in A-G and CTE courses for each of these subgroups either held steady or increased from the prior year. 42.1% of all graduates successfully completed A-G requirements, 19.4% of graduates successfully completed a CTE pathway, and 12.2% of graduates successfully completed both A-G requirements and a CTE pathway.  The District’s students with disabilities have also continued to be provided with an increasingly broad course of study through the co-teaching model, including students in the Functional Living Skills program, which has been integral to expanding our inclusion model. Over the past eight years, the percentage of students with disabilities included fully in general education courses has increased as measured by both local SELPA and CDE data.	The most significant means of providing access to a broad course of study for all students has been the implementation of the 8-period day at Hawthorne, Lawndale, and Leuzinger High Schools. For the 2022-23 school year, one challenge was ensuring master schedules were built to ensure that students needing intervention courses in English and Mathematics and English Learners also had access to all other courses, including Science, History/Social Science, World Language, Visual and Performing Arts, CTE, Physical Education, and Health. However, this was accomplished by clearly defining these constraints and building our master schedules around this priority.	In the 2023-24 school year, CVUHSD will transition from an 8-period day at Hawthorne, Lawndale, and Leuzinger High Schools to a traditional 6-period day. The District will continue to utilize LCFF C&S funds to ensure all students have access to, and are enrolled in, a broad course of study by funding smaller class sizes as needed for the following courses and programs: ELD, LTEL, and SL classes specifically for English Learners; CTE pathway courses; academy-specific CTE and UCCI courses; Advanced Placement and Honors courses, and; advanced studies courses, such Year 3 and 4 Mathematics, Science, and World Language courses. The District will also utilize LCFF funds to provide credit recovery courses both within and outside of the school day, as well as other courses, as needed. The District 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 implement the Spanish Dual Language Immersion Program at Lawndale HS, thereby increasing students’ access to courses taught in Spanish, allowing students from our three partner districts who have been enrolled in dual language programs in elementary and middle school to continue their bilingual education.	Met		21JUN2023	2023
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.	New Opportunities Organization offers a rigorous, relevant, coherent and articulated online curriculum to all students at our community sites. Our community sites use BYU (AKA: Buzz) and Edgenuity curricula online.  All courses are available to students based on their current road map. A-G courses are offered to all students. An open enrollment process has been adopted by the school to support retention and positive student outcomes among underrepresented student populations. To meet the ever changing needs of our students and community members during the 2022 -2023 school year New Opportunities Organization rolled out a new computer curriculum that integrates 21st-century learning and workforce readiness skills. The Digital Citizenship Curriculum is now offered at all sites to students and community members.	Barriers preventing Family First 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.	Family First 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		13JUN2023	2023
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.	ew Opportunities Organization offers a rigorous, relevant, coherent and articulated online curriculum to all students at our community sites. Our community sites use BYU (AKA: Buzz) and Edgenuity curricula online.  All courses are available to students based on their current road map. A-G courses are offered to all students. An open enrollment process has been adopted by the school to support retention and positive student outcomes among underrepresented student populations. To meet the ever changing needs of our students and community members during the 2022 -2023 school year New Opportunities Organization rolled out a new computer curriculum that integrates 21st-century learning and workforce readiness skills. The Digital Citizenship Curriculum is now offered at all sites to students and community members.	Barriers preventing Family First 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.	Family First 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		13JUN2023	2023
19643780000000	Charter Oak Unified	7	The District utilizes several measures and tools to determine the extent to which all students have access to a broad course of study.  Most of the measurements or data sets that are analyzed are primarily reports from our student information system (AERIES).  There are several reports that are examined, including the Master Scheduler, course request data, A-G completion data, and CTE pathway data.  Altogether, these data sets present a picture of the types of courses our students are requesting, and ultimately being enrolled in.  Counselors utilize this data when guiding students through the course request, registration, and subsequent counseling registration meetings.  Counselors work to ensure all students, particularly our unduplicated student groups and students with exceptional needs, are accessing rigorous A-G aligned coursework.	Based on data and enrollment patterns of students, per the AERIES student information system, it is clear that Charter Oak Unified School District provides access to a broad course of study for all students.  No student is denied access to coursework that prepares them for rigorous academic and/or career technical education pathways.  Overall, students are programmed to complete rigorous A-G aligned coursework.  As well, our comprehensive high school offers a broad range of career technical educational pathways that support various career interests.	There are no barriers that prevent students from accessing a broad course of study.  A few students with moderate to severe needs, as reflected in their IEP’s, may be enrolled in courses that are appropriate for their individualized needs.	The Charter Oak Unified School District will continue to analyze data to determine the extent to which students are completing a rigorous course of study.  As previously stated, the District offers a broad course of study for all students, but this is different from students successfully completing a rigorous course of study as reflected by the percentage of students meeting their A-G requirements.  The class of 2023 cohort had a 50% A-G completion rate.  The District target is to see future cohorts meeting this at a 75% rate.	Met		22JUN2023	2023
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 the IB Middle Years Programme in Grades 7-10.  In addition to Spanish which has been offered at El Roble Intermediate School for several years, German was 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 the 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.  Our Intermediate School (Grades 7 & 8) adopted a new daily bell schedule in 2022-2023 which included a “zero period” which helped 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.  We continued to offer 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 and IB).  In 2022-2023 CUSD began offering the International Baccalaureate Middle Years Program (IBMYP) for Grades 7-10 in candidate status.  IBMYP  is inclusive by design, i.e., students of all interests and academic abilities can benefit from their participation.    During 2022-2023, CUSD offered a robust professional development both during the school day and after school (virtual and in-person) which centered on the continued integration of technology by grade level or academic department.  At the secondary level, vertical articulation among academic departments was re-established to better prepare students for course advancement.  For 2023-2024, professional development will focus on both integrated ELD to ensure that all ELs can access core content effectively as well as on effective instructional strategies in mathematics.  At the elementary level, grade level articulation across sites to ensure the fidelity of curriculum integration will be reinstated.  Secondary teachers will again be provided time in their academic departments time to adequately analyze longitudinal student achievement data to better inform 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, student focus groups will continue so that the student voice is heard and they feel supported.	Met		26JUN2023	2023
19644360000000	Covina-Valley Unified	7	In the Covina-Valley Unified School District, student success is the top priority. They employ a comprehensive approach to ensure every student has access to a diverse and enriching curriculum. Key tools and measures include the California Assessment of Student Performance and Progress (CAASPP) for tracking proficiency in core subjects, CALPADS for demographic and enrollment data, and UC/CSU readiness metrics to gauge college preparedness. The School Accountability Report Card (SARC) helps assess the curriculum's breadth, while College Board assessments offer insights into advanced coursework access. District Benchmarks and Assessments provide localized data on student progress, and the California Dashboard offers a holistic view of performance, covering course offerings and engagement. Graduation rates, absenteeism, and discipline rates are closely monitored to ensure student success. Feedback from parent and student surveys is valued, and enrollment in special programs ensures equitable access to services. Technology resources, extracurricular activities, and specialized programs like Career Technical Education, Visual and Performing Arts, AVID, Dual Immersion, and STEM offerings enrich the curriculum. Additional programs, including summer enrichment, after-school, and Saturday activities, extend learning opportunities. In Covina-Valley, every student is on a path to success through a well-rounded and diverse course of study.	C-VUSD has made substantial strides in ensuring all students have equitable access to a diverse and enriching educational experience. Through a combination of strategic measures and programs, the district has facilitated broader access to a comprehensive course of study while continually striving for improvement. They've increased course options and implemented co-teaching in secondary schools, benefiting students in Special Education. Regular counseling ensures students are well-informed about A-G requirements and graduation criteria. C-VUSD boasts a 95.6% graduation rate, with 65.5% of high school seniors meeting UC/CSU A-G requirements. Parents appreciate the focus on academic balance, extracurricular activities, CTE pathways, VAPA, and athletics. This holistic educational approach ensures that students have access to a well-rounded educational experience beyond the classroom. Students value the rigor and support for advanced coursework, including Advanced Placement and International Baccalaureate. The district is actively implementing Multi-tiered Systems of Support across all schools, ensuring timely interventions and support for all students. C-VUSD's unwavering commitment to providing all students access to a broad and enriching course of study is evident through its various initiatives and robust support systems. The district's dedication to educational equity ensures that every student can thrive in a diverse and comprehensive education environment.	C-VUSD recognizes barriers to providing a broad course of study and is committed to overcoming these barriers. The district invests in ongoing teacher training to diversify course offerings and improve instructional quality. STEM programs are available at all levels, expanding students' access to these critical subjects. VAPA programs are prioritized, offering artistic and creative opportunities across all grade levels. Despite credentialing challenges, C-VUSD continues to expand CTE programs, providing career-focused education. Efforts are made to increase access to Advanced Placement (AP) courses and exams for rigorous coursework. Free SAT, PSAT, and PSAT 8/9 participation removes financial barriers to college readiness testing. Participation in the State Seal of Biliteracy is growing, promoting language proficiency among students. Despite credentialing challenges, the district's Dual Immersion expansion into two middle schools fosters additional language skills and cultural understanding. Students can access diverse options that engage them holistically in summer and after-school enrichment programs, extracurricular activities, and sports. Despite challenges, C-VUSD's proactive approach, including professional development and program expansion, helps mitigate barriers to ensure a broad course of study for all students. The district remains dedicated to providing all students with a diverse and enriching educational experience.	C-VUSD is taking several actions to ensure access to a broad course of study for all students. Regular enrollment analysis informs resource allocation through LCAP Supplemental and Concentration Funds. C-VUSD's LCAP outlines actions for enhancing access to college and career coursework, enrichment activities, and interventions, continuing through the next LCAP cycle. Secondary students benefit from a seven-period day, providing more course options. All schools review MTSS to provide timely support, narrowing the achievement gap. C-VUSD has expanded its Dual Immersion Programs to Middle School sites, further enriching students' educational experiences. In addition, the district is committed to expanding co-teaching courses to ensure that Students With Disabilities have equitable access to a broad course of study, aligning their educational experiences with their peers in general education. PIQE and other parent education programs will educate parents about the benefits of a rigorous course of study, fostering collaboration between schools and parents. These actions and revisions reflect C-VUSD's dedication to addressing barriers and providing all students access to a comprehensive and enriching educational experience. The district's commitment to continuous improvement and equity ensures that students have the opportunities they need to succeed.	Met		26JUN2023	2023
19644440000000	Culver City Unified	7	The master schedule is reviewed as well as enrollment in all courses. All courses are open access for students with supports in place for those with exceptional needs.	In the 23-24 school year we added an additional AP course, as well as, AP Boot Camps, and online tutoring for all. We have supports in place for students with exceptional needs including co-lab classes. Additionally, English learners have tutoring options, designated ELD, and integrated ELD. We have added more co-lab classes to serve students, and provided planning time for the educators who serve students.	With the myriad of offerings for students to access a broad course of study including CTE we see no barriers during the instructional day.	In order to continue broad access we have input sessions with labor partners and families who are on the CAC to provide input for enhanced programming and opportunities.	Met		27JUN2023	2023
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 integrate technology throughout the school day ensuring access to a broad range of study through apps, online resources, and critical thinking and creativity tasks. Eight of our thirteen schools are designed as Apple Distinguished Schools indicating the high level of technology integration into the core curriculum which develops our students’ ability to think critically, communicate effectively, collaborate, and create. Secondary schools use A-G course completion, graduation rates, UC/CSU eligible rates, AVID college acceptance data, and CTE course enrollment to track student access to a broad course of study. Each school’s Master Schedule outlines the District’s broad course of study and allows for the monitoring of equity and access by generating multiple reports based on student subgroup demographics. At each district school, Professional Learning Communities utilize formative assessments to help target essential skills and standards for student progress monitoring. These assessments inform targeted support for sub-group student populations.	All secondary schools (grades 6-12) offer a full range of courses serving the college-and-career bound student. Over 90% of the classes offered, meet UC/CSU “a-g” requirements. Twenty-one Advanced Placement (AP) courses are available to all students in the areas of English, math, science, social science, foreign language, art, and music. Targeted programs are in place to address both the academic and non-academic needs of students. Some of these include 1) Designated ELD courses that promote reclassification of our English Learners. 2) The Advancement Via Individual Determination (AVID) program provides focused academic and non-academic support for our low-income students to matriculate to college.  AVID, as a district initiative, has robust school-wide programs at both comprehensive high schools, all four middle schools, and one elementary school. 3) Career Technical Education (CTE) programs at the high school level provide 23 fully developed career pathways for students. At the middle school, Project Lead the Way (PLTW) Gateway electives offer project-based learning modules including topics such as Green Architecture, Medical Detectives, and Computer Science.  Our current course of study at the middle and high school level provides diverse, rigorous options for ALL our students.	Utilizing our Master schedules, Academic Guidance Reports (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%.   Barrier 2: In a close examination of our Academic Guidance Reports (AGRs), we discovered a high fail rate for math 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 to elective courses. AGR analysis mandated that we revise our intervention policy and revamp how we offered core academic support at the middle school level.	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.  We have zero-period options during the regular school year enabling more students to participate in AVID, CTE, and AP courses.   In addition, one comprehensive high school and one middle school modified their instructional day to an 8-period and 7-period day. This modified instructional day provides more opportunities for students to take a broader range of courses.   Barrier 3: To address student access to elective courses in middle school, two schools have modified their schedule which allows for students to receive intervention when needed and also take an elective class. By modifying the Master Schedule, students have more choices and access to a broader course of study.  All middle schools have also added zero and 7th-period PE and elective options. This allows students to access alternative core subjects and elective courses.	Met		27JUN2023	2023
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 include teacher  recommendation, state/local assessments, parent recommendation, GPA, lexile level, previous course completion  and review of teacher schedules.	Students at each of Duarte’s K-8 campuses have access to the core curriculum, as well as a range of electives,  including instrumental and choral music, dance, foreign language, culinary, and AVID. Additionally, each school has  identified its own focus, offering all students access to specialized expanded opportunities. For example, one of the  schools hosts an International Baccalaureate program while another school has a Dual Immersion program. Through  the intra-district transfer process, all students are eligible to attend another district school, thereby increasing access  to courses that may not be available at the school in their attendance area.  At the high school level, through the analysis of the master schedule and the allocation of resources, all students  have access to a broad course of study, including CTE Pathways and Early College. Intentional scheduling of  courses eliminates barriers to students so that they may enroll in the course of their choice. Counseling staff work  with students to ensure that enrollment in the broad range of offerings is maximized and equitable. The master  schedule is designed with optimal flexibility, which increases the time students with exceptional needs are learning in  the general education setting. The successful completion of a broad course of study is further supported through an  ongoing credit review process. Students who may be credit deficient are provided options, including online courses  and directed studies.	All efforts are taken to ensure access to a broad course of study for all students, yet some barriers remain. In some  of the smaller schools, it is not feasible to offer as many elective options as the schools with a larger student  enrollment. Through the use of Supplemental and Concentration Funding, expanded learning opportunities are  offered at the school sites that have low enrollment. Transportation is provided to students who want to enroll in an  elective class that is not offered at their home campus. Itinerant teachers are deployed to the sites to teach  specialized courses such as art, music, dance and foreign language. At the high school level, student performance in prerequisite courses limits some students’ access to a broad course  of study. Those students who struggle academically may be credit deficient and may need to repeat a class.  Students who need to make up credits do not have time in their schedule to benefit from a broad course of study. As  a result, interventions are needed the first time a student takes a class to ensure success completion. Additionally,  some students who are classified as long-term English learners have limited access to a broad course of study if  they are struggling to complete prerequisite classes. Supports are essential for students who are English learners in order to access the academic language needed to enroll in and successfully complete a broad course of study.	The schools continue to work on creative solutions to ensure access to a broad course of study for all students.  Unduplicated pupils are provided additional support for success in rigorous classes. These supports include school  supplies, uniforms and clothing, attendance initiative, 1:1 digital devices, portable Wi-Fi, AP fee waivers, and tutoring. Another action to increase access to a broad course of study is to offer an alternative location for middle school  students to take a course that may not be available at their own K-8 campuses. Middle school elective courses are  offered at the high school. They are transported daily to the Duarte High School where they can take Spanish,  Culinary, Art, 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		29JUN2023	2023
19644690128736	Opportunities for Learning - Duarte	7	Students are provided a personal 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 academic standards, college/career readiness, and the schoolwide outcomes. Upon enrollment, EL and SWD’s are identified and services are provided to ensure they have the support needed. 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 to 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. Student activity workbooks ensure CCSS and NGSS alignment for the independent study curriculum, and Edmentum has provided state aligned maps to guarantee their courseware is aligned to CCSS and NGSS. Our ELA and Math courses are aligned to the CCSS and all available Science courses, including Biology, are aligned to the NGSS. Students have access to over 60 core courses and 100 electives. 90% 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 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.	Challenges persist regarding students’ preferences between online and in-person learning modalities, posing barriers to overcome. This can be seen when students want the freedom of online curriculum to work from home, however the most successful support is provided when they attend in-person or take the initiative to engage with virtual support the school offers. Social engagement remains a significant hurdle for our students, necessitating our ongoing efforts to enhance social-emotional learning and coping skills within our school. To address these obstacles, we consistently reevaluate and adjust the ways in which we engage with our students both in-person and virtually, aiming to create an optimal learning environment for students while ensuring an efficient workflow for staff members. Moreover, the availability of sufficient specialized instructional support staff for focused math and English Learner intervention poses another challenge. In light of these barriers, we have implemented the following goals and actions to mitigate their impact on our students' academic success:   LCAP Goal 2 Action 1 - Quality of Instruction and Academic Enhancement and Goal 4 Action 2 Student Well-Being: Mental, Emotional, and Physical Health.	The LEA offers students the opportunity to access curriculum through virtual platforms, workbook based classes, and direct instruction classes.  In the 2023-24 school year, the school will expand its offer of A-G curriculum as it will contract with an additional, new curriculum vendor who provides virtual and physical workbook options for all classes.  The LEA will continue to support Foster Youth and youth experiencing Homelessness through our Post-Secondary Counselors meeting with them immediately upon enrollment to inform them of services available to them at our school and in the community.  Through these meetings there is intentional planning and addressing resource needs, such as transportation, shelter, technological solutions, and information regarding programs offered in the surrounding community.  The school will focus on the social emotional health of students by providing opportunities to engage their school and other students through student interest groups, team sports, career exploration, local field trips, and overnight experiential learning trips.  These efforts are aligned with our LCAP Goal 1 Action 4 - Foster Youth Support, Goal 2 Action 4 - Resources to access a Broad Course of Study,  and Goal 4 Action 2 Student Well-Being: Mental, Emotional, and Physical Health.	Met		22JUN2023	2023
19644690134858	California School of the Arts - San Gabriel Valley	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
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 and NGSS alignment for the independent study designed curriculum, and Edmentum has provided CA state aligned maps to guarantee their courseware is aligned to the CCSS and NGSS. As of the 2022-23 SY, all English and Mathematics courses are aligned to the CCSS and all available Science courses, including Biology, are aligned to the NGSS.	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 welcome 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 preventing enrollment in a broad course of study 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.	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		21JUN2023	2023
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 includes adequate time for all core content and a full-time music teacher. The district provides the same adopted materials and professional development for all elementary schools. All content area instruction ELA, Math, Science, Social Studies, Physical Education, English Language Development, and Art are provided by the classroom teacher. Students at the middle school are provided 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. Band, choir, art, theater, yearbook, and STEM are part of the elective program that all students receive. 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. At the middle school, a broad course of study is available to all students with the newly implemented 7 period school day. Students self-select their electives from: band, guitar, choir, art, theater, yearbook, and STEM. Students are not required to select from different types of electives and can take 4 semesters of the same course, and therefore may not be exposed to a broad array of career tech options. We have had success in staffing our VAPA courses, but continue to struggle to hire more teachers in other areas, such as world language, bilingual education, or engineering which continues to be a barrier to providing broader options to students.	To ensure access to a broad course of study for all students the district will continue to work with our 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 Human Resources team continues to advertise for career tech teaching positions and attends recruitment fairs across the country to scout hard to staff teaching positions. Our middle school has implemented a 7-period day to ensure all students can select an elective class each semester. 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		28JUN2023	2023
19644850000000	East Whittier City Elementary	7	The East Whittier City School District offers a broad course of study to all of its students enrolled in our K-8 schools. 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 EL, SWD, SED, and RFEP 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 (English Language Arts, English Language Development, Mathematics, Science, History-Social Science, and Physical Education) in addition to a variety of enrichment and intervention support opportunities throughout the school day. At the elementary level, all EWCSD students have the opportunity to have experiences in Music, Art, PE and STEM. Our BCOS teachers follow a progression of skills that are aligned to the 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. Over the course of the past five years, LCAP supplemental funding has enabled middle schools to offer videography, robotics, coding, and other STEM-related offerings.	All of our elementary sites provide a broad course of study to all students and in the 2023-2024 school year, that program will be expanded.  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.	During the 23-24 school year, the District will hire additional BCOS teachers in an effort to increase course offerings as well as the frequency that students will have access to Music, Art, STEM and PE. 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 district instructional coaches to enhance their understanding of the purpose and usage of the maker spaces and STEM labs. An instrumental music teacher will also be hired to offer fourth and fifth grade students violin instruction.  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 access a greater variety of course offerings while enrolled at EWCSD.	Met		14JUN2023	2023
19645010000000	El Monte City	7	STANDARD MET For the 2022-2023 school year, all students (100%) within the El Monte City School District had access to and were enrolled in a broad course of study as defined by the California Education Code (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 (ELD) class. Data measurements are disaggregated and analyzed by grade span, unduplicated student groups, and students with exceptional needs.	STANDARD MET All kindergarten through sixth grade (100%) students within the El Monte City School District have access to and are enrolled in a broad course of study as defined by EC 5120, including English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education. Additionally, English Learners receive 45 minutes of ELD 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 seven and eight also have access to and are enrolled in a broad course of study as defined by EC 51210, including English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education. English Learners receive 45 minutes of ELD 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 IEPs.	STANDARD MET All students (100%) within the El Monte City 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. Seventh and eighth grade English Learners who have not met Language Reclassification criteria are identified as Long Term English Learners (LTEL) until they are able to meet reclassification criteria. While these students have access to and are enrolled in a broad course of study, LTEL students are not able to enroll in elective classes such as Visual and Performing Arts, and Music during the instructional day. We are an elementary district and 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 commensurate to their same-grade peers.	STANDARD MET To address the language fluency barrier, the El Monte City School District’s Local Control Accountability Plan (LCAP) includes actions that offer improved and increased services for LTEL students. The LCAP also allocates funding to provide the equivalent of one Teacher on Special Assignment (TOSA) to every school. The TOSAs provide instructional support and quality professional development to teachers to ensure universal access, differentiated supports, and language supports to LTEL students. Moreover, supplemental ELD materials and teachers have been provided with additional strategies to support language acquisition across all content areas. The District also offer extended learning opportunities during school intersessions that provide academic support to LTEL students.	Met		12JUN2023	2023
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. Data does indicate that more students are enrolled in dual enrollment courses at one high school, since the high school offers a higher number of dual enrollment courses throughout the day. On a similar note, data shows that more students are accessing and passing AP classes and exams at the other comprehensive high schools with less dual enrollment courses validating that all students have access to complete and earn college credits at all high schools.	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. This is slowly taking place as facilities are being built to support the new pathways (like Zoo Crew).	The EMUHSD continues to offer various programs district-wide to ensure students have access to a broad course of study. The district also 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, an online platform that allows students to receive academic support at any time. 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 offering transportation to students who are interested in taking courses at other sites after school.	Met		21JUN2023	2023
19645270000000	El Rancho Unified	7	ERUSD has 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 ERUSD Local Control and Accountability Plan (LCAP) Goals 1 focuses on different metrics so that ERUSD students have Access to a Broad Course of Study. LCAP Goal 1, which states, “All students will be provided high-quality learning experiences, appropriate instructional materials, equitable learning environments, and access to a broad course of study that fosters academic and interpersonal skills in preparation for college and careers,” metrics include: College and Career Readiness dashboard, completion of UC/CSU “a-g” college entrance requirements, cohort graduation rate for all students and subgroups, Career Technical Education (CTE) Pathway student completion rate, Standards Aligned Instructional Materials, Advanced Placement (AP) pass rate, ELA and mathematic CAASPP Scores, and CAST Scores.	A summary of the differences across school sites and student groups having access to and enrolled in a broad course of study are: College & Career Readiness Dashboard: The most current data for College & Career Readiness for the 2019-20 California School Dashboard was that 45.8% of students were prepared. a-g Completion Rate: During the 2020-21 school year, the a-g completion rate was 45.4%. There was a slight 1.2% decrease for the 2021-22 school year, to 44.2%. AP Pass Rate: The 2020-21 AP Pass Rate was 32.6%. For 2021-2022 it increased to 40.5%. Graduation Rate: There was 3.07% increase from 91.3% 2020-21 graduation rate to 94.37% for the 2021-22 school year. CTE Pathway Completion Rate: The CTE Completion Rate for 2020-21 was 12.1% and 17.6% for the 2021-22 school year. Standards Aligned Instructional Materials: All students have had access to Standards Aligned Instructional Materials for the 2022-23 school year. CAST Scores: The Met and Exceeded rate for the California Science Test (CAST) in 5th, 8th and High School for the 2021-22 school year are 21.5%, 20.5%, and 14.8% respectively. CAASPP Scores (ELA): The percentage of 11th grade students Meeting/Exceeding Standards in the ELA CAASPP assessments is 55.57% for 2021-22, indicating students measure Ready for College in the EAP. CAASPP Scores (MATH): The percentage of 11th grade students Meeting/Exceeding Standards in the Math CAASPP is 18.65% for 2021-22, indicating students measure Ready for College in the EAP.	Existing barriers for our students include the absentee rate of elementary and middle school students. Their absenteeism impacts their ability to have access the instruction and curriculum daily. Absenteeism represents a barrier in the respect that all elementary and middle school students, including unduplicated students, need to be consistently present at school to be academically challenged to ensure that they are prepared to take on the later challenges of Advanced Placement coursework and a robust A-G curriculum. Our LCAP is intentionally designed to systematically increase and improve the services, programs and support for all our students, including unduplicated students.	ERUSD continues to adjust the programs and services we have in place that drive student courses and program placement so that students have access to Advanced Placement coursework, CTE pathways/programs, a-g coursework, and co-curricular activities. Actions include: * Regularly monitor student progress and provide needed supports and intervention * Provide professional development 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 implement multilevel strategies 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		27JUN2023	2023
19645350000000	El Segundo Unified	7	ESUSD has dedicated counselors and staff.  Course enrollment is done with a counselor and guidance is provided through our college and career counselor and AVID teachers.  100% of students have access to all AP courses and a wide range of electives at the secondary level. Even our elementary students have access to additional coursework like Project Lead the Way, Garden, Music, and others.	The high school provides an AVID Program to support underrepresented students and first generation college students with two sections at each grade level in grades 9-12.  The AVID coordinator will provide support to all teachers on AVID strategies with an emphasis on underrepresented students. The strategies put into place have helped ensure all students have access and enroll in a Broad course of Study.   School teams implement and monitor the Advanced Placement plan to increase enrollment, especially among underrepresented students by analyzing student data and meeting with them.  Additionally, there are four pathways available for all students.  Counselors work with our middle school students to learn about the options available and then course requests are reviewed with counselors	All students have access to a broad course of study, including AP courses and corresponding exams. Fee waivers are applied for qualified students and scholarships provided for any family that needs support.  The one barrier that is noted is due to the size of the school and the different offerings students at times have to take summer courses or extra periods to make sure they are on A-G and able to partake in other option such as AVID or the pathways.	ESUSD will continue to have parent awareness evenings for course offerings, counselor outreach and meetings, and monitoring of student enrollment to ensure that all students have access to a broad course of study for all students.	Met		13JUN2023	2023
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		29JUN2023	2023
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 2022-23 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 2022-23, GUSD continued to implement 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		06JUN2023	2023
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 2024-2027 LCAP Cycle and beyond.	Glendora Unified provides a wide array of courses at the elementary level including grades 4 and 5 music programs as well as AVID at 2 elementary sites. AVID is also at both middle schools and our comprehensive high school. We have ROP courses and opportunities for concurrent enrollment with our local community college. GUSD will also use the District College and Career Indicator and both high schools' College and Career Indicator form 2022 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.  Our overall combined graduation rate is 100%. We had 24% of our students score 3 or higher on at least 2 AP exams. 57% of our students completed a-g requirements. We have 10% who completed at least one CTE pathway with a C or better in their capstone course and 6% who completed both CTE pathway and a-g requirements. GUSD ensures that there are no differences across school sites or student groups in accessing a broad course of study.	These results indicate a few barriers for GUSD. These may include students who continued on the full independent study program (GOAL). Credit Recovery is offered through online classes to help with the barrier of making up credits and then losing access to electives.	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, intervention,  and enrichment opportunities to increase student learning. Expanded summer school and after-school programs will continue to be provided during the 2023-2024 school year. 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. Increasing CTE pathways with the implementation of our Aviation course, access to STEM experiences through our partnership with Garner Holt, and a focus on elementary cultural and language experiences are a few of the areas the GUSD has been implementing to increase access to a broad course of study.	Met		15JUN2023	2023
19645840000000	Gorman Joint	7	CALPADs, class rosters, and class schedules are used to track students and monitor their access to a broad course of study.	All students have music, art, Spanish, and coding.  All students in grades 7/8 have the opportunity to enroll in FFA class.	There are no barriers.	The LEA will continue to offer a broad course of study to all students.	Met		27JUN2023	2023
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.	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.	Met		29JUN2023	2023
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 partnered with PS Arts to provide teacher training and professional development sessions on the VAPA standards. The district has also 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.	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.    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 focused on coding and game development. We plan to continue to increase these offerings every year.	Met		28JUN2023	2023
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 on 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 to a board course of study through board-adopted programs, dual enrollment courses, 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, 69.94% 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 2023, 163 students took 250 AP exams and 114 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 the 2022-23 school year, HMSA currently had 27 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 2023-24 school year, a Computer Science / AP computer science teacher was hired as well as a ninth-grade Algebra I teacher. HMSA also has a 12th-grade teacher who will deliver the curriculum for College and Career Preparedness. This course allows HMSA to expand A-G-approved elective options. In addition, HMSA is the recipient of a dual enrollment grant that will allow to increase in the course offerings and options being offered at HMSA.	Met		28JUN2023	2023
19646000000000	Hermosa Beach City Elementary	7	For the 2022-2023 school year, all Hermosa students in grades TK-8, had equal access to a broad course of study.  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 7-8 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 Hermosa Schools 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. Access to intervention support during the school day, before and after school arts instruction is also available to students.	For the 2022-2023 year, 100% of Hermosa students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i).   Hermosa Schools 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: socio-economically disadvantaged, English Learners and students with disabilities.  All Hermosa elementary students have access to reading and math, intervention, science, social studies and physical education. Elementary students have access to music and STEAM as specials.  At the secondary level, 100% of students have access to electives that include visual and performing arts, Career Technical Education, STEAM, and Spanish.	Potential barriers preventing students from accessing a broad course of study can be language needs, individual needs identified in students’ IEP and scheduling constraints. An additional barrier that can prevent Hermosa Schools from providing a broad course of study for all students include the fact that our sites are small and we operate with 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.).  Hermosa Schools consistently evaluates the effectiveness of course scheduling and planning in efforts to ensure equitable access to a broad course of study for all students.	To support our teachers and students in accessing grade level standards, Hermosa School provides an instructional schedule that supports professional learning surrounding the curriculum encompassing our broad course of studies. As additional support the district provides teachers for before and after school intervention classes, English Learner Coordinator, and instructional aides in Transitional Kindergarten to further proficiency with our course of studies. In addition, our middle schools continue to update course offerings through electives in order to stay current and of interest to our students.  For the 2023-2024 school year, Hermosa Schools will add: 1. Spanish as a course of study for students in 4th-6th grades.  2. Add a Reading Intervention Teacher for students in TK-2nd. 3. Provide instructional materials and professional development for grades TK-2 in the area of phonics.	Met		26JUN2023	2023
19646260000000	Hughes-Elizabeth Lakes Union Elementary	7	All students in our small LEA receive a broad course of study from adopted curriculum and supplemental programs, including the unduplicated student groups and students with disabilities.  We use our student information system to track and insure all students have rigorous courses in grades TK-8. The HELUS LEA utilizes state-adopted curriculum assessments, employs STAR 360 to track student growth in math and reading, as well as the CAASPP interim assessments.	All students receive instructional minutes in Math, English-Language Arts, Science, Social Studies, and Physical Education.  We have included elective courses for students in grades 6-8, as well as intervention time in all grades with instructional aide support. Students will participate in art and other visual performing arts with their general education teacher.	"Funding is the greatest barrier to having additional teachers for ""specials"" such as art, music, or PE. Currently those courses are taught by the general education teacher throughout the school day."	For the 2023-24 school year, we have included elective courses for students in grades 6-8, as well as intervention time in all grades with instructional aide support. We are utilizing ELOP funds for our after-school day hours and 30 intercession days to offer a broader variety of activities to our students.	Met		22JUN2023	2023
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 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 IUSD 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.  In addition student continue to have access to The National Equity Lab for  to courses offered by  at top tier universities.	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.	More offerings were 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		28JUN2023	2023
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 technology, leadership, visual and performing arts within the regular school day.	Barriers that could prevent 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.	Met		26JUN2023	2023
19646340116822	Wilder's Preparatory Academy Charter Middle	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
19646340120303	ICEF Inglewood Elementary Charter Academy	7	ICEF Inglewood Elementary Charter Academy (IIECA) serves approximately 375 students in grades TK-5 with the following demographics: 77% African American, 21% Hispanic, 2% Two or More Races, 7% Students with Disabilities (SWD), 9% English Learners (EL), 1% Foster Youth (FY), 5% Homeless Youth (HY), and 96% 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 and Coding courses. 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		15JUN2023	2023
19646340128991	Grace Hopper STEM Academy	7	Grace Hopper has a very focused approach to tracking course offerings, class schedules, and school schedules to the extent which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports created in the student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. Student performance data and information is obtained from our student information system ALMA.	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 in the integrated curriculum within the regular school day. GHSA students engage in STEM (Science, Technology, Engineering & Math) and PLTW (Project Lead the Way) engineering curriculum through their science and technology classes.  Students who require additional support are offered support through integrated instructional programs.	Our staff size and the need for more credentialed teachers and EL teacher limits our ability to provide additional course offerings and is our primary barrier.	A regular analysis of enrollment in a broad course of study informs decisions regarding offerings and using the LCAP as a planning and budgetary tool to ensure access to course offerings for all students.	Met		24JUN2023	2023
19646341996529	City Honors International Preparatory High	7	City Honors uses its SIS, course list, and master schedule to track student progress in engaging with a broad course of study.	We are a dependent-charter school in IUSD. As such, all of our students have access to the same offerings for a broad course of study through core courses, AP Courses, Cambridge Courses, So Cal Roc Pathway Courses, and Dual Enrollment Courses.	The largest barriers are personnel constraints. We are a small LEA with a tight master schedule.	We continue to refine and revise our schedules to ensure the maximum learning time possible.	Met		28JUN2023	2023
19646341996586	Animo Inglewood Charter High	7	The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair.	In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; Master schedule reflects an emphasis on A-G curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.	The school provides all students with a wide range of courses, including A-G requirements	The school works to meet the needs of all student groups including Emergent Learners (ELs), students with disabilities, students experiencing homelessnes and foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to internal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.	Met		30JUN2023	2023
19646346014518	La Tijera K-8 Academy of Excellence Charter	7	Each spring an inventory of approved textbooks and other curriculum is taken to ensure that it is accessible for the first day of school. Subsequently, students are programmed into coursework appropriate for their age an level from TK-8. During the first weeks of school an additional inventory check is made to ensure each student has access to the curriculum via book and technology.	Each student at La Tijera is enrolled in the appropriate grade and is provided with access to the core curriculum and electives.	While each middle school student has access to electives. Due to downsizing in staff the number of electives offered has shrunk.	To allow for a more robust elective wheel, teachers willing to teach additional periods in an elective will be added to the master schedule and compensated for their time.	Met		28JUN2023	2023
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 provides students the opportunities to engage in meaningful learning in a broad course of study. The District uses data from Student Information System (AERIES) to ensure that all students are enrolled in these courses. In addition, the District has hired 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		20JUN2023	2023
19646420136127	Sage Oak Charter School- Keppel	7	The counselor, teacher/EA, parent, and student develop a personalized educational plan for each student. The EL Coordinator, Homeless and Foster Youth Liaison, 504/SST Coordinator, and Special Education Case Managers 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, the EL Coordinator, Homeless and Foster Youth Liaison, 504/SST Coordinator, and the Special Education Team, 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.	Met		22JUN2023	2023
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 Cañada students have access to and enroll in a broad course of study.  The Annual Student Perception Survey administered through Panorama Education 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 grade 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 2022-23 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 2022-23 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, 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 Placement (AP) and honors 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.  All student groups including English learners, socioeconomically disadvantaged students, and foster and homeless youth 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. Students with exceptional needs are also provided access to and enrolled in a broad course of study to the degree agreed to by the teams that form their instructional plans.	Although 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’s 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, 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. In grades 1-6, core and elective offerings continue 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 continue to be offered. Additionally, teachers are being provided professional learning in the area of Universal Design for Learning in order to differentiate instruction 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. LCHS has planned a pilot of an alternate bell schedule during the 2023-24 school year in support of student access to more electives. In response to student survey data, LCHS continues to innovate its course offerings and will expand course offerings in math, science, and through the establishment of a dual enrollment business pathway with Pasadena City College (PCC).	Met		27JUN2023	2023
19646670000000	Lancaster Elementary	7	The Lancaster School District uses the following tools to gauge the extent to which all students have access to and are enrolled in a broad course of study: PowerSchool (our Student Information System) is used to assess student enrollment across the district; The Lancaster Interactive Dashboard; Focused reviews on the needs of targeted student populations including our foster, homeless, students with disabilities, low-socioeconomic, and English learners.	The Lancaster School District identified that there are issues with students who receive access to a broad course of study who are English learners.  This issue exists due to the fact that we have reduced the middle school day in terms of periods. We have made the periods longer, but have reduced the number of periods to provide more time in English and Mathematics while allowing every student to receive an elective. Visual and performing arts are offered at all elementary schools through our extended learning opportunities program and expanded learning opportunities grant. Prop 28, AB 181/185 is moving forward to support wider implementation of Arts and Music offered in elementary schools, and physical education is provided to all students throughout Lancaster for a minimum of 200 minutes every 10 school days	We find that our main barriers to providing students with a broad course of study are the following: A high number of students who score below grade level on both formative and summative assessments; At the middle schools, we are opening up electives via master scheduling for as many students as possible; Time in the school day to provide for classes outside of core; Higher emphasis on after school; Teacher workforce is limited in that there are significant amount of new teachers in Lancaster who are currently working towards cleaning their credentials, and earning certification past their teaching credentials.	As a result of the tools being utilized to identify where students are in terms of access to a broad course of study, we have determined the following revisions will be made: At the middle school, we will be opening up electives via master scheduling for as many students as possible. There will be a significant emphasis on after-school programming. We will be partnering with various outside community organizations. We will continue to seek out funding opportunities. Utilization of AB 181/185 - Arts, Instructional Materials Grant to enhance music and arts instruction. Utilization of Proposition 28 to support hiring personnel to focus on the arts,  and partnerships with LACOE, Disney, and Soundtrap, to provide students with access to real-world arts learning opportunities.	Met		20JUN2023	2023
19646670123174	Life Source International Charter	7	The locally selected measures that Life Source International Charter School uses to monitor and track the access to a broad course of study with our adopted curriculum is the use of Edmentum's Exact Path Diagnostic Assessment and the CAASPP.	LSICS continues to engage in progress monitoring of students through the use of Edmentum’s Exact Path Diagnostic assessment that is administered in the Fall, Winter and Spring to measure student growth over time. The goal is to increase the number of students who are scoring in the 75-99th percentile range. Students are making positive progress in this direction as students in the 75-99th percentile increased from 10 percent to 30 percent in Language Arts, 2 percent to 20 percent in Reading and 1 percent to 20 percent in Math during the 22-23 academic school year. Another way that student access to a broad course of study is measured at LSICS is by CAASPP test scores. A comparison between CAASPP test scores during the 20-21 and 21-22 school years, reveals that our students made a 4% growth in ELA and 1% growth in Math.	One of the barriers that prevents LSICS from providing access to for all of the students are student absenteeism and the need for additional student support for students who have difficulty academically.	LSICS has implemented greater communication with families to ensure that all students can access a broad course of study. The increased communication with families is intended to address student absenteeism by sending notices to families as a reminder to verify student absences. Another way that the school will address student absenteeism is by having the school's office staff contact families if there are patterns of absenteeism to see if resources to assist the family are needed. LSICS will also continue to give rewards for improved attendance and perfect attendance. Another way that the school will ensure access to a broad course of study for all students is by implementing interventions such as after-school tutoring and additional student academic support in class from paraprofessional staff members.	Met		08JUN2023	2023
19646670125559	iLEAD Lancaster Charter	7	In grades TK-8, the LEA uses the following measures/tools, for all learners, to ensure access to a broad course of study: Individualized Learning plans (ILPs), revised at least once per semester; Presentations of Learning (POLs), presented by each learner throughout the school year; and Showcases of Learning 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.	Met		29JUN2023	2023
19646830000000	Las Virgenes Unified	7	LVUSD has an annual Student Data Study Session with the Board of Education where we collectively review CAASPP, RENSTAR, California Healthy Kids, PSAT, AP, A-G completion, D/F rates, CTE Pathway completion, and other achievement data. This data is disaggregated by subgroups to ensure equitable access for all to the full instructional program. Additionally, master schedules are reviewed to ensure a variety of course offerings that allow students to have access to a broad course of study across grade spans.	LVUSD has added 50 new A-G courses within the past 7 years, has formed an Early College Academy that targets low-income and first-generation college aspiring children, has removed prerequisite barriers, and has seen growth in A-G completion over the past two years.  LVUSD continues to work with Local Community colleges to provide concurrent enrollment to help prepare students to be College and career-ready.	With the Local Control Funding Formula, LVUSD is funded in the lowest 15% of per pupil funding and has limited access to Federal and State grants. This has forced our district to prioritize, consolidate, and focus our instructional programs over the past few years.	LVUSD will continue to evaluate subgroup achievement data while enhancing broader access to higher-level courses and dual-enrollment opportunities. LVUSD will continue to review prerequisites on higher-level courses as well as grading practices that might prevent access to a broad course of study for all students.	Met		27JUN2023	2023
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 TREC, 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 2022-23 school year, Lawndale students had full access to a broad course of study as defined by California Education Code 51210 and 51220(a)-(i).  In addition to all students receiving a broad course of study, Lawndale 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 and elementary teachers in the process of vetting math curriculum that is aligned to the math Framework and is relevant to our student needs and demographics.  In addition, we have invested in upgrades elementary Language Arts curriculum in order to provide our students with the most updated researched based instruction and culturally relevant texts.  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		22JUN2023	2023
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		22JUN2023	2023
19647090000000	Lennox	7	The Lennox School District is dedicated to ensuring that all students have access to a comprehensive curriculum. In addition to our involvement in core subjects, we are deeply committed to offering students a diverse range of educational opportunities. This includes empowering students to choose from Visual and Performing Arts, Dual Language, Applied Arts, and Career Technical Education programs during their middle school years. Our commitment to providing access to the arts extends beyond regular school hours, our after-school program is designed to ensure that students can continue to explore music and the arts outside of the standard curriculum. Each year, our district conducts a review of course offerings, master schedules, elementary classroom arrangements, report card systems, and Individualized Education Plans (IEPs). We leverage our robust student information system to meticulously monitor and guarantee that all students, including those in unduplicated student groups and those with exceptional needs, are able to engage in a wide-ranging educational experience. To further ensure the quality of education, our principals actively solicit and compile schedules from all teachers, and they  oversee the implementation of educational standards through regular classroom observations and benchmark assessments. Our dedication to offering a comprehensive curriculum remains unwavering as we strive to provide every student with a rich and fulfilling educational journey.	The Lennox School District is proud to ensure that 100% of its students have access to a comprehensive curriculum. Every student has access to California standards-aligned instructional materials across all subjects. Our commitment to student success is evidenced by the results of our yearly surveys:  -94% of students reported that their schools provide them with the necessary textbooks and learning materials for their academic success. -94% of teachers acknowledged that the district furnishes textbooks, learning materials, and digital programs and resources to support student learning. -81% of teachers praised the district's effective support for their professional development. -86% of teachers noted their ability to request and receive coaching and support from the district whenever required.  To ensure ongoing student progress, our curriculum features periodic assessments aimed at monitoring their learning. Additionally, site administrators conduct formal and informal classroom observations.  At the elementary level, we have three Intervention Specialists at each school, guaranteeing that all students in need of academic support receive intervention during the school day.  Recognizing the importance of technology in today's education, the district has provided at least one device for every student. This ensures that students have access to technology that is integrated in our, standards-aligned programs, with the goal of fostering 21st-century skills in every student.	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 continues in  the learning loss that students experienced during the pandemic and distance learning.	The Lennox School District remains committed to collaborating with educational partners to guarantee that students have access to a diverse range of educational opportunities. The district office and the middle school are engaged in the ongoing review of courses, master schedules, enrollment, teacher qualifications, and funding allocations, all in pursuit of innovative ways to expand the breadth of educational options available to students. Furthermore, the district is dedicated to ongoing self-reflection, seeking opportunities to enhance its programs by embracing research-based best practices and addressing any barriers that may exist. The goal is to establish an equitable learning environment for all students.  Recognizing the need for increased support in implementing the Multi-Tiered System of Support (MTSS), the district is taking proactive steps to enhance its practices in this regard. Additionally, there's a need for bolstering social-emotional learning, which is being addressed through the introduction of a Social-Emotional Wellness Coordinator, a Community Schools Coordinator, and the inclusion of mental health interns from local universities. To further bolster social-emotional learning initiatives, the Lennox School District maintains its commitment to a district-wide Social-Emotional Learning program. This commitment is reinforced through professional development efforts and the implementation of The Leader In Me and Playworks programs across the district.	Met		13JUN2023	2023
19647090100602	Lennox Mathematics, Science and Technology Academy	7	The locally selected measures and 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, NWEA Map Growth Test, 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), Math Inventory (MI), and NWEA Growth Map test 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 80% 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. Besides the limited electives that are offered, all students have a broad course of study that enables them to satisfy all high school graduation and A-G requirements.	Lennox Academy has a full-fledged English Language Development (ELD) program as of the Fall of 2022 to better address the language needs of English learners. The ELD courses does not only assist in the development of students’ English foundational and literacy skills but provide support in their core academic courses. Additionally, the Special Education program continues to refine the push-in model that was implemented five years ago. The push-in model allows the Resource teachers and support staff 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 beginning 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		25MAY2023	2023
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.  We have added math intervention for 6th, 7th, and 8th graders.	There are no barriers currently.	There are no revisions necessary at this time.	Met		17MAY2023	2023
19647091996313	Animo Leadership High	7	The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair.	In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; Master schedule reflects an emphasis on A-G curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.	The school provides all students with a wide range of courses, including A-G requirements.	The school works to meet the needs of all student groups including Emergent Learners (ELs), students with disabilities, students experiencing homelessnes and foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to internal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.	Met		30JUN2023	2023
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, Aeries, 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 is infused 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 has been identified to support a 7th period ELD course to remove this barrier for English learners.	Met		27JUN2023	2023
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 (Dual Enrollment) such as Ethnic Studies on Saturdays as well as during the 7th and 8th periods. Indeed, programs, which include both intervention and enrichment opportunities, have expanded significantly as part of the district’s Local Control and Accountability Plan.	Met		28JUN2023	2023
19647250127506	Intellectual Virtues Academy of Long Beach	7	Using the Aeries student information system as a scheduling tool, IVA ensures that 100% of students receive access to a broad course of study. With the exception of various electives, students in each grade are all enrolled in the exact same set of classes, ensuring every student has access to a broad course of study.	"Response to question one is applicable here and copied for quick reference:  ""Using the Aeries student information system as a scheduling tool, IVA ensures that 100% of students receive access to a broad course of study. With the exception of various electives, students in each grade are all enrolled in the exact same set of classes, ensuring every student has access to a broad course of study."""	N/A	N/A	Met		07JUN2023	2023
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 and hotspots 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 and hotspots 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.	Not Met		03JUL2023	2023
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 (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. In addition, physical education in elementary schools is monitored using a certification process that requires teacher and principal confirmation of appropriate instructional minutes. t 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. 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.	The 2022-2026 Los Angeles Unified Strategic Plan provides goals, strategies and priorities that ensure students have access to high quality instruction, enriching experience within a broad course of study.  The District's Black Student Achievement Plan and  2022-2023 Standard English Learner policy reflect a commitment to equity and access for all students. The Educational Transformation Office and its priorities will ensure that schools receive differentiated support in order to accelerate learning outcomes for all students. LAUSD continues to identify and implement Tier 2 and 3 supports for students with academic and social emotional development. In addition, LAUSD continues to develop supplemental resources to improve instruction across all content areas including integrated English Language Development. The expansion of full inclusion model schools for students with disabilities continues to be a district priority so that academic and social-emotional support for students can be implemented within more general education classrooms.	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.	LAUSD has conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with  individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. This comes into play with ensuring schools develop a student centered master schedule that is equitable and accessible by all students. Our efforts include the following actions:   -Training for school counselors and administrators over school counseling on the foundational components of course sequencing, programming, and the development of student-centered master schedules.    -Increase opportunities for students to access dual enrollment and CTE pathways to receive high school and college credits.  Increase our AP course offering by adding newly released courses    -Work towards making all courses A-G designated courses to ensure students maximize their opportunity to be successful in college and beyond   -Provide extra support to the priority schools on master scheduling development    -Add enhancements to our student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools    -Update policies to ensure that our students can enroll and complete four years of Mathematics in order to be better prepared for college.	Met		13JUN2023	2023
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 students 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		21JUN2023	2023
19647330100669	Stella Middle Charter Academy	7	The school uses Aeries as the Student Information System to place all students, regardless of grade, unduplicated students groups or individuals with exceptional needs into a broad course of study, and measures success through state tests. Each student has access to the core curriculum consisting of English, Mathematics, Science, Social Sciences, Visual and Performing Arts.	All students, regardless of student group or school site, have access to and are enrolled in a broad course of study including English, Mathematics, Social Sciences, Visual and Performing Arts and at High Schools, Foreign Language.	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		27JUN2023	2023
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		20JUN2023	2023
19647330100743	Accelerated Charter Elementary	7	Currently, ACES serves approximately 500 students in grades TK-6 that include the following demographics: 99% Hispanic, 1% African American, 12% Students with Disabilities (SWD), 37% English Learners (EL), 0.2% Foster Youth, and 97% 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-6 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		22JUN2023	2023
19647330100750	Wallis Annenberg High	7	Currently, WAHS serves approximately 450 students in grades 9-12 that include the following demographics: 98% Hispanic, 2% African American, 13% Students with Disabilities (SWD), 21% English Learners (EL), 1% Foster Youth, and 98% 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 and ASU LE. 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.	Our high school will shift to an eight-period schedule next year which will allow students to take credit recovery, enrichment and athletics within the school day. It will also allow more students to complete a CTE pathway or one year of college coursework in their four years of high school.	Met		22JUN2023	2023
19647330100800	Central City Value	7	All students at Central City Value High School are required to enroll in a broad course of study.  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 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 students, 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 Central City Value High School  students have access to a broad course of study. In addition, Central City has curricular focus areas which ensure additional opportunities for students in our school. In addition to a broad course of study, the school offers structured English immersion classes for newcomers and LTELs and an English Enrichment class for newcomers. Students who are struggling academically and have not been identified as a SWD are placed in a multi tiered support program. For SWDs, Central City uses a full inclusion model where RSP teachers push into English and Math courses. For English learners that are new to the country, Central City has acquired bilingual instructional assistants to help students access the common core curriculum.  A supplemental curriculum is also provided when appropriate to support students at their instructional level.	All Central City Value High School students have access to a broad course of study. There are no barriers in place that would prevent our students from accessing the appropriate course, materials, or coursework.	To support staff and students in accessing the curriculum included in a broad course of study, Central City Value High School has provided professional development and support to classroom teachers through observations and meetings.  The network office provides trainings to lead teachers and instructional leaders.  The school also allocates funds to send teachers to conferences to support their professional growth.	Met		09JUN2023	2023
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, Math, Social Studies, and Physical Education. 8th grade core classes are Science, Social Studies, Math, English, and Physical Education. In addition to the core classes listed above, students have access to various electives during their time at KLAP. 5th through 8th grade students can participate in Fundamentals of Art 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		15JUN2023	2023
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 375 students in grades 9-12 with the following demographics: 91% African American, 5% Hispanic, 2% Two or More Races, 17% Students with Disabilities (SWD), 0.3% English Learners (EL), 1% Foster Youth (FY), 0.5% Homeless Youth (HY), and 98% 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, as part of the school’s high school graduation requirements. In addition, to further prepare students for college and career, ICEV View Park Preparatory Charter High Schools offers all students with two CTE Pathways (Arts, Media & Entertainment; and Business & Finance).  There are no differences to accessibility to courses, across student groups at ICEF View Park Preparatory Charter High School.	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		15JUN2023	2023
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, Composition, and Physical Education. KAO offers Spanish and 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, Social Studies, Composition, and Pre-Algebra, KAO offers Music and Spanish as electives to 7th and 8th grade students. 8th grade core classes are English, Physical Education, Algebra, Science, and Social Studies.	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		15JUN2023	2023
19647330101659	CATCH Prep Charter High, Inc.	7	"Our academic rigor and relevant curriculum ensure students complete A-G Requirements with a ""C"" or better, preparing them to meet the demands of post-secondary education. We foster strong communication skills, emphasizing effective speaking and writing across the curriculum. We teach students to analyze and evaluate data, honing their decision-making skills for real-world scenarios. To facilitate experiential learning, we encourage students to complete internships and participate in extracurricular activities. We integrate technology seamlessly into our curriculum, helping students access, gather, evaluate, and use information, create original work, enhance communication, learn, solve problems, and prepare for real-life applications."	CATCH Prep's commitment to college readiness is reflected in our high A-G completion rates. In the 2022-2023 school year, our A-G completion rate was 95%, a marked improvement from our already high rate of 93% in the 2021-2022 school year. This progress signifies our dedication to ensuring our students are fully equipped and eligible for higher education opportunities. Our college acceptance and attendance rates also demonstrate our success in this regard. The following table showcases the diverse range of colleges and universities that our graduating students have been accepted to over the last three years.	CATCH Prep High School established in 2006,  is a WASC-accredited charter high school that serves approximately 140 students in grades 9-12 with the following demographics: 60% African American, 40% Hispanic 18% Students with Disabilities (SWD), 15% English Learners (EL). In order to prepare students for a rigorous college preparatory education, CATCH provides all students with full access to a broad course of study (per  Ed Code 51220). This includes rigorous Math, English, Social Science, Science, Foreign Language, VAPA, and Physical Education, including unduplicated students with disabilities.  This is directly measured and reflected in our high school A-G completion rates. In the 2022-2023 school year, our A-G completion rate was 95%, a marked improvement from our already high rate of 93% in the 2021-2022 school year. This progress signifies our dedication to ensuring our students are fully equipped and eligible for higher education opportunities. This applies to all students, and subgroups including unduplicated students and students with exceptional needs.	CATCH will closely monitor A-G completion rates, graduation, and college access rates to ensure that all students will continuously provide access to a broad course of study. Currently, there are no changes, as CATCH will continue to monitor the data, with implementation changes made as needed.	Met		26JUN2023	2023
19647330101675	Oscar De La Hoya Animo Charter High	7	The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair.	In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; Master schedule reflects an emphasis on A-G curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.	The school provides all students with a wide range of courses, including A-G requirements.	The school works to meet the needs of all student groups including Emergent Learners (ELs), students with disabilities, students experiencing homelessnes and foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to internal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.	Met		30JUN2023	2023
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.	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 16% 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.	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		20JUN2023	2023
19647330102335	Ocean Charter	7	As a single, relatively small school, OCS ensures that all students (1st - 8th grades, unduplicated studetns, and students with special needs) are engaged in a broad course of study that includes rigorous academics as well as our full specialty program that includes world language, movement, practical arts, music, and visual and performing arts.  Schedules for students with special needs who have services outside of the classroom are coordinated to reduce disruptions to their involvement in the course of study as much as possible within the constraints of the school day and required service minutes.	All OCS students in grades 1st - 8th have access to a broad course of study.  OCS does not limit access in any way as all students participate in all courses.	NA	OCS will continue to offer full access for all students to a broad course of study.	Met		27JUN2023	2023
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		08JUN2023	2023
19647330102434	Animo South Los Angeles Charter	7	The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair.	In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; Master schedule reflects an emphasis on A-G curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their n eeds. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.	The school provides all students with a wide range of courses, including A-G requirements.	The school works to meet the needs of all student groups including Emergent Learners (ELs), students with disabilities, students experiencing homelessnes and foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to internal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.	Met		30JUN2023	2023
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.	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		08JUN2023	2023
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 such as NWEA MAP and Fountas and Pinnell 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 Dual Language Immersion path offers a certificate in Pathways to Biliteracy which prepares students for the California State Seal of Biliteracy.  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. We consider our staff to be lifelong learners.  They have been provided a connection with an educational institution, resources, and guidance for their next steps.  Some of our staff have increased their knowledge and earned further degrees and certifications in order to move into expanded roles within our school community.	Met		21JUN2023	2023
19647330102491	Dr. Theodore T. Alexander Jr. Science Center	7	As a District affiliated charter school, Charter School shall implement the provisions of the  District’s English Learner Master Plan, as it may change from time to time, and comply with  all applicable federal and state laws and District policies and procedures related to the  implementation of the English Learner Master Plan. Students will continue to be identified for GATE programs by offering the district 2nd grade  OLSAT-8 for early identification every spring. Gifted students are clustered together in self-contained classrooms and participate in a curriculum  that is differentiated through acceleration and depth and complexity.  “Good first teaching” is provided for all students in the form of highly effective teaching that  introduces and reinforces concepts and skills from the district’s core literacy program. Periodic  reading assessments indicate which students are successful in meeting the grade level content  standards and which students require intermediate or intensive interventions. Effective first teaching  strategies may include but are not limited to the following: Intensive Intervention is provided for students who continue to score with the intensive instructional  band based on periodic assessments. The intensive intervention curriculum focuses on the specific  processing skills required for literacy. Any intensive intervention approach, strategy, curriculum or  program when selected is based on the following criteria. Some students may display.	As a District affiliated charter school, Charter School shall implement the provisions of the  District’s English Learner Master Plan, as it may change from time to time, and comply with  all applicable federal and state laws and District policies and procedures related to the  implementation of the English Learner Master Plan. Students will continue to be identified for GATE programs by offering the district 2nd grade  OLSAT-8 for early identification every spring. Gifted students are clustered together in self-contained classrooms and participate in a curriculum  that is differentiated through acceleration and depth and complexity.  “Good first teaching” is provided for all students in the form of highly effective teaching that  introduces and reinforces concepts and skills from the district’s core literacy program. Periodic  reading assessments indicate which students are successful in meeting the grade level content  standards and which students require intermediate or intensive interventions. Effective first teaching  strategies may include but are not limited to the following: Intensive Intervention is provided for students who continue to score with the intensive instructional  band based on periodic assessments. The intensive intervention curriculum focuses on the specific  processing skills required for literacy. Any intensive intervention approach, strategy, curriculum or  program when selected is based on the following criteria. Some students may display.	The need for consistent funding formulas to support school staffing and appropriate training for new personnel is needed and secured annually.	Ensure we continue to support the appropriate budgeting to improve student outcomes	Not Met For Two or More Years		21SEP2023	2023
19647330102541	New Designs Charter	7	The school provides all students (including unduplicated students and students with disabilities) with access to a broad course of study which includes English, Math, Social Science, Science, Lab Science, Visual and Performing Arts, Foreign Language, Physical Education, and CTE Pathways.   The school ensures that on successful graduation, students will have completed required A-G courses to allow access to all postsecondary options, and especially meeting and exceeding admission requirements to UC/CSU colleges. The school is also in process of implementing a variety of measures to mitigate learning loss due to COVID-19, expand credit recovery options, and ensure students with special needs as well as struggling students are not left out or fall behind. To improve access to a broad course of study the school is also improving in ancillary areas like improved school climate, safety and environment as well as increased and improved positive student engagement.  To track student access to a broad course of study, the school annually conducts an analysis of student transcripts which show student enrollment in courses offered. The school also uses the master schedule and the daily schedule which show student enrollment in courses of study as well as track their movement from subject to subject on any given day. Counselors, students, and parents/guardians also monitor whether the student is on track to graduate, and their feedback shows the extent of access to available programs.	An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.   At New Designs Charter School, all students are enrolled in ELA, mathematics, science/lab science, social studies, and physical education (with a nutrition component). In addition, our Middle School students also have access to and can enroll in Technology and ACE Math and/or ACE English. Our High School students have access to and can enroll in college preparatory electives, Lab Science, CTE Pathways (Law & Diplomacy, Information Technology, Finance Academy, Medical Science, and Engineering), AP courses, Naviance Career Planning, and UC A-G approved courses. High school students can also elect to concurrently enroll in college credit classes conducted by the Los Angeles Trade Tech College (LATTC), whom the school partners with. New Designs Charter School’s high school graduation requirements far exceed UC A-G eligibility requirements. There are no differences in accessibility to courses across student groups at New Designs Charter School – UP.	Currently, 100% of the students have access to a broad course of study and New Designs Charter School will continue to monitor this to ensure no barriers arise to change access.	Due to the current success of New Designs Charter School in providing all students with access to a broad course of study, no changes are currently planned, however, this data will continue to be monitored and revisions made with implementation as needed.	Met		06JUN2023	2023
19647330106351	Ivy Academia	7	All of our students in grades TK-8 have access to a broad course of study.	All students in all student groups have access to a broad course of study.	We have no barriers to proving a broad course of study to all students.	We will continue to ensure all students have access to a broad course of study.	Met		30JUN2023	2023
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 are reviewed to track the extent to which all students have access to a broad course of study. Teacher survey data is also used to assess the proper implementation of State standards. School leadership also reviews 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 will focus on enhancing designated and integrated ELD instruction to better support multilingual learners.	All students and student groups have access to the same curriculum at SCA which includes a broad course of study in core subject areas 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 all instruction is on grade-level, engaging, affirming, and meaningful for students.	Met		13JUN2023	2023
19647330106831	Animo Venice Charter High	7	The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair.	In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; Master schedule reflects an emphasis on A-G curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.	The school provides all students with a wide range of courses, including A-G requirements.	The school works to meet the needs of all student groups including Emergent Learners (ELs), students with disabilities, students experiencing homelessnes and foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to internal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.	Met		30JUN2023	2023
19647330106849	Animo Pat Brown	7	The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair.	In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; Master schedule reflects an emphasis on A-G curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.	The school provides all students with a wide range of courses, including A-G requirements.	The school works to meet the needs of all student groups including Emergent Learners (ELs), students with disabilities, students experiencing homelessnes and foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to internal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.	Met		30JUN2023	2023
19647330106864	Alliance Gertz-Ressler Richard Merkin 6-12 Complex	7	Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.	As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for college.	We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size as a single school LEA.	We will continue to work to provide students with a wide range of course options, including social-emotional learning, while at the same time including those needed to complete A-G requirements once they enter high school.	Met		07JUN2023	2023
19647330106872	Bert Corona Charter	7	Each BCCS student has access to the standards-based curriculum in the core subjects. Additionally, there are support classes offered that allow the students to strengthen their skills in order to be able to be successful in the core subjects. All students have access to CCSS/NGSS-aligned curriculum using technology, as well as consumable workbooks in certain courses. The core and support courses allow all students access to a broad course of study, including our special populations.	BCCS is a single-school LEA. A benefit of our size and extended instructional day is our ability to provide students instructional and social-emotional support services to all students including English learners and students with disabilities.	There are no identified barriers to all students having access to the broad course of study detailed in our LAUSD-approved charter petition.	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 are developed and provided to unduplicated pupils, as well as to individuals with exceptional needs. Metric/Method for Measuring: Student transcripts/grades, Master Schedule, Push-in schedule	Met		26JUN2023	2023
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   Marine Transportation: Marine Transportation students participate in sequential courses, which included classroom instruction, boat building workshops, experiential sail training, internships, and mentorship from POLAHS’ Career Counselor a	2022-23: POLAHS maintained six CTE pathways with 171 students enrolled.  2022-23 CTE EL Enrollment: 23% (6/26 students) 2022-23 CTE Low Income Enrollment: 58.5% In 2021-22, POLAHS maintained a 100% program completion rate, according to standards.   2022-23 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  2022-23 Number of Students Participating in AP Classes: 145 2022-23 Number of AP Exams: 220 2022-23 Number of Low Income Students Participating in AP Classes: 77 (53.1%)  2021-22 percentage of AP students with 3+ Exams  total: 94 (71.21%) 2021-22 Number of 3+ Exams by Low Income Students: 53 (56.4%)  2021-22 Professional Development and AP Collaboration Includes: -Rigor and differentiation between general classes, Honors classes and AP classes  -Master Schedule Development 2021-22 and 2022-23 AP Enrichment Opportunities:  -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 Career Counselor (LCFF) -Expanding Academic Counseling Department from three Full-time Academic Counselors to four (Title I)   Continued Actions/Plans: -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. Earth Science 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.  -Career Counselor position -EL and RSP participation in scheduling of unique populations -AP Honors Coordinator  New Actions for 2023-24:  -Harbor College Dual Enrollment Opportunity  -Foundational Math -Coding  -Statistics	Met		14JUN2023	2023
19647330108878	CHAMPS - Charter HS of Arts-Multimedia & Performing	7	Students are given a schedule of A-G courses that align to educational requirements for a high school diploma that is enhanced by our different electives which range from Visual and Performing Arts to Career Technical Education that is available to student for every year they are matriculating at CHAMPS. This starts with each student building a schedule with their counselor, which includes providing each student their progress on their A-G requirements as well as College and Career advising. This happens as early in the summer when they apply to CHAMPS through our SummerBridge Program, presented in grade level meetings, and reinforced within our Advisory Program. Students meet individually with our counselors to provide guide and support with their educational planning.	Our students have access to a variety of Honors, Advanced Placement, and Career Technical Courses at every grade level. There is no prerequisite to entering Honors, Advanced Placement or Career Technical courses they are interested in while enroll at CHAMPS. Students who are unable to attend regularly due to career can attend our Independent Study Program which allows students to take A-G courses and meeting and exceed graduation requirements while at CHAMPS.	Due to the diversity of our programs and school size, we have a limited number of times in which courses are available to students. This is the one limitation we have from students being able to have more than one or two electives on their schedule.	From the feedback from our community, we are in the process of providing courses that our families are interested in. This year, we have opened an Animation course due to the increased interest from students and families. Moreover, we are looking at ways to provide more Career Technical Education for our students the following year.	Met		20JUN2023	2023
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 any challenges they may face.	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.  This school year, we underwent our re-accreditation for WASC. The self-study has helped us continue to reflect and grow in ensuring all students have access to a broad course of study.	Met		26JUN2023	2023
19647330108894	Alliance Judy Ivie Burton Technology Academy High	7	Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.	As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for college.	We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size as a single school LEA.	We will continue to work to provide students with a wide range of course options, including social-emotional learning, while at the same time including those needed to complete A-G requirements once they enter high school.	Met		07JUN2023	2023
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		13JUN2023	2023
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		06JUN2023	2023
19647330108936	Alliance Collins Family College-Ready High	7	Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.	As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for college.	We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size as a single school LEA.	We will continue to work to provide students with a wide range of course options, including social-emotional learning, while at the same time including those needed to complete A-G requirements once they enter high school.	Met		07JUN2023	2023
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.	Post pandemic, the incoming 6th grade students have very weak academic skills. James Jordan Middle’s 2022 California School Dashboard report on the school’s performance in English Language Arts (ELA) indicates that the school has earned a Status level of “High” for All Students, which is above the state’s Status level of “Low.” In Mathematics (Math) the school earned a Status level of “Low” for All Students, which is higher than the state’s Status level. For the past two years, JJMS has not been able to fully implement its grade level expert instructional model due to compliance with cohort size Public Health guideline to limit the number of students that are mixed together during the pandemic. Additionally, there has been a huge increase in the number of students who arrive at JJMS with a math rank in the red zone (Far Below Basic) on their CAASPP scores. However, we continue to have great success in moving students out of the red zone within their first year at JJMS. Here is a chart showing the increase in low skill incoming students. Prepandemic 57% of incoming students scored in the red zone for math. But, the verified data that is being reviewed today came from Fall 2021, which had the weakest math scores in the history of JJMS, with 78% of incoming sixth grade students scoring in the red zone. Beginning in 2022-23, we have returned to a model where all 6th graders, most 7th graders and all 8th graders receive their PowerMath classes from the most veteran teachers.	We have brought back the 6th grade Summer Bridge program to help overcome the lack of academic skills in our incoming 6th grade class. In response to the academic achievement of English Learners being lower than that for English Only students, all 6th grade students now take math and ELA with a credentialed teacher that holds a CLAD or ELA1 designation on their teaching credential.	Met		15JUN2023	2023
19647330109934	Our Community Charter	7	OCS uses a robust scheduling tool to ensure that all of our students in grades TK-8th have access to a broad course of study with standards-based classes. Our inclusion special education program ensures that our students have equitable access to the curriculum since we do not have special day classes.	Every grade level has two classes that are taught by highly qualified teachers that use standards-based curriculum. Our 7th and 8th grade students have the opportunity to choose from electives every semester to balance out their core classes and allow them to have a more enriched middle school experience.	There are no barriers to prevent OCS from providing access to a broad course of study for all students.	There are no revisions at this time.	Met		28JUN2023	2023
19647330110304	Los Angeles Academy of Arts and Enterprise	7	Los Angeles Academy of Arts and Enterprise (LAAAE) is a WASC-accredited college preparatory charter school serving 253 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.	LAAAE continues to monitor student interest and develop opportunities responsive to them. For example LAAAE anticipates an increase in Advanced Placement class opportunities for students next year, including in English.	Met		08JUN2023	2023
19647330111211	New Heights Charter	7	In a small school of 19 classrooms, tracking is done by having all teachers submit their pacing plans for the school year in various content areas. Teachers are all multiple-subject teachers.	All students are in classrooms with the same course of study, based on their grade level -- this includes unduplicated student groups and students with exceptional needs. There are no differences across student groups in terms of access or enrollment.	There are no barriers.	New Heights continues to monitor teachers to ensure their pacing allows them to fit in all the content areas and all the standard-level content.	Met		21JUN2023	2023
19647330111484	New Village Girls Academy	7	New Village Girls Academy serves approximately 79 students in grades 9-12 with the following demographics: 92% Hispanic, 5% African American, 1% Asian, 1% White, 14% Students with Disabilities (SWD), 30% English Learners (EL), 6% Foster Youth (FY), 11% Homeless Youth (HY), and 98% Socioeconomically Disadvantaged (SED). Our students develop an individual learning plan designed to meet college acceptance requirements, and each student explores her own career interests through field trips, internships, and independent projects. During this process, students discover what kinds of education, training, and college degrees are necessary to be successful in various careers.  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 may select to participate in 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		28JUN2023	2023
19647330111492	Alliance Patti And Peter Neuwirth Leadership Academy	7	Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.	As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for college.	We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size as a single school LEA.	We will continue to work to provide students with a wide range of course options, including social-emotional learning, while at the same time including those needed to complete A-G requirements once they enter high school.	Met		07JUN2023	2023
19647330111500	Alliance Dr. Olga Mohan High	7	Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.	As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for college.	We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size as a single school LEA.	We will continue to work to provide students with a wide range of course options, including social-emotional learning, while at the same time including those needed to complete A-G requirements once they enter high school.	Met		07JUN2023	2023
19647330111518	Alliance Jack H. Skirball Middle	7	Our rigorous graduation requirements ensure that all students have access to a course of study that prepares students to meet A-G requirements. We serve our students according to the priorities of LCFF and provide electives, interventions, and an advisory program to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students have the prerequisites to meet A-G graduation requirements in high school and provide them with the information they need to successfully enter into high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.	As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for college.	We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size as a single school LEA.	We will continue to work to provide students with a wide range of course options, including social-emotional learning, while at the same time including those needed to complete A-G requirements once they enter high school.	Met		07JUN2023	2023
19647330111575	Animo Ralph Bunche Charter High	7	The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair.	In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; Master schedule reflects an emphasis on A-G curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.	The school provides all students with a wide range of courses, including A-G requirements.	The school works to meet the needs of all student groups including Emergent Learners (ELs), students with disabilities, students experiencing homelessnes and foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to internal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.	Met		30JUN2023	2023
19647330111583	Animo Jackie Robinson High	7	The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair.	In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; Master schedule reflects an emphasis on A-G curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.	The school provides all students with a wide range of courses, including A-G requirements.	The school works to meet the needs of all student groups including Emergent Learners (ELs), students with disabilities, students experiencing homelessnes and foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to internal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.	Met		30JUN2023	2023
19647330111625	Animo Watts College Preparatory Academy	7	The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair.	In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; Master schedule reflects an emphasis on A-G curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.	The school provides all students with a wide range of courses, including A-G requirements.	The school works to meet the needs of all student groups including Emergent Learners (ELs), students with disabilities, students experiencing homelessnes and foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to internal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.	Met		30JUN2023	2023
19647330111641	Alliance Ouchi-O'Donovan 6-12 Complex	7	Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.	As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for college.	We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size as a single school LEA.	We will continue to work to provide students with a wide range of course options, including social-emotional learning, while at the same time including those needed to complete A-G requirements once they enter high school.	Met		07JUN2023	2023
19647330111658	Alliance Marc & Eva Stern Math and Science	7	Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.	As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for college.	We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size as a single school LEA.	We will continue to work to provide students with a wide range of course options, including social-emotional learning, while at the same time including those needed to complete A-G requirements once they enter high school.	Met		07JUN2023	2023
19647330112060	Hesby Oaks Leadership Charter	7		As a small school with very limited extra resources, we are addressing all of our individual student needs in our own classrooms. We differentiate instruction in each and every classroom through small groups or whole class instruction to ensure that every one of our students has access to a broad course of study.	We do not have barriers. Its just the reality of our size. Our school is very small and we do not have many of the different programs that other larger schools have.	We will continue differentiating instruction in each and every classroom through small groups or whole class instruction to ensure that every one of our students has access to a broad course of study.	Not Met For Two or More Years			2023
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.	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		08JUN2023	2023
19647330112235	California Creative Learning Academy	7	California Creative Learning Academy 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, including specials, is utilized as the tool to ensure access. We determined that English learners, foster youth, homeless and students with disabilities were able to access all subjects within a broad course of study.   The school provides all students (including unduplicated students, homeless/foster, English Learners, and students with disabilities) with access to a broad course of study which includes English, Math, Social Science, Science, Visual Arts, Music, Dance, Theater, Media Arts, and Physical Education.  To continually improve upon the implementation of a broad course of study, the school is also focused on social emotional learning, school climate, and restorative justice practices to increase positive student engagement. The school also uses the master schedule and the daily schedule which show student enrollment in courses 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. All students are enrolled in English Language Arts, Mathematics, Social Studies, Science, Visual and Performing Arts, and Physical Education.	Currently, 100% of the students have access to a broad course of study and we will continue to monitor this to ensure no barriers arise to change access.	Because all students have access to a broad course of study, no changes are currently planned.  We will continue to monitor to ensure no barriers arise.	Met		26JUN2023	2023
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		27JUN2023	2023
19647330114884	Aspire Junior Collegiate Academy	7	With support from Aspire Public Schools, we utilize our Student Information System to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study. We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		22JUN2023	2023
19647330114959	Monsenor Oscar Romero Charter Middle	7	Each MORCS student has access to the standards-based curriculum in the core subjects. Additionally, there are support classes offered that allow the students to strengthen their skills in order to be able to be successful in the core subjects. All students have access to CCSS/NGSS-aligned curriculum using technology, as well as consumable workbooks in certain courses. The core and support courses allow all students access to a broad course of study, including our special populations.	MORCS is a single-school LEA. A benefit of our size and extended instructional day is our ability to provide students instructional and social-emotional support services to all students including English learners and students with disabilities.	There are no identified barriers to all students having access to the broad course of study detailed in our LAUSD-approved charter petition.	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 are developed and provided to unduplicated pupils, as well as to individuals with exceptional needs. Metric/Method for Measuring: Student transcripts/grades, Master Schedule, Push-in schedule	Met		26JUN2023	2023
19647330114967	Global Education Academy	7	The measures used to ensure that all students have access to, and are enrolled in, a broad course of study are the School Accountability Report Card (SARC), annual LAUSD Oversight Visits, and annual inventories of curriculum being used in the classroom for a broad course of study.	All students have access to and are enrolled in a broad course of study. 100% of students have access to the core curriculum for ELA, Math, Science, and Social Sciences. 100% of students receive music education, art instruction, physical education, health education, and foreign language instruction (Korean and Spanish).	Currently, we have no barriers preventing our LEA from providing access to a broad course of study for all students.	All students have access to a broad course of study.	Met		27JUN2023	2023
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		15JUN2023	2023
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 2022-23 school year gave a score of 100%.	The self evaluation tool for the 2022-23 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 7.14 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		18MAY2023	2023
19647330115139	Center for Advanced Learning	7	Center for Advanced Learning is a public charter elementary school where our instructional program is fully inclusive and aligned with common core state standards. All students have access to a comprehensive course of study including, ELA, Math, Social Studies, Science, Visual and Performing Arts, Health and Physical Education as measure through our student information system, grade reporting data and classroom observations.	100% of CAL students have access to the full instructional program.	There were no barriers preventing Center For Advanced Learning from providing all students with access to the instructional program.	Center For Advanced Learning plans to continue to provide all students with access to the full comprehensive instructional program. We plan on implementing more opportunities to provide enrichment courses to all students in the future.	Not Met For Two or More Years		15JUL2023	2023
19647330115253	Discovery Charter Preparatory #2	7	We offer college classes on campus for all students. We are in the process of developing a CTE Program.	We have only one school. For only 200 students, they are given the opportunity to take four colleges a year at school.	DP offers a broad course of study for all students, except for the CTE courses which are in the process of being developed,	We are always encouraging students to try new things. We are there to support them when needed. College classes are an authentic experience for the students.	Met		30JUN2023	2023
19647330115287	ICEF Vista Middle Academy	7	ICEF Vista Middle Academy established in 2008 is a tuition-free, public charter school and serves approximately 209 students in grades 6-8 with the following demographics: 95% Hispanic, 3% African American, 1% White, 1% Asian, 12% Students with Disabilities (SWD), 29% English Learners (EL), 1% Foster Youth, 3% Homeless Youth (HY), and 96% 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 Visual Art, and Music. 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		15JUN2023	2023
19647330116509	Alliance Morgan McKinzie High	7	Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.	As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for college.	We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size as a single school LEA.	We will continue to work to provide students with a wide range of course options, including social-emotional learning, while at the same time including those needed to complete A-G requirements once they enter high school.	Met		07JUN2023	2023
19647330117036	Enadia Way Technology Charter	7	All students are required to have a broad course of student under FAPE. The CAASPP is used to track student achievement in ELA, Math, and Science. The LEA uses DIBELS and Edulastic as formative assessments in ELA and Math skills. Beginning in 23-24, the LEA will use i-Ready as a diagnostic assessment. In addition, teachers in grades 1-5 certify that all students receive a minimum of 200 minutes of P.E. instruction every 10 instructional days.	The 2022-2026 Los Angeles Unified Strategic Plan provides goals, strategies and priorities that ensure students have access to high quality instruction, enriching experience within a broad course of study. The District's Black Student Achievement Plan and 2022-2023 Standard English Learner policy reflect a commitment to equity and access for all students. The Educational Transformation Office and its priorities will ensure that schools receive differentiated support in order to accelerate learning outcomes for all students. LAUSD continues to identify and implement Tier 2 and 3 supports for students with academic and social emotional development needs. In addition, LAUSD continues to develop supplemental resources to improve instruction across all content areas including integrated English Language Development. The expansion of full inclusion model schools for students with disabilities continues to be a district priority so that academic and social-emotional support for students can be implemented within more general education classrooms.	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.	We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. This comes into play with ensuring schools develop a student-centered master schedule that is equitable and accessible by all students. Our efforts include the following actions: • Training for school counselors and administrators over school counseling on the foundational components of course sequencing, programming, and the development of student-centered master schedules. • Increase opportunities for students to access dual enrollment and CTE pathways to receive high school and college credits. • Increase our AP course offering by adding newly released courses. • Work towards making all courses A-G designated courses to ensure students maximize their opportunity to be successful in college and beyond. • Provide extra support to the priority schools on master scheduling development. • Add enhancements to our student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools. • Update policies to ensure that our students can enroll and complete four years of Mathematics in order to be better prepared for college.	Met		13JUN2023	2023
19647330117598	Alliance Piera Barbaglia Shaheen Health Services Academy	7	Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.	As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for college.	We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size as a single school LEA.	We will continue to work to provide students with a wide range of course options, including social-emotional learning, while at the same time including those needed to complete A-G requirements once they enter high school.	Met		07JUN2023	2023
19647330117606	Alliance Leichtman-Levine Family Foundation Environmental Science High	7	Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.	As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for college.	We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size as a single school LEA.	We will continue to work to provide students with a wide range of course options, including social-emotional learning, while at the same time including those needed to complete A-G requirements once they enter high school.	Met		07JUN2023	2023
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 student’s 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 LA 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 LA 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 LA uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include master schedule, student course schedule (semester), report cards, student schedules, transcript analysis, and parent/conference reports. In addition, this will be verified by the principal during classroom observations and ensure classroom observations and ensure classroom schedules are being followed.	An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study. At New Los Angeles Charter School, all students have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students have access to and are enrolled in Art, Advisory, and Health. There are no differences in accessibility to courses, across all student groups, including unduplicated students and Students with Disabilities at New Los Angeles Charter School.	Currently, 100% of the students have access to a broad course of study and New Los Angeles Charter School will continue to monitor this to ensure no barriers arise to change access.	Due to the current success of New Los Angeles Charter School in providing all students with access to a broad course of study, no changes are currently planned, however, this data will continue to be monitored and revisions made, with implementation as needed.	Met		26JUN2023	2023
19647330117622	Magnolia Science Academy 4	7	MSA-4 meticulously designs its master schedule with a student-centered approach, ensuring accessibility to all academic content areas for every student, including diverse student groups. Our commitment to a comprehensive education is evident through core subjects (English, mathematics, social sciences, and science) and a rich array of elective offerings, all in alignment with our charter petition and graduation requirements.  Our dedication to student success is reflected in our provision of 4-year plans and support programs aimed at facilitating timely high school graduation. To address individual needs and challenges, we provide credit recovery classes and craft personalized graduation plans. These plans meticulously outline the courses students undertake throughout their high school journey, ensuring alignment with UC/CSU requirements and a pathway to academic success.  At MSA-4, we believe in equipping our students with the knowledge and tools they need not only to graduate but also to excel in their future endeavors, whether in higher education or the workforce. Our commitment to academic excellence remains unwavering, and we continue to adapt and innovate to meet the evolving needs of our students.	MSA-4 is dedicated to providing equitable access to a comprehensive course of study for all our students. Our locally selected measures and tools reveal that, consistently across school sites and student groups, every student can access a broad array of courses, including core subjects and elective offerings.  Our commitment to equal educational opportunities is evident in the absence of significant differences in access to, and enrollment in, our course offerings across various student groups. We have actively worked to eliminate disparities and ensure that all students can access a rich and diverse educational experience regardless of their backgrounds.  Over time, we have made significant progress in expanding access to a broad course of study. By closely monitoring enrollment patterns and utilizing targeted interventions, we have successfully increased student participation in advanced classes, including Advanced Placement (AP) and Dual Enrollment options. Our efforts have resulted in a more inclusive and equitable educational environment where every student can thrive academically.  In summary, our locally selected measures demonstrate that MSA-4 is committed to providing all students with equal access to a comprehensive course of study, and we have made substantial strides in achieving this goal. We will continue prioritizing equity and access in our educational programs to ensure every student can reach their full academic potential.	MSA-4 is committed to providing all students comprehensive access to college-preparatory, STEAM-focused courses.   Our curriculum is designed to meet rigorous academic standards and foster critical thinking, creativity, and innovation. We believe in equipping our students with the knowledge and skills necessary for success in both higher education and the ever-evolving workforce.  At MSA-4, we recognize the importance of a well-rounded education beyond textbooks and classrooms. Our students have access to diverse courses and extracurricular activities, empowering them to explore their interests, passions, and talents.  Furthermore, our commitment to STEAM (Science, Technology, Engineering, Arts, and Mathematics) education prepares students for the challenges and opportunities of the modern world. We believe that a STEAM-focused curriculum enhances academic achievement and cultivates the problem-solving skills and adaptability needed for the future.  In line with our commitment to providing a holistic education, MSA-4 is proud to partner with local community colleges and offer dual enrollment courses. This initiative enables our students to earn college credits while still in high school, providing a valuable head start on their higher education journeys. We remain dedicated to continuous improvement and innovation in our educational programs, ensuring that our students receive the best possible foundation for success in higher education and beyond.	MSA-4 is unwavering in its commitment to providing all our students with a comprehensive, college-preparatory, and STEAM-focused course of study. Our ultimate goal is to ensure that every graduate is well-prepared for college and career success.  We are dedicated to expanding our program offerings to enrich our students' educational experience further. This includes introducing additional elective courses aligned with various career pathways, continuing health and physical education, enhancing diverse arts programs, and increasing emphasis on civics, Life Skills, and Social and Emotional Learning (SEL) programs, among others. We are also eager to provide our students hands-on learning opportunities, such as instructional field trips, internships, community service initiatives, and various clubs.  However, we acknowledge that the availability of financial and human resources plays a crucial role in realizing these programs. MSA-4 is fully committed to optimizing its available resources to deliver a well-rounded educational experience that empowers our students to excel academically and personally. Our dedication to their success remains steadfast.	Met		22JUN2023	2023
19647330117648	Magnolia Science Academy 6	7	MSA-6 designs its master schedule to meet the needs of its students to ensure all academic content areas are available to all students, including all student groups. Core subjects (English, mathematics, social sciences, and science) and electives are offered aligned with our charter petition and graduation requirements. As evidenced by the school master schedule, elective forms, class rosters, student schedules and transcripts, MSA-6 strives to offer a well-rounded education to our students.	As evidenced by our master schedule, elective forms, class rosters, student schedules and transcripts, 100% of students have access to a broad course of study, including core subjects (English, mathematics, social sciences, and science) and electives as outlined in our charter petition. We also provide all other academic programs and services outlined in our charter petition, certain programs and services being dependent on student need and interest. For example; we provide CCSS aligned ELA and math intervention classes to all students who are in need of additional support. We provide designated and integrated ELD instruction, support and intervention to ELs and immigrant students. We closely monitor student progress in ELA/Literacy, math, and ELD as measured by our  interim assessments (MAP, IAB, etc.)	MSA-6 provides access to a college-preparatory, STEAM focused broad course of study for all our students.	MSA-6 will continue to provide access  to a college-preparatory, STEAM focused broad course of study for all our students. We will ensure that all our students graduate college and career ready. In an effort to provide a more well-rounded education to our students, MSA-6 will strive to offer additional programs such as more elective courses aligned with career pathways, continued health and physical education, diverse arts programs, increased civics, Life Skills, and SEL programs, etc., as well as provide our students with experiential learning opportunities, including but not limited to, instructional field trips, internships, community service programs, clubs, etc. Such additional programs depend on the availability of financial and human resources. MSA-6 will make the best use of its resources to provide a well-rounded education experience to our students.	Met		22JUN2023	2023
19647330117655	Magnolia Science Academy 7	7	MSA-7 designs its master schedule to meet the needs of its students to ensure all academic content areas are available to all students, including all student groups. Core subjects (English, mathematics, social sciences, and science) and non-core subject areas such PE, Health, and Art are offered aligned with our charter petition and graduation requirements. Our students with disabilities have access to all general education curriculum and programs with RSP support as indicated in their IEPs. As evidenced by the school master schedule, class rosters, student schedules and transcripts, MSA-7 strives to offer a well-rounded education to our students.	As evidenced by our master schedule, after school club forms, class rosters, student schedules and transcripts, 100% of our students have access to a broad course of study, including core subjects (English, mathematics, social sciences, and science) and specials as outlined in our charter petition such as Computer, PE/Health, and Life Skills (Character Education). We also provide all other academic programs and services outlined in our charter petition, certain programs and services being dependent on student need and interest. For example; we provide CCSS aligned ELA and math intervention classes to all students who are in need of additional support. We provide designated and integrated ELD instruction, support and intervention to ELs and immigrant students. We closely monitor student progress in ELA/Literacy, math, and ELD as measured by our  interim assessments (MAP, IAB, etc.) We provide students with opportunities to participate in Enrichment Programs based on student needs and interests.	MSA-7 provides access to a college and career awareness, STEAM focused broad course of study for all our students.	MSA-7 will continue to provide access to a college and career week to develop and motivate students to be college and career ready. In an effort to provide more well-rounded education to our students, MSA-7 will strive to offer additional non core subject programs to bring awareness to college and career readiness, health and physical education, diverse arts programs, sports programs, character education, and SEL programs, etc. In addition, we will continue to provide our students with experiential learning opportunities, including but not limited to, instructional field trips, community service programs, clubs, etc. Such additional programs depend on the availability of financial and human resources. MSA-7 will make the best use of its resources to provide a well-rounded educational experience for our students.	Met		22JUN2023	2023
19647330117846	Para Los Niños Middle	7	To track the extent to which all students have access to, and are enrolled in, a broad course of study the LEA uses its student information system to progress monitor student access to a broad course of study. Examples include: English Language Arts, English Language Development, Mathematics, Math Practices, Social Science, Science, Physical Education, and Health. Students are also provided access to courses of study related to Visual and Performing Arts although this content areas is not included in the grading reports.  All students, including students with exceptional needs, are provided with the appropriate programming and services to ensure they have access to high-quality instruction and differentiated support necessary to achieve success. Finally, the LEA regularly reviews data on student progress across this broad course of study and board members review progress monitoring data three times a year.	All students enrolled in the LEA have access to, and are enrolled in, a broad course of study. Each grade level designs a schedule, reviewed by the authorizing LEA’s Charter School Division, that ensures access to the broad course of study. Students will exceptional needs learn in a full inclusion model where they receive differentiated supports from Special Education service providers.	The LEA did not identify any barriers preventing access to a broad course of student for all students.	To continuing providing universal access to a broad course of study as outlined in California Education Code 51210, the LEA will continue utilizing current strategies that have successfully provided access to relevant programs and services for all students, including those with exceptional needs.	Met		22JUN2023	2023
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 are reviewed to track the extent to which all students have access to a broad course of study. Teacher survey data is also used to assess the proper implementation of State standards. School leadership also reviews annual student enrollment data.	All students and subgroups have access to the same curriculum at SKA which includes all core subjects. STEM lab courses (i.e., college and career exploration labs), Physical Education, and Advisory (SEL lessons and independent practice opportunities) are offered to students in all grades. Algebra I is offered to all 8th grade students. Tiered English Language Development classes are offered to English Language learners. 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.	All students and student groups have access to the same curriculum at SCA which includes a broad course of study in core subject areas, as well as regular physical activity. A block schedule that includes an advisory period allows for social-emotional learning opportunities, as well as additional intervention and support to students with IEPs.	SKA plans to implement further professional development to enhance support for multilingual learners, as well as ensure that all instruction is on grade-level, engaging, affirming, and meaningful for students.	Met		13JUN2023	2023
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, Phonics, 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		15JUN2023	2023
19647330117911	New Millennium Secondary	7	Every NMSS student has access to the curriculum provided in their 4 years. And the knowledge of it and reminders comes from the counselor and staff. There are support classes offered that allow the students to strengthen their skills in order to be able to be successful in all NMSS classes. All students have access to free college classes offered through partnerships with Southwest College and East Los Angeles College. These college classes allow for a broad course of study and are available to all students. Student input is given in forms of surveys for the students so college classes are the most successful they can be. There is a time frame given for the college class that will allow students to be successful. College classes are always offered during the school day. Powerschool is the main information source for enrolling, the classes, and the progress. We also use Edgenuity for a broad course of study adds more class options and serves exceptional needs students. We are able to use real time data from Powerschool and Edgenuity as a tool of Evidence to help in our daily supports for students. Surveys and one-on-one meetings continue to also be a self-reflection tool in deciding class schedules, courses, and individual needs.	Every student will be taking a diagnostic test at the beginning of the school year to determine what would be the best classes for them. The results will determine what math classes and what English support classes the students will have access to. The results are discussed in professional development and with the counselor. The interest surveys will also help to increase a broad course of study for college classes. All students have access to college classes. Edgenuity provides more class opportunity to expand their horizons of class menu. Our counselor meets with each student and has a credit tracker to follow their progress.	The number of sections for English and math classes have been expanded. We have a support class Jaime Escalante that all 9th grade students start out in along with Algebra 1. We have also added more courses for the students because Edgenuity was adopted. College Classes are now in person again with a professor coming onto campus. All students have access to a broad course of study because we have added Edgenuity.	Summer Surveys will go out to students. There will be multiple summer community meetings talking about classes and internal benchmark assessments. The incoming freshmen will have a week-long summer bridge program where they can learn more about the classes offered and internal assessments. Adding Edgenuity though has been a new course of action that was implemented to ensure access to a broad course of study for all students. And college class interest surveys aid in the interest and implementation.	Met		12JUN2023	2023
19647330117937	ICEF Vista Elementary Academy	7	ICEF Vista Elementary Academy (IVEA) established in 2008 is a tuition-free, public charter school and serves approximately 293 students in grades TK-5 with the following demographics: 96% Hispanic, 3% African American, 12% Students with Disabilities (SWD), 39% English Learners (EL), 1% Foster Youth (FY), 7% Homeless Youth (HY), and 98% 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 Music 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		15JUN2023	2023
19647330117952	ICEF Innovation Los Angeles Charter	7	ICEF Innovation Los Angeles Charter School currently serves 249 students in grades TK-5.  Our student demographics include: 46% African American, 53% Hispanic, of which 12% are Students with Disabilities (SWD); 26% English Language Learners (EL); 2% Foster Youth (FY); 8% Homeless Youth (HY), and 98% Socioeconomically Disadvantaged (SED).  The mission of ICEF Public Schools is to prepare all students to attend and compete at the top 100 colleges and universities in the nation. Our goal is that each scholar is fit not only to attend, compete, and graduate from a top college or university, but also to effect change as leaders within the communities they will live and serve.  ICEF Innovation Los Angeles Charter School provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of ICEF Innovation Los Angeles Charter School’s educational program.   ICEF Innovation Los Angeles Charter School uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include master schedule, student course schedule (semester), report cards, student presentations, and parent/conference reports. In addition, this will be verified by the principal during classroom observations and ensure classroom schedules are being followed.	An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.  At ICEF Innovation Los Angeles Charter School, all students in grades TK-5 have access to and are enrolled in ELA (social studies embedded), mathematics, science, and physical education. In addition, 100% of students in grades TK-5 have access to and are enrolled in Visual Art, and Music 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		15JUN2023	2023
19647330117978	Goethe International Charter	7	Goethe International Charter School is a WASC-accredited tuition-free public school serving approximately 393 students in grades K-8 with the following demographics: 41% White, 25% Hispanic, 15% Two or more Races, 12% African American, 5% Asian, 2% Filipino, 8% Students with Disabilities (SWD), 14% English Learners (EL), 1% Foster Youth (FY), and 23% 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 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 (TK-8); Spanish (3-8), German (TK -8), Coding (6-8), Performing Arts (6-8); and Product Design (6-8).	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		26JUN2023	2023
19647330118588	Alain Leroy Locke College Preparatory Academy	7	The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair.	In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; Master schedule reflects an emphasis on A-G curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.	The school provides all students with a wide range of courses, including A-G requirements.	The school works to meet the needs of all student groups including Emergent Learners (ELs), students with disabilities, students experiencing homelessnes and foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to internal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.	Met		30JUN2023	2023
19647330119982	Equitas Academy Charter	7	Due to the structure of our schools, and the focus on access for all to a broad course of study, all students are given the exact same enrollments. Students with disabilities accommodations are met, and English Language Learners receive Designated English Language Development.	All students are given the same rigorous curriculum across content areas and grade levels to ensure this is met. We have purchased a curriculum in science, social studies, English and math that is given to students at all grade levels.	No barriers identified.	None	Met		29JUN2023	2023
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, Phonics, and History. 5th grade core classes are English, History, Science, Math, and Physical Education. 6th grade core classes are English, History, Science, Math, and Physical Education. 7th grade core classes are English, History, Science, Math, and Physical Education. 8th grade core classes are English, Math, Science, 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 also offers Fundamentals of Art for 5th grade students and Music for 6th grade students. 7th and 8th grade students are offered 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		15JUN2023	2023
19647330120022	Valor Academy Middle	7	The school uses Aeries as the Student Information System to place all students, regardless of grade, unduplicated students groups or individuals with exceptional needs into a broad course of study, and measures success through state tests. Each student has access to the core curriculum consisting of English, Mathematics, Science, Social Sciences, Visual and Performing Arts.	All students regardless of student group or school site have access to and are enrolled in a broad course of study including English, Mathematics, Social Sciences, Visual and Performing Arts and at High Schools, Foreign Language.	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		27JUN2023	2023
19647330120030	Alliance College-Ready Middle Academy 4	7	Our rigorous graduation requirements ensure that all students have access to a course of study that prepares students to meet A-G requirements. We serve our students according to the priorities of LCFF and provide electives, interventions, and an advisory program to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students have the prerequisites to meet A-G graduation requirements in high school and provide them with the information they need to successfully enter into high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.	As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for college.	We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size as a single school LEA.	We will continue to work to provide students with a wide range of course options, including social-emotional learning, while at the same time including those needed to complete A-G requirements once they enter high school.	Met		07JUN2023	2023
19647330120071	New Designs Charter School-Watts	7	The school provides all students (including unduplicated students and students with disabilities) with access to a broad course of study which includes English, Math, Social Science, Science, Lab Science, Visual and Performing Arts, Foreign Language, Physical Education, and CTE Pathways.   The school ensures that on successful graduation, students will have completed required A-G courses to allow access to all postsecondary options, and especially meeting and exceeding admission requirements to UC/CSU colleges. The school is also in process of implementing a variety of measures to mitigate learning loss due to COVID-19, expand credit recovery options, and ensure students with special needs as well as struggling students are not left out or behind. To improve access to broad course of study the school is also improving in ancillary areas like improved school climate, safety and environment as well as increased and improved positive student engagement’  To track student access to a broad course of study the school annually conducts an analysis of student transcripts which show student enrollment in courses offered. The school also uses the master schedule and the daily schedule which show student enrollment in courses of study as well as track their movement from subject to subject on any given day. Counselors, students, and parents/guardians also monitor whether the student is on track to graduate, and their feedback shows the extent of access to available programs.	An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study.   At New Designs Charter School. All students are enrolled in ELA, mathematics, science/lab science, social studies, and physical education (with a nutrition component). In addition, our Middle School students also have access to and can enroll in Technology and ACE Math and/or ACE English. Our High School students have access to and can enroll in college preparatory electives, Lab Science, CTE Pathways (Law & Diplomacy, Information Technology, Finance Academy, Medical Science, and Engineering), AP courses, Naviance Career Planning, and UC A-G approved courses.  New Designs Charter School’s high school graduation requirements far exceed UC A-G eligibility requirements. There are no differences in accessibility to courses across student groups at New Designs Charter School-Watts.	Currently, 100% of the students have access to a broad course of study and New Designs Charter School will continue to monitor this to ensure no barriers arise to change access.	Due to the current success of New Designs Charter School in providing all students with access to a broad course of study, no changes are currently planned, however, this data will continue to be monitored and revisions made, with implementation as needed.	Met		06JUN2023	2023
19647330120097	Academia Moderna	7	NULL	NULL	NULL	NULL	Not Met			2023
19647330120477	Aspire Titan Academy	7	With support from Aspire Public Schools, we utilize our Student Information System to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study. We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment are equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		22JUN2023	2023
19647330120527	Watts Learning Center Charter Middle	7	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 grades 6-8 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: Middle School Success (6-7) and Introduction to Business (Gr 7). There are no differences in accessibility to courses, across student groups at WLC – Charter Middle School. A Designated ELD course is provided for all English Learners (Grades 6-8).	The middle school would need to employ additional teachers to further expand the course of study. This is dependent upon annual LCFF funding. The middle school will continue to monitor to ensure all students have access to the offered course of study.	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, data will continue to be monitored and revisions made based on identified needs.	Met		26JUN2023	2023
19647330121079	Ararat Charter	7	The LEA tracks the extent to which all students have access to a broad course of study, unduplicated student groups, and individuals with exceptional needs by: 1) Classroom schedules that include art, computer lab, music, world language instruction, and social and emotional learning for all students. 2) The World Language teachers' daily schedule. 3) The Music teacher's daily schedule. 4) The Computer Lab teacher's daily schedule.	100% of students have access to and are enrolled in a broad course of study.  All students at the LEA benefit from: Art, Music, World Languages, Computer Lab, Social and Emotional Learning, beyond the traditional content areas of ELA, Math, Science, and Social Studies.	None.	None.	Met		01JUN2023	2023
19647330121137	Ingenium Charter	7	We utilize our Student Information System to capture all student data including class enrollment, attendance, and interventions. We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment and access to a broad course of study. All students receive access to the core subjects (Math, ELA, Science, ELD, and Social Studies), in addition to P.E. In addition, the school offers art as an elective for all students.   This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate. Additionally, supplemental ELA and Math program progress is tracked and shared with students consistently. All parents or guardians are given access to their student's PowerSchool record to track student work and progress. This also ensures that all students have access to a broad course of study.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the the SST process, IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		13JUN2023	2023
19647330121285	Alliance Cindy and Bill Simon Technology Academy High	7	Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.	As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for college.	We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size as a single school LEA.	We will continue to work to provide students with a wide range of course options, including social-emotional learning, while at the same time including those needed to complete A-G requirements once they enter high school.	Met		07JUN2023	2023
19647330121293	Alliance Tennenbaum Family Technology High	7	Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.	As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for college.	We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size as a single school LEA.	We will continue to work to provide students with a wide range of course options, including social-emotional learning, while at the same time including those needed to complete A-G requirements once they enter high school.	Met		07JUN2023	2023
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, Phonics, 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, Music, Physical Education, 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		15JUN2023	2023
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 Science, Math, English, Phonics, and Social Studies. 5th grade core classes are English, Social Studies, Science, and Math. 6th grade core classes are English, Social Studies, Science, and Math. 7th grade core classes are English, Social Studies, Science, and Math. 8th grade core classes are English, Math, Science, and Social Studies. In addition to the core classes listed above, students have access to various electives during their time at KCCP. For K-4th grade students, we offer Physical Education and Art. For 5th - 8th students, we offer: Music and Physical Education for 5th grade students; Art and Physical Education for 6th grade students; Music and Physical Education for 7th grade students; and Art and Physical Education for 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		15JUN2023	2023
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.	Met		28JUN2023	2023
19647330122242	TEACH Academy of Technologies	7	NULL	NULL	NULL	NULL	Not Met			2023
19647330122481	Animo Jefferson Charter Middle	7	The school works to meet the needs of all student groups including Emergent Learners (ELs), students with disabilities, students experiencing homelessnes and foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to internal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.	The school works to meet the needs of all student groups including Emergent Learners (ELs), students with disabilities, students experiencing homelessnes and foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to internal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.	The school works to meet the needs of all student groups including Emergent Learners (ELs), students with disabilities, students experiencing homelessnes and foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to internal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.	The school works to meet the needs of all student groups including Emergent Learners (ELs), students with disabilities, students experiencing homelessnes and foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to internal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.	Met		30JUN2023	2023
19647330122556	Citizens of the World Charter School Hollywood	7	Citizens of the World – Hollywood is a WASC-accredited serving approximately 428 students in grades TK-5 with the following student demographics: 38% White, 37% Hispanic, 9% Asian, 8% 2+ Races, 6% African American, 2% Filipino, including 10% Students with Disabilities (SWD), 15% English Learners (EL), 2% Homeless Youth (HY), 0.2% Foster Youth, and 49% Socioeconomically Disadvantaged.  Our mission is to create a high-achieving public school for a diverse community of students, developing their abilities, confidence, and sense of responsibility for themselves and their community.  CWC-Hollywood provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of our educational program.   CWC-Hollywood uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include master schedule, 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 - Hollywood, 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 Music and Visual Art 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		28JUN2023	2023
19647330122564	Camino Nuevo Elementary #3	7	The tools that the LEA uses to track the extent to which all students have access to, and are enrolled in, a broad course of student, include: -A robust college counseling program aimed at enrolling all students in a-g courses -The collection of multi-subjects teachers’ schedules at the TK-5 schedule, with a review by administrators to look for all core subjects -The design of an electives/specials schedule that provides students with enrichment opportunities in the arts, PE, and STEM   The LEA has a full inclusion model for both students with disabilities and multilingual learners, so they are not excluded from a broad course of study.	All students are enrolled in a broad course of study with respect to the core classes.  Students in grades TK-5 and high school have access to and are enrolled in a broad course of elective or enrichment offerings as well.  Most students at the middle school level (grades 6-8) are enrolled in a broad course of study.  Subgroups who we must prioritize in this area are middle school students who are dually identified as ELLs and students with disabilities, as well as students who are performing below grade level in both math and reading.  These students are enrolled in limited enrichment electives.	The barrier to providing the middle school subgroups identified above access to a broad course of study is that they are in multiple academic support classes during the elective blocks.	For the 23-24 school year we are piloting a new master schedule in an attempt to ensure that all students receive both elective and academic intervention courses, as well as their core subjects.	Met		20JUN2023	2023
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		08JUN2023	2023
19647330122614	Aspire Gateway Academy Charter	7	With support from Aspire Public Schools, we utilize our Student Information System, PowerSchool, to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study.We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		22JUN2023	2023
19647330122622	Aspire Firestone Academy Charter	7	With support from Aspire Public Schools, we utilize our Student Information System, PowerSchool, to capture all student data, class enrollment, and interventions. All administrators, teachers, counselors, and families review that data to ensure student access to a broad course of study. We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent to which all students have access to, and are enrolled in, a broad course of study. All of our students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. and Music. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs, and additional supports are put in place, if necessary, for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, these are addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of a student's exceptional needs, they are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		22JUN2023	2023
19647330122630	Para Los Niños - Evelyn Thurman Gratts Primary	7	To track the extent to which all students have access to, and are enrolled in, a broad course of study the LEA uses its student information system to implement standards-based grading approach where each grade level is assigned all relevant state standards for a broad course of study. Examples include English Language Arts, English Language Development, Mathematics, Math Practices, Social Science, Science, and Physical Education. Students are also provided access to courses of study related to Visual and Performing Arts and Health although these content areas are not included in the standards-based grading approach. All students, including students with exceptional needs, are provided with  the appropriate programming and services to ensure they have access to high- quality instruction and differentiated support necessary to achieve success.  Finally, the LEA regularly reviews data on student progress across this broad course of study and board members review progress monitoring data three times a year.	All students enrolled in the LEA have access to, and are enrolled in, a broad course of study. Each grade level designs a schedule, reviewed by the authorizing LEA’s Charter School Division, that ensures access to the broad course of study.  Students will exceptional needs learn in a full inclusion model where they receive differentiated supports from Special Education service providers.	The LEA did not identify any barriers preventing access to a broad course of study for all students.	To continuing providing universal access to a broad course of study as outlined in California Education Code 51210, the LEA will continue utilizing current strategies that have successfully provided access to relevant programs and  services for all students, including those with exceptional needs.	Met		22JUN2023	2023
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		13JUN2023	2023
19647330122721	Aspire Pacific Academy	7	With support from Aspire Public Schools, we utilize our Student Information System to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study. We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), Art, in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		22JUN2023	2023
19647330122739	Vista Charter Middle	7	All students at VCMS have access to highly qualified teachers in core classes as evidenced by our master schedule. Students with disabilities participate in our fully inclusive Special Education program and receive pull out and push in services as evidenced by service logs. English Learners receive integrated an instruction on a daily basis as evidence by lesson plans.	All students at VCMS have access to a broad course of study. All core classes have a curriculum which students have digital access to. Aside from core classes, teachers are committed to cross curriculum lessons that expose students to various disciplines ranging from engineering, technology and the arts.	Students at VCMS do not have any barriers preventing them from accessing a broad course of study.	Based on the data provided by CAASPP, a heavier focus will be placed on content PD and instructional coaching will be centered around checking for understanding and common formative assessments.	Met		12JUN2023	2023
19647330122747	Magnolia Science Academy Bell	7	MSA Bell designs its master schedule to meet the needs of its students to ensure all academic content areas are available to all students, including all student groups. Core subjects (English, mathematics, social sciences, and science) and electives are offered aligned with our charter petition. As evidenced by the schoolmaster schedule, elective forms, class rosters, student schedules, and transcripts, MSA-Bell strives to offer a well-rounded education to our students. Furthermore, MSA Bell support staff responsibilities shifted due to the pandemic to ensure connectivity to school. This included phone outreach to determine student needs such as Hot Spots for Internet, Chromebook, or providing technical support to ensure connectivity to classes and the available platforms. All technology is managed and monitored to ensure appropriate usage and inventory.	As evidenced by our master schedule, elective forms, class rosters, student schedules, and transcripts, 100% of students have access to a broad course of study, including core subjects (English, mathematics, social sciences, and science) and electives as outlined in our charter petition. We also provide all other academic programs and services outlined in our charter petition, certain programs, and services being dependent on student need and interest. For example, we provide designated and integrated ELD instruction, support and intervention to ELs and immigrant students. We closely monitor student progress in ELA/Literacy, math, and ELD as measured by our  internal assessments (MAP, IAB, etc.) All students have access to “Advisory” classes (college planning and career exploration program) and programs preparing students for college readiness and socio-emotional development. The Learning Management System provides teachers with resources to monitor academic progress and tips to connect with students. Mentorship is monitored through the LMS to ensure every child has an adult connection on campus. Furthermore, MSA Bell has provided students with information regarding A-G courses, as well as offered opportunities to take courses such as Algebra 1, Geometry, or world language courses (Spanish 1 and 2) that would earn credit towards their high school pathway.	MSA Bell has executed extensive plans to ensure and provide ongoing connectivity. The major hindrance impacting student connection is the inability to form a personal connection in the virtual environment versus in-person. The pandemic has lead to the monitoring of various data points that identifies our neediest students and extensive plans have been generated to connect or reconnect students and families. These plans include, but not limited to, home visits, conferences and follow-ups, creation of personalized scheduled, support to connect to the various platforms, etc.	The following is a list of strategies and actions that are being reviewed for implementation/execution. Some of these plans are currently in action and will be adjusted to continually enhance positive student outcomes.   - Increase tele-outreach to support in various areas such as the transition to hybrid, and educate with online tools such as Illuminate and ParentSquare.   - Evaluate instructional practices to highlight promising instructional practices such as a focus on power standards, ensure assignments are relevant to finish product, emphasize learning skill sets and recognition of the process for learning, staff sharing, and highlighting instructional practices during meetings.  - Adjustment of schedule to ensure time is allocated for an appropriate break and lunchtimes, and shift advisory to assist with academic interventions  - Dedicated task force members to highlight and solicit information about reopening, to be part of the decision-making process.   - As students return, opportunities to increase student-to-student interactions will be explored further through professional development.  - As students return to campus, the instructional staff will focus on reviewing and adjusting the school-wide expectation matrix to continue to align with our PBIS goals.  - Explore communication inhibiting factors	Met		22JUN2023	2023
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 balanced literacy program, which includes phonics, reading workshop and writing workshop, become mathematicians through our study of Singapore math, and have access to and master 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 through a common use of “cool tools” and “PAWS” which help our students understand and be able to adhere to school-wide expectations. Music and art are integrated into projects and all students participate in a robust and fun physical education program. In addition to physical education, all students at VCES participate in a weekly yoga 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 Director of Operations to provide organization-wide support on operations so that the Executive Director and school leaders can reallocate time to program quality and continuous improvement. In SY 22-23, VCES also integrated yoga into the weekly schedule for all VCES students. In SY 23/24, VCES will hire a part-time art teacher to focus time in TK and Kindergarten classrooms, as well as plan and execute 1-2 big art projects at each grade level.	Met		26JUN2023	2023
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 a mastery-based math curriculum rooted in Eureka math, and have access to science and history standards through our unique and engaging project-based curriculum and use of TCI “Bring History Alive” and “Bring Science Alive” curricula. 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 a dedicated Assistant Teacher to support all students to access the curricula and we have a dedicated RSP teacher and Behavior Interventionists as needed to support our students with disabilities. For the 23/24 school year, VCMS will be offering an elective in addition to physical education for our 7th and 8th graders.	With the exception of attendance and tardiness,, 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 23-24, 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		26JUN2023	2023
19647330122861	Camino Nuevo Charter Academy #2	7	The tools that the LEA uses to track the extent to which all students have access to, and are enrolled in, a broad course of student, include:      -A robust college counseling program aimed at enrolling all students in a-g courses      -The collection of multi-subjects teachers’ schedules at the TK-5 schedule, with a review by administrators to look for all core subjects      -The design of an electives/specials schedule that provides students with enrichment opportunities in the arts, PE, and STEM   The LEA has a full inclusion model for both students with disabilities and multilingual learners, so they are not excluded from a broad course of study.	All students are enrolled in a broad course of study with respect to the core classes.  Students in grades TK-5 and high school have access to and are enrolled in a broad course of elective or enrichment offerings as well.  Most students at the middle school level (grades 6-8) are enrolled in a broad course of study.  Subgroups who we must prioritize in this area are middle school students who are dually identified as ELLs and students with disabilities, as well as students who are performing below grade level in both math and reading.  These students are enrolled in limited enrichment electives.	The barrier to providing the middle school subgroups identified above access to a broad course of study is that they are in multiple academic support classes during the elective blocks.	For the 23-24 school year we are piloting a new master schedule in an attempt to ensure that all students receive both elective and academic intervention courses, as well as their core subjects.	Met		20JUN2023	2023
19647330123133	Alliance Susan and Eric Smidt Technology High	7	Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.	As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for college.	We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size as a single school LEA.	We will continue to work to provide students with a wide range of course options, including social-emotional learning, while at the same time including those needed to complete A-G requirements once they enter high school.	Met		07JUN2023	2023
19647330123141	Alliance Ted K. Tajima High	7	Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.	As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for college.	We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size as a single school LEA.	We will continue to work to provide students with a wide range of course options, including social-emotional learning, while at the same time including those needed to complete A-G requirements once they enter high school.	Met		07JUN2023	2023
19647330123158	Arts In Action Community Charter	7	The LEA uses staff, student and family survey results, monthly leadership walkthroughs/audits, classroom observations, data analysis, and feedback from other schools that serve similar student populations in order to track the extent to which students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and students with exceptional needs. In addition, the school ensures that staff members who work with unduplicated student groups are able to provide input during Instructional Leadership Team meetings and PLCs. Parents and families also provide input and conduct classroom observations as part of ELAC and School Site Council.	All students fully have access to, and are enrolled in, a broad course of study. This is true both overall, and for significant subgroups, including but not limited to students with disabilities, students who are English Learners, and students of low socio-economic status (which is more than 95% of the student population).  Access to high quality instruction continues to improve year to year, but was impacted during the pandemic and online learning. The school has spent considerable effort reviewing and revising curriculum and instructional materials, as well as providing comprehensive training, support, and coaching to instructional staff to encourage full implementation of school resources.	Barriers preventing the LEA from providing access to a broad course of study are minimal. The LEA prioritizes supports and funding targeted towards ensuring access to a broad course of study for all students. We believe it is a core component of social justice in education. That being said, considerable time and investment is needed to constantly review and reflect on programming and services, and adapt to changing needs.   It is difficult to carve out time when the state has expanded requirements and added an additional 30 days of instruction to ensure crucial ELOP funding. This makes time in the summer for dedicated planning more difficult. However, the LEA is still making it happen.	Through multiple measures, including state test results, it is apparent that the LEA still has far to go in narrowing the gap towards meeting standards for all students, including significant subgroups. While there is year to year growth, there is a need for accelerated growth and increased opportunities for intervention and tiered instruction. This year, the school has worked to expand and improve tier 2 and 3 supports, as well as improve tier 1 instruction and instructional best practices.	Met		10JUN2023	2023
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		13JUN2023	2023
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		13JUN2023	2023
19647330123992	Animo Ellen Ochoa Charter Middle	7	The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair.	In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; Master schedule reflects an emphasis on A-G curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.	The school provides all students with a wide range of courses, including A-G requirements.	The school works to meet the needs of all student groups including Emergent Learners (ELs), students with disabilities, students experiencing homelessnes and foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to internal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.	Met		30JUN2023	2023
19647330124008	Animo James B. Taylor Charter Middle	7	The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair.	In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; Master schedule reflects an emphasis on A-G curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.	The school provides a broad course of study to all students.	The school works to meet the needs of all student groups including Emergent Learners (ELs), students with disabilities, students experiencing homelessnes and foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to internal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.	Met		30JUN2023	2023
19647330124016	Animo Legacy Charter Middle	7	The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair.	In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; Master schedule reflects an emphasis on A-G curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.	The school provides a broad course of study to all students.	The school works to meet the needs of all student groups including Emergent Learners (ELs), students with disabilities, students experiencing homelessnes and foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to internal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.	Met		30JUN2023	2023
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 run 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-5 level. 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 and performance 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 6th grade students have two core blocks in each classroom, while our 7th and 8th graders receive 4 core subjects daily with single-subject credentialed teachers for ELA, Math, Social Studies, and Science.	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.	To ensure students have a broad course of study, students in 7th and 8th grade now receive individualized core content instruction taught by single-subject credentialed teachers. In addition, electives courses occur at the same time as ELD blocks, to ensure middle school students do not miss out on core instruction during designated ELD time. In addition, Extera is working to hire an after school Spanish teacher to provide Spanish language instruction to students during the after school program in collaboration with the after school program.	Met		13JUN2023	2023
19647330124222	Rise Kohyang Middle	7	The school uses Aeries as the Student Information System to place all students, regardless of grade, unduplicated students groups or individuals with exceptional needs into a broad course of study, and measures success through state tests. Each student has access to the core curriculum consisting of English, Mathematics, Science, Social Sciences, Visual and Performing Arts.	All students regardless of student group or school site have access to and are enrolled in a broad course of study including English, Mathematics, Social Sciences, Visual and Performing Arts and at High Schools, Foreign Language.	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		27JUN2023	2023
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 are reviewed to track the extent to which all students have access to a broad course of study. Teacher survey data is also used to assess the proper implementation of State standards. School leadership also reviews annual student enrollment data.	All students have access to a college-ready curriculum, as the school’s graduation requirements are aligned with the A-G course requirements for admission to a CSU/US. We offer a broad range of A-G-approved courses to allow students the opportunity to complete the A-G courses needed for graduation and college eligibility. SQA offers two CTE pathways—Computer Science and Engineering. SQA is currently working to build out a Biomedical pathway. Students have the instructional materials needed to participate in all classes. All students have the opportunity to participate in AP and Honors classes to encourage students to take a rigorous course of study. All AP courses are open enrollment as there are no teacher recommendations or minimum test score requirements to enroll in AP classes. We offer tiered English Language Development classes to our English Language Learners. We offer a variety of supports to increase student success in high school, including a weekly flex block and a math support class for incoming 9th graders to strengthen their skills while dually enrolled in Algebra I. 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 surveys, as well as monitor enrollment data.	Met		13JUN2023	2023
19647330124784	Aspire Slauson Academy Charter	7	With support from Aspire Public Schools, we utilize our Student Information System, PowerSchool, to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study. We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		22JUN2023	2023
19647330124792	Aspire Juanita Tate Academy Charter	7	With support from Aspire Public Schools, we utilize our Student Information System to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study.We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		22JUN2023	2023
19647330124800	Aspire Inskeep Academy Charter	7	With support from Aspire Public Schools, we utilize our Student Information System, PowerSchool, to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study. We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		22JUN2023	2023
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 (Math, ELA, Science, and Social Studies), as well as instruction in Visual and Performing Arts, Physical Education, and 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 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.	Met		28JUN2023	2023
19647330124826	Camino Nuevo Charter Academy #4	7	The tools that the LEA uses to track the extent to which all students have access to, and are enrolled in, a broad course of student, include: -A robust college counseling program aimed at enrolling all students in a-g courses -The collection of multi-subjects teachers’ schedules at the TK-5 schedule, with a review by administrators to look for all core subjects -The design of an electives/specials schedule that provides students with enrichment opportunities in the arts, PE, and STEM  -The LEA has a full inclusion model for both students with disabilities and multilingual learners, so they are not excluded from a broad course of study.	All students are enrolled in a broad course of study with respect to the core classes.  Students in grades TK-5 and high school have access to and are enrolled in a broad course of elective or enrichment offerings as well.  Most students at the middle school level (grades 6-8) are enrolled in a broad course of study.  Subgroups who we must prioritize in this area are middle school students who are dually identified as ELLs and students with disabilities, as well as students who are performing below grade level in both math and reading.  These students are enrolled in limited enrichment electives.	The barrier to providing the middle school subgroups identified above access to a broad course of study is that they are in multiple academic support classes during the elective blocks.	For the 23-24 school year we are piloting a new master schedule in an attempt to ensure that all students receive both elective and academic intervention courses, as well as their core subjects.	Met		20JUN2023	2023
19647330124891	Alliance Renee and Meyer Luskin Academy High	7	Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.	As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for college.	We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size as a single school LEA.	We will continue to work to provide students with a wide range of course options, including social-emotional learning, while at the same time including those needed to complete A-G requirements once they enter high school.	Met		07JUN2023	2023
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, Spanish, and Visual and Performing Arts. 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 pathways, 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		08JUN2023	2023
19647330124941	Alliance Margaret M. Bloomfield Technology Academy High	7	Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.	As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for college.	We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size as a single school LEA.	We will continue to work to provide students with a wide range of course options, including social-emotional learning, while at the same time including those needed to complete A-G requirements once they enter high school.	Met		07JUN2023	2023
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 Math, Science, English, Physical Education, and Social Studies. 8th grade core classes are Math, English, Social Studies, 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		15JUN2023	2023
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, Math, Science, and Physical Education. 8th grade core classes are English, Ethnic Studies, Science, Math, and Physical Education. In addition to the core classes listed above, students have access to various electives during their time at KSA. KSA offers Music to its 5th and 6th grade students. 7th and 8th grade students can also participate in 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		15JUN2023	2023
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, Math, Social Studies, and Physical Education. 8th grade core classes are Science, Math, Social Studies, 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 Art, Physical Education, 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		15JUN2023	2023
19647330125864	Ednovate - USC Hybrid High College Prep	7	To graduate from USC Hybrid High School, students must meet more rigorous requirements than the A-G requirements. This ensures that students are enrolled in a broad course of study, including core subjects and electives. In addition, to be promoted to each grade level and  graduate, students must meet requirements across six areas, our Annual College Readiness Indicators. Three, help measure and ensure students’ success in courses of study.   College Rigor metric- academic focused and enables the school to measure student progress across subjects and grades. Quarterly interim assessments are administered, which measure student learning and growth in core subjects. Analysis of data across all subgroups help to identify support students need.  Critical Thinking metric- is built around project-based learning. Students must complete PMC Journeys to synthesize their learning in class with real-world and/or creative applications. These projects annually, culminating in 12th grade with a capstone. This helps our students make connections across subjects and outside of the classroom.  Purpose metric- tracks the ten required community service or internship hours each student must complete each year. This helps to broaden students’ exposure outside of the classroom and make connections between the skills they’re building and their impact on the world around them.   Across all of these metrics, the school ensures appropriate support is in place for all students.	All students have access to a broad course of study, including 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 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 and Honors courses in response to student performance and interest. Courses relating to career readiness, have also been added to expand the broad course of study. Additional supports based on areas students show needs in have also been established, such as FLEX blocks.  USC Hybrid High also provides 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		15JUN2023	2023
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.	Met		28JUN2023	2023
19647330126169	Equitas Academy #2	7	Due to the structure of our schools, and the focus on access for all to a broad course of study, all students are given the exact same enrollments. Students with disabilities accommodations are met and services delivered in accordance with their IEPs, and English Language Learners receive Designated English Language Development.	All students are given the same rigorous curriculum across content areas and grade levels to ensure this is met. We have purchased a curriculum in science, social studies, English and math that is given to students at all grade levels.	None	In order to raise our ELA and math scores, we have hired a coach for ELA and math and have implemented PLCs to ensure that our curriculum is being delivered with the upmost rigor across our school. This will ensure equity and quality for all students.	Met		29JUN2023	2023
19647330126177	Citizens of the World Charter School Silver Lake	7	Citizens of the World – Silver Lake 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).  The mission of Citizens of the World – Silver Lake is to provide a socioeconomically, culturally, and racially diverse community of students in the heart of West Los Angeles with an intellectually challenging, experiential learning environment that develops each individual student’s confidence, potential, and individual responsibility as citizens of the world in which we live.  Citizens of the World – Silver Lake provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of Citizens of the World – Silver Lake’s educational program.   Citizens of the World – Silver Lake uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include master schedule, student course schedule (semester), report cards, student presentations, and parent/conference reports. In addition, this will be verified by the principal during classroom observat	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 the following electives in - Music (TK-5), Art (TK-8), Mindfulness (TK-5), Spanish (Gr 3-8), and Drama (Gr 6-8). 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		28JUN2023	2023
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 Mindfulness (TK-5), Spanish (Gr. TK-8), and Art (TK-8) 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		28JUN2023	2023
19647330126797	Aspire Centennial College Preparatory Academy	7	With support from Aspire Public Schools, we utilize our Student Information System to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study. We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E., Art, Technology, and Ethnic Studies for middle school. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		22JUN2023	2023
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, Beginning Music, and Physical Education 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		15JUN2023	2023
19647330127886	City Language Immersion Charter	7	City Language Immersion Charter uses a variety of tools to determine that all students have access to a broad course of study. Daily schedules are created at the start of the school year to ensure that an appropriate amount of minutes is being allocated to all areas of study. In addition, we look at several measures to determine how students are learning (i.e. iReady, PFT, ELPAC, and SBAC).	All students in the school have access to our general education program. This includes, but is not limited to, courses and coursework developed around the California Common Core State Mathematics and English Language Arts Standards, as well as the Next Generation Science Standards, the California English Language Development and History Social Science Content Standards. Since we are a single school-site LEA, we do not have differences across school sites.	As mentioned in the previous response, all students in our LEA have access to our general education courses.	We will continue to provide access for all students in our LEA access to a broad course of study as mandated by the California State Standards.	Met		28JUN2023	2023
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		27JUN2023	2023
19647330127910	Camino Nuevo High #2	7	The tools that the LEA uses to track the extent to which all students have access to, and are enrolled in, a broad course of student, include: -A robust college counseling program aimed at enrolling all students in a-g courses -The collection of multi-subjects teachers’ schedules at the TK-5 schedule, with a review by administrators to look for all core subjects -The design of an electives/specials schedule that provides students with enrichment opportunities in the arts, PE, and STEM   The LEA has a full inclusion model for both students with disabilities and multilingual learners, so they are not excluded from a broad course of study.	All students are enrolled in a broad course of study with respect to the core classes.  Students in grades TK-5 and high school have access to and are enrolled in a broad course of elective or enrichment offerings as well.  Most students at the middle school level (grades 6-8) are enrolled in a broad course of study.  Subgroups who we must prioritize in this area are middle school students who are dually identified as ELLs and students with disabilities, as well as students who are performing below grade level in both math and reading.  These students are enrolled in limited enrichment electives.	The barrier to providing the middle school subgroups identified above access to a broad course of study is that they are in multiple academic support classes during the elective blocks.	For the 23-24 school year we are piloting a new master schedule in an attempt to ensure that all students receive both elective and academic intervention courses, as well as their core subjects.	Met		20JUN2023	2023
19647330127936	PREPA TEC - Los Angeles	7	NULL	NULL	NULL	NULL	Not Met			2023
19647330127985	Ingenium Charter Middle	7	We utilize our Student Information System to capture all student data including class enrollment, attendance, and interventions. We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment and access to a broad course of study. All students receive access to the core subjects (Math, ELA, Science, ELD, and Social Studies), in addition to P.E. In addition, the school offers art as an elective for all students.   This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate. Additionally, supplemental ELA and Math program progress is tracked and shared with students consistently. All parents or guardians are given access to their student's PowerSchool record to track student work and progress. This also ensures that all students have access to a broad course of study.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the the SST process, IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		13JUN2023	2023
19647330128009	Alliance Virgil Roberts Leadership Academy	7	Our rigorous graduation requirements ensure that all students have access to a course of study that prepares students to meet A-G requirements. We serve our students according to the priorities of LCFF and provide electives, interventions, and an advisory program to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students have the prerequisites to meet A-G graduation requirements in high school and provide them with the information they need to successfully enter into high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.	As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for college.	We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size as a single school LEA.	We will continue to work to provide students with a wide range of course options, including social-emotional learning, while at the same time including those needed to complete A-G requirements once they enter high school.	Met		07JUN2023	2023
19647330128033	Alliance College-Ready Middle Academy 8	7	Our rigorous graduation requirements ensure that all students have access to a course of study that prepares students to meet A-G requirements. We serve our students according to the priorities of LCFF and provide electives, interventions, and an advisory program to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students have the prerequisites to meet A-G graduation requirements in high school and provide them with the information they need to successfully enter into high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.	As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for college.	We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size as a single school LEA.	We will continue to work to provide students with a wide range of course options, including social-emotional learning, while at the same time including those needed to complete A-G requirements once they enter high school.	Met		07JUN2023	2023
19647330128041	Alliance Kory Hunter Middle	7	Our rigorous graduation requirements ensure that all students have access to a course of study that prepares students to meet A-G requirements. We serve our students according to the priorities of LCFF and provide electives, interventions, and an advisory program to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students have the prerequisites to meet A-G graduation requirements in high school and provide them with the information they need to successfully enter into high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.	As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for college.	We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size as a single school LEA.	We will continue to work to provide students with a wide range of course options, including social-emotional learning, while at the same time including those needed to complete A-G requirements once they enter high school.	Met		07JUN2023	2023
19647330128058	Alliance College-Ready Middle Academy 12	7	Our rigorous graduation requirements ensure that all students have access to a course of study that prepares students to meet A-G requirements. We serve our students according to the priorities of LCFF and provide electives, interventions, and an advisory program to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students have the prerequisites to meet A-G graduation requirements in high school and provide them with the information they need to successfully enter into high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.	As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for college.	We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size as a single school LEA.	We will continue to work to provide students with a wide range of course options, including social-emotional learning, while at the same time including those needed to complete A-G requirements once they enter high school.	Met		07JUN2023	2023
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 run 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 level. 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 and performance 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.	Extera is working to hire an after school Spanish teacher to provide Spanish language instruction to students during the after school program in collaboration with the after school program.	Met		20JUN2023	2023
19647330128371	New Horizons Charter Academy	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
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 Art and Music 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 Social Studies. 8th grade core classes are English, Algebra, Physical Education, Science, and Social Studies. 7th and 8th grade electives available to all students are Art and 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		15JUN2023	2023
19647330129270	Animo Mae Jemison Charter Middle	7	The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair.	In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; Master schedule reflects an emphasis on A-G curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.	The school provides a broad course of study to all students.	The school works to meet the needs of all student groups including Emergent Learners (ELs), students with disabilities, students experiencing homelessnes and foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to internal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.	Met		30JUN2023	2023
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, Phonics, 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, 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		15JUN2023	2023
19647330129593	PUC Inspire Charter Academy	7	PUC Inspire Charter Academy uses PowerSchool for scheduling, student rosters, teacher qualifications, and gradebook monitoring.	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.	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		08JUN2023	2023
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		08JUN2023	2023
19647330129627	TEACH Tech Charter High	7	NULL	NULL	NULL	NULL	Not Met			2023
19647330129650	Equitas Academy #3 Charter	7	Due to the structure of our schools, and the focus on access for all to a broad course of study, all students are given the exact same enrollments. Students with disabilities accommodations are met, and English Language Learners receive Designated English Language Development.	All students are given the same rigorous curriculum across content areas and grade levels to ensure this is met. We have purchased a curriculum in science, social studies, English and math that is given to students at all grade levels.	None	None	Met		29JUN2023	2023
19647330129833	Global Education Academy 2	7	All students have access to, and are enrolled in, a broad course of study. The school uses the School Accountability Report Card (SARC), has annual LAUSD Oversight visits, and reviews and implements changes (if needed) to curriculum to ensure a broad course of study. The LEA tracks and monitors student needs to ensure student success.	All students are enrolled in a broad course of study. All students have access to the core curriculum for ELA, Math, Science, and Social Sciences. They are provided with access to all services to meet their needs. Progress is tracked through academic program data tracking, meetings are held as needed with all involved constituents for close service monitoring, and 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.	All students have access to a broad course of study.	Met		27JUN2023	2023
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 change its coaching plan to assign one coach per teacher and EVS will continue to improve its use of SDAIE strategies which allow all students access to the broad course of study.	Met		09JUN2023	2023
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		24JUN2023	2023
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		15JUN2023	2023
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		15JUN2023	2023
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, Phonics, 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 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		15JUN2023	2023
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, Phonics, Math, Science, Social Studies, and Physical Education. In addition to the core classes listed above, students have access to various electives during their time at KPP. KPP offers Fundamentals of Art, Spanish, and Ethnic Studies 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		15JUN2023	2023
19647330131821	Collegiate Charter High School of Los Angeles	7	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 instructional 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:  Master schedule Student course schedule (each semester) Report cards and transcripts Graduation data College acceptance data	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 all students are enrolled in ELA, mathematics, science, history, and physical education. In  addition, our students also have access to and enroll in college preparatory electives, foreign language, visual arts, and advisory 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.	Currently, 100% of the students have access to a broad course of study and we will continue to monitor this to ensure no barriers arise to change access.	Due to the current success of Collegiate 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		20JUN2023	2023
19647330131904	Libertas College Preparatory Charter	7	Libertas is a full inclusion school so all students are provided with the same access to our broad course of study. In 4th and 5th grade all students have either PE or a VAPA class built into their schedule each day. In 6th – 8th grade, students have 2-3 PE and 2-3 VAPA classes each week.	All students, regardless of IEP, special student group, or EL status, are provided with the same schedule and broad course of study.  Built into our schedule are protected opportunities for intervention that do not conflict with PE and VAPA classes. By doing so, we allow all of our students the chance to access the same classes while still allowing for differentiated supports during intervention.	N/A	Our students are currently receiving a broad course of study.	Met		17JUN2023	2023
19647330132027	University Preparatory Value High	7	Students at University Prep Value High 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 High 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 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 University Prep Value High School students have access to a broad course of study. There are no barriers in place that would prevent our students from accessing the appropriate course, materials, or coursework.	To support staff and students in accessing the curriculum included in a broad course of study, the  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 EVS will continue to improve its use of SDAIE strategies which allow all students access to the broad course of study.	Met		09JUN2023	2023
19647330132084	Alliance Marine - Innovation and Technology 6-12 Complex	7	Our rigorous graduation requirements ensure that all students have access to a course of study that meets A-G requirements. We serve our students according to the priorities of LCFF and provide AP courses, electives, and interventions to prepare them for college. In order to ensure that our students are on-track to meet A-G course requirements, we conduct regular credit checks to ensure our students meet all A-G graduation requirements and provide them with the information they need to successfully graduate high school. In order to serve our students with exceptional needs, we also offer English Language Development courses for our English Learners and the appropriate educational program and supports for our Students with Disabilities detailed in their IEPs.	As a single school LEA, we ensure all students have access and are enrolled in a broad course of study that prepares them for success in high school and college. All of our students have access to the same courses, and we encourage all students, regardless of subgroup, to pursue courses to prepare them for college.	We seek to provide our students with a broad and comprehensive course of study, but this can be a challenge due to our size as a single school LEA.	We will continue to work to provide students with a wide range of course options, including social-emotional learning, while at the same time including those needed to complete A-G requirements once they enter high school.	Met		07JUN2023	2023
19647330132126	Bert Corona Charter High	7	Each BCCHS student has access to the standards-based curriculum in the core subjects. Additionally, there are support classes offered that allow the students to strengthen their skills in order to be able to be successful in the core subjects. All students have access to CCSS/NGSS-aligned curriculum using technology, as well as traditional textbooks for certain courses. The core and support courses allow all students access to a broad course of study, including our special populations.	BCCHS is a single-school LEA. A benefit of our size and extended instructional day is our ability to provide students instructional and social-emotional support services to all students including English learners and students with disabilities.	There are no identified barriers to all students having access to the broad course of study detailed in our LAUSD- approved charter petition.	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		26JUN2023	2023
19647330132282	Ednovate - East College Prep	7	To graduate from East College Prep students must meet more rigorous requirements than the A-G requirements. This ensures that students are enrolled in a broad course of study, including core subjects and electives. In addition, to be promoted to each grade level and  graduate, students must meet requirements across six areas, our Annual College Readiness Indicators. Three, help measure and ensure students’ success in courses of study.   College Rigor metric- academic focused and enables the school to measure student progress across subjects and grades. Quarterly interim assessments are administered, which measure student learning and growth in core subjects. Analysis of data across all subgroups help to identify support students need.  Critical Thinking metric- is built around project-based learning. Students must complete PMC Journeys to synthesize their learning in class with real-world and/or creative applications. These projects annually, culminating in 12th grade with a capstone. This helps our students make connections across subjects and outside of the classroom.  Purpose metric- tracks the ten required community service or internship hours each student must complete each year. This helps to broaden students’ exposure outside of the classroom and make connections between the skills they’re building and their impact on the world around them.   Across all of these metrics, the school ensures appropriate support is in place for all students.	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 and Honors courses in response to student performance and interest. Courses relating to career readiness, have also been added to expand the broad course of study. Additional supports based on areas students show needs in have also been established, such as FLEX blocks.  East College Prep also provides 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		15JUN2023	2023
19647330132928	Anahuacalmecac International University Preparatory of North America	7	NULL	NULL	NULL	NULL	Not Met			2023
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).	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		08JUN2023	2023
19647330133280	PUC Nueva Esperanza Charter Academy	7	Both PUC Schools middle and high schools use PowerSchool for scheduling, student rosters, teacher qualifications, and gradebook monitoring. PUC Schools’ high schools use PowerSchool’s Power Scheduler tool to develop the master schedule which tracks the schools’ course offerings, including the dual enrollment college courses. All PUC high school students who are on our traditional high school diploma graduation pathway meet The University of California (UC) and California State Universities’ (CSU) minimum undergraduate admissions requirements. PUC Schools offer a variety of courses that include UC approved “a-g” courses, support classes for students needing extra academic support, as well as college level courses that include: Advanced Placement (AP) and/or dual enrollment courses through our Los Angeles Community College District colleges.	PUC NECA is a single school LEA. At NECA 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..	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		08JUN2023	2023
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		08JUN2023	2023
19647330133686	Equitas Academy 4	7	Due to the structure of our schools, and the focus on access for all to a broad course of study, all students are given the exact same enrollments. Students with disabilities accommodations are met and services delivered in accordance with their IEPs, and English Language Learners receive Designated English Language Development.	All students are given the same rigorous curriculum across content areas and grade levels to ensure this is met. We have purchased a curriculum in science, social studies, English and math that is given to students at all grade levels.	None	In order to raise our ELA and math scores, we have hired a coach for ELA and math and have implemented PLCs to ensure that our curriculum is being delivered with the upmost rigor across our school. This will ensure equity and quality for all students.	Met		29JUN2023	2023
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		27JUN2023	2023
19647330133702	New Los Angeles Charter Elementary	7	New LA 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 LA Charter Elementary serves approximately 193 students in grades TK-5 with the following demographics: 65% Hispanic, 26% African American, 5% White, 2% Two or More Races, 1% Asian, 18% Students with Disabilities (SWD), 30% English Learners (EL), and 82% Socioeconomically Disadvantaged (SED). New LA Charter Elementary provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of New Los Angeles Charter Elementary School’s educational program. New LA Charter Elementary uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include master schedule, student course schedule (semester), report cards, student-led conference, and parent/conference reports. In addition, this will be verified by the principal during classroom observations and and ensure classroom schedules are being followed.	An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study. At New Los Angeles Charter Elementary School, all students have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students have access to and are enrolled in Art, Coding, Health, and Music. There are no differences in accessibility to courses, across student groups at New Los Angeles Charter Elementary School.	Currently, 100% of the students have access to a broad course of study and New Los Angeles Charter Elementary School will continue to monitor this to ensure no barriers arise to change access.	Due to the current success of New Los Angeles Charter Elementary School in providing all students with access to a broad course of study, no changes are currently planned, however, this data will continue to be monitored and revisions made, with implementation as needed.	Met		26JUN2023	2023
19647330133710	Girls Athletic Leadership School Los Angeles	7	Presently, all students in all three grade levels (6-8) have access to a board course of study.	Presently, all students in all three grade levels (6-8) have access to a board course of study.	There are no barriers preventing the LEA from providing access to a broad course of study for all students.	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.	Met		01JUN2023	2023
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		27JUN2023	2023
19647330134023	Animo Florence-Firestone Charter Middle	7	The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair.	In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; Master schedule reflects an emphasis on A-G curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.	The school provides a broad course of study to all students.	The school works to meet the needs of all student groups including Emergent Learners (ELs), students with disabilities, students experiencing homelessnes and foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to internal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.	Met		30JUN2023	2023
19647330134205	Arts in Action Community Middle	7	The LEA uses staff, student and family survey results, monthly leadership walkthroughs/audits, classroom observations, data analysis, and feedback from other schools that serve similar student populations in order to track the extent to which students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and students with exceptional needs.  The LEA uses staff, student and family survey results, monthly leadership walkthroughs/audits, classroom observations, data analysis, and feedback from other schools that serve similar student populations in order to track the extent to which students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and students with exceptional needs. In addition, the school ensures that staff members who work with unduplicated student groups are able to provide input during Instructional Leadership Team meetings and PLCs. Parents and families also provide input and conduct classroom observations as part of ELAC and School Site Council.	All students have access to and are enrolled in a broad course of student. The LEA is comprised of one school, and there are no differences in the one school site.	Access to high quality instruction continues to improve year to year, but was impacted during the pandemic and online learning. The school has spent considerable effort reviewing and revising curriculum and instructional materials, as well as providing comprehensive training, support, and coaching to instructional staff to encourage full implementation of school resources.	Through multiple measures, including state test results, it is apparent that the LEA still has far to go in narrowing the gap towards meeting standards for all students, including significant subgroups. While there is year to year growth, there is a need for accelerated growth and increased opportunities for intervention and tiered instruction. This year, the school has worked to expand and improve tier 2 and 3 supports, as well as improve tier 1 instruction and instructional best practices. We know that our focus needs to continuously be ensuring all students have a rigorous education tailored to their individual strengths and abilities.	Met		10JUN2023	2023
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-7 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		26JUN2023	2023
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, Phonics, Math, Physical Education, Science, and Social Studies. Electives available to our lower school students are Art, Crafts, and Spanish. The core classes for 5th grade students are English, Math, Science, and Social Studies. The core classes for 6th grade students are English, Math, Science, and Social Studies. The core classes for 7th grade students are English, Math, Science, and Social Studies. 8th grade core classes are English, Math, Science, and Social Studies. Electives available to upper school students are Art, Music, and Physical Education.	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		15JUN2023	2023
19647330135616	Crete Academy	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
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.  Students who remain uncertain of their direction may change their pathway choice at any time.  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, politics, 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 students access to any of the courses offered at 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, introducing computer science and web design courses to our catalog.	Met		29JUN2023	2023
19647330135715	Ednovate - Esperanza College Prep	7	To graduate from Esperanza College Prep  students must meet more rigorous requirements than the A-G requirements. This ensures that students are enrolled in a broad course of study, including core subjects and electives. In addition, to be promoted to each grade level and  graduate, students must meet requirements across six areas, our Annual College Readiness Indicators. Three, help measure and ensure students’ success in courses of study.   College Rigor metric- academic focused and enables the school to measure student progress across subjects and grades. Quarterly interim assessments are administered, which measure student learning and growth in core subjects. Analysis of data across all subgroups help to identify support students need.  Critical Thinking metric- is built around project-based learning. Students must complete PMC Journeys to synthesize their learning in class with real-world and/or creative applications. These projects annually, culminating in 12th grade with a capstone. This helps our students make connections across subjects and outside of the classroom.  Purpose metric- tracks the ten required community service or internship hours each student must complete each year. This helps to broaden students’ exposure outside of the classroom and make connections between the skills they’re building and their impact on the world around them.   Across all of these metrics, the school ensures appropriate support is in place for all students.	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 and Honors courses in response to student performance and interest. Courses relating to career readiness, have also been added to expand the broad course of study. Additional supports based on areas students show needs in have also been established, such as FLEX blocks.  Esperanza College Prepalso provides 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		15JUN2023	2023
19647330135723	Ednovate - Brio College Prep	7	To graduate from Brio College Prep , students must meet more rigorous requirements than the A-G requirements. This ensures that students are enrolled in a broad course of study, including core subjects and electives. In addition, to be promoted to each grade level and  graduate, students must meet requirements across six areas, our Annual College Readiness Indicators. Three, help measure and ensure students’ success in courses of study.   College Rigor metric- academic focused and enables the school to measure student progress across subjects and grades. Quarterly interim assessments are administered, which measure student learning and growth in core subjects. Analysis of data across all subgroups help to identify support students need.  Critical Thinking metric- is built around project-based learning. Students must complete PMC Journeys to synthesize their learning in class with real-world and/or creative applications. These projects annually, culminating in 12th grade with a capstone. This helps our students make connections across subjects and outside of the classroom.  Purpose metric- tracks the ten required community service or internship hours each student must complete each year. This helps to broaden students’ exposure outside of the classroom and make connections between the skills they’re building and their impact on the world around them.   Across all of these metrics, the school ensures appropriate support is in place for all students.	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 and Honors courses in response to student performance and interest. Courses relating to career readiness, have also been added to expand the broad course of study. Additional supports based on areas students show needs in have also been established, such as FLEX blocks.  Brio College Prep also provides 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		15JUN2023	2023
19647330135921	WISH Community	7	The WISH Community mission and model are 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.	At WISH we are committed to serving the Whole Scholar.  From the very first day that the students enter the campus, to each and every day thereafter, an emphasis on academic achievement and social-emotional growth and development is present and built upon.  All students have high-quality music, art, physical education, and technology from the outset. Interdisciplinary teams of teachers and specialists work together to make sure the instruction is meaningful and engaging for each and every child.   In addition to the directed course of study which is in alignment with common core standards, every WISH Elementary student participates in enrichment via ART, MUSIC, PE, and STEM taught by specialists in those disciplines. Further enrichment is offered via access to the Emerson Community Garden, Student Council, and Kindness Club amongst other opportunities.  WISH students in grades 6 - 8 also follow the core curriculum but can enhance their school experience by choosing from a variety of elective courses.  Our art classes include fine arts, theatre art, and survival art; music options include vocal, strings, or electronic music; Physical education options include traditional PE, Sports Conditioning, or yoga.  These electives are available to every student in grades six through eight.	There are no barriers to providing students access to any course or curriculum at WISH Community.  WISH will continue to offer a broad course of study that is rigorous, engaging, and differentiated to ensure every student reaches their full potential.	All WISH Community students in grades TK - 8 receive a broad course of study throughout their WISH education.  The WISH model has always embraced the Whole Scholar Approach ensuring that all students receive not only their core classes but also broaden their learning through a variety of classes including STEM, Spanish, Music, Art, Leadership, Survival Arts, Theatre Arts, Visual Arts, Digital Composition, Instrumentation, Band, Choir, String Ensemble, and Spanish.	Met		29JUN2023	2023
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		13JUN2023	2023
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 STEM courses that allow students to develop their engineering and scientific practices. Students who have been identified as requiring additional support are enrolled in need-specific 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.	Met		28JUN2023	2023
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.	Student Access and Enrollment in a Broad Course Of Study  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		27JUN2023	2023
19647330137463	California Creative Learning Academy MS	7	California Creative Learning Academy Middle School 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, including specials, is utilized as the tool to ensure access. We determined that English learners, foster youth, homeless and students with disabilities were able to access all subjects within a broad course of study.   The school provides all students (including unduplicated students, homeless/foster, English Learners, and students with disabilities) with access to a broad course of study which includes English, Math, Social Science, Science, Visual Arts, Music, Dance, Theater, Media Arts, and Physical Education.  To continually improve upon the implementation of a broad course of study, the school is also focused on social emotional learning, school climate, and restorative justice practices to increase positive student engagement. The school also uses the master schedule and the daily schedule which show student enrollment in courses 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. All students are enrolled in English Language Arts, Mathematics, Social Studies, Science, Visual and Performing Arts, and Physical Education.	Currently, 100% of the students have access to a broad course of study and we will continue to monitor this to ensure no barriers arise to change access.	Because all students have access to a broad course of study, no changes are currently planned.  We will continue to monitor to ensure no barriers arise.	Met		26JUN2023	2023
19647330137471	High Tech LA Middle	7	HTLA MS is the only such middle school in the Van Nuys/Panorama City area we plan to serve that will replicate this rigorous, technology-infused, project-based program in grades 6-8. HTLA MS is a small school, which provides a standards-based, college preparatory education that places an emphasis on using technology and hands-on interdisciplinary projects in addition to more traditional pedagogy. Our students do not simply learn facts and figures, but are engaged in discovering new knowledge on their own with the tools afforded to them in today’s information age. HTLA Middle School provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of HTLA Middle School’s educational program, outlined in its charter petition. HTLA Middle School uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include: master schedule, student course schedule (semester), report cards, and parent/conference reports. In addition this will be verified by the principal during classroom observations and scheduled to verify schedules are being followed.	An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study. At HTLA Middle School, all students 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 sixth 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		20JUN2023	2023
19647330137513	Learning by Design Charter	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
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 access to the core subjects (Math, ELA, Science, and Social Studies). This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs. Supports are put in place if necessary for students with exceptional needs to participate.	As a small charter school, at Vox Collegiate all students have access to and are enrolled in the following: English, Mathematics, Social Science, and Science. Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. As a fully inclusive school, if barriers to participation exist for students with exceptional needs, this is addressed within the IEP, 504, or SST process. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they can participate in a broad course of study. As Vox Collegiate grows, students will have access to language courses, additional visual and performing arts.	Because Vox Collegiate is a small school that is continuing to build our academic program as we add students, we have not yet had the necessary staffing to provide access to and enrollment in a broad course of study outside of core subjects.  Our focus has been on developing proficiency in core content areas, so that they will be successful in college preparatory classes in high school.	As our school increases enrollment, we will add additional enrichment and elective courses.	Met		29JUN2023	2023
19647330137562	Matrix for Success Academy	7	Currently, Matrix serves approximately 265 students in grades 9-12 that include the following demographics: 93.2% Hispanic, 5.1% African American, 17.3% Students with Disabilities (SWD), 28.6% English Learners (EL), 0% Foster Youth, and 85.4% Socioeconomically Disadvantaged.  Matrix provides all students with access to a broad course of study in alignment with Ed Code 51210. Matrix partners with counseling, teaching, special education and support staff to ensure that all students including those who are part of unduplicated groups or students with exceptional needs have access to and are enrolled in a broad course of study. Matrix 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 needs which include student course schedule (learning periods), student involvement, and parent/conference reports as needed. Furthermore, student courses and progress are reviewed regularly during staff meetings to ensure students are progressing and accessing necessary and required courses.	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 Matrix all students are enrolled in all required ELA, mathematics, science/lab science, History, physical education courses. In addition, our students have access to and enroll in UC A-G approved college preparatory electives, Foreign Language, Visual Arts, as part of the school’s high school graduation requirements. Soon, Matrix will also offer concurrent enrollment through local community colleges. There are no differences in accessibility to courses, across student groups at Matrix for Success Academy.	Currently, 100% of our student population has access to a broad course of study. Matrix for Success Academy High School will continue to monitor this to ensure no barriers arise to change access.	Due to the current success of Matrix for Success Academy in providing all students with access to a broad course of study, no major changes are currently planned, however, this data will continue to be monitored and revisions made, with implementation as needed. As has been the practice at Matrix since opening, teaching staff continuously work in collaboration to create and update curriculum in professional learning communities (PLCs) on a weekly basis.  Coaching and consultants are accessible and available for support as well.	Met		27JUN2023	2023
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		27JUN2023	2023
19647330137612	Valley International Preparatory High	7	Students at VIP have access to a broad course of study with a wide variety of core and academic electives for a school of our size. Additionlly, data such as A-G satisfaction rates demonstrate that students are having success in these course offerings.  Additionally, since the 2019-2020 academic year, we’ve expanded our AP Course offerings every year.	At VIPHS, we take pride in providing equitable access to a broad course of study, and our commitment to student success is reflected in various key indicators:  High Graduation Rates: VIPHS consistently maintains high graduation rates. We are dedicated to supporting our students throughout their academic journey, ensuring they have the necessary resources and guidance to successfully complete their high school education.  College-Going Rates: Our school places a strong emphasis on preparing students for post-secondary education. As a result, we have commendable college-going rates, with a significant percentage of our graduates continuing their education at colleges and universities. We provide comprehensive college counseling services to assist students in making informed decisions about their future academic endeavors.  A-G Satisfaction Rates: VIPHS takes pride in offering a curriculum that aligns with A-G requirements, ensuring that our students are well-prepared for college admissions. We regularly assess and track A-G satisfaction rates, which serve as a measure of our commitment to academic rigor and college readiness for all students.  Access to a Broad Course of Study: At VIPHS, we are committed to equitable access for all students. We offer a diverse range of courses, including Advanced Placement (AP) courses with minimal prerequisites, to provide opportunities for academic growth and challenge. Our school promotes an inclusive	While VIPHS strives to provide access to a broad course of study for all students, there are certain inherent challenges due to our school's smaller size. It's essential to acknowledge these barriers while highlighting our proactive efforts to address them:  Limited Course Offerings: One of the main barriers is our school's size, which constrains our ability to offer an extensive array of courses and programs. Unlike larger institutions, we may not have the resources to provide every course that students desire.  However, it's crucial to note that while our course offerings may be limited, we actively collaborate with families to identify alternative solutions. We work diligently to find outside vendors, such as online schools or community colleges, that can provide specific classes or programs not available within our curriculum. This collaborative approach ensures that students can access a broader range of educational opportunities.  Scheduling Challenges: Small class sizes can occasionally lead to scheduling challenges, especially for courses with limited enrollment. Balancing student preferences and ensuring that all students have access to their desired courses can be complex.  To address this issue, we maintain open lines of communication with our students and their families. By actively involving them in the course selection and scheduling process, we strive to accommodate their academic preferences to the best of our abilities.	VIPHS will refine its process for including students in the creation of the master schedule to ensure access to a broad course of study for all students.	Met		14JUN2023	2023
19647330138305	TEACH Preparatory Mildred S. Cunningham & Edith H. Morris Elementary	7	NULL	NULL	NULL	NULL	Not Met			2023
19647330138883	Equitas Academy 6	7	Due to the structure of our schools, and the focus on access for all to a broad course of study, all students are given the exact same enrollments. Students with disabilities accommodations are met, and English Language Learners receive Designated English Language Development.	All students are given the same rigorous curriculum across content areas and grade levels to ensure this is met. We have purchased a curriculum in science, social studies, English and math that is given to students at all grade levels.	None	None	Met		29JUN2023	2023
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, 2nd grade, and 3rd grade core classes are English, Phonics, Math, Science, Social Studies, and Physical Education. 6th-8th grade core classes are English, Math, Science, Social Studies, and Physical Education. In addition to the core classes listed above, students have access to various electives during their time at Pueblo. Kinder through 3rd grade students participate in Beginning Music and Spanish. As 4th grade is added in the 2023-24 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		15JUN2023	2023
19647330139089	Vista Horizon Global Academy	7	"Through regular observations, teacher coaching cycles, monitoring of our data, lesson plans, and tracking each teacher's schedules, we ensure all students have access to a broad course of study that meet each grade-level standard in ELA, math, science, social studies, PE and through their ""Specials."" Our Special Education Director and team also track all students with IEPs, 504s, and students identified as gifted in their progress toward meetings their goals."	All classes teach math, science, ELA (Reading and Writing), social studies, and PE on a daily basis. Art and music are provided twice weekly.	As a new and small school, we are focused on continuing our success in recruiting a larger and more diverse student body which will help in the development of programs.	Students have access to a broad course of study.	Met		12JUN2023	2023
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.	Met		13JUN2023	2023
19647330139121	Equitas Academy 5	7	Due to the structure of our schools, and the focus on access for all to a broad course of study, all students are given the exact same enrollments. Students with disabilities accommodations are met, and English Language Learners receive Designated English Language Development.	All students are given the same rigorous curriculum across content areas and grade levels to ensure this is met. We have purchased a curriculum in science, social studies, English and math that is given to students at all grade levels.	None at this time.	None at this time.	Met		29JUN2023	2023
19647330139832	Citizens of the World Charter School West Valley	7	CWC-West Valley serves approximately 282 students in grades TK-3 with the following student demographics: 38% White, 31% Hispanic, 11% African American, 13% 2+ Races, 4% Asian, 3% Filipino, including 12% Students with Disabilities (SWD), 4% English Learners (EL), 0.4% Homeless, and 26% Socioeconomically Disadvantaged (SED).    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, Art, Mindfulness, and Multicultural Studies.  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		28JUN2023	2023
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 200 students in grades TK-5 and will expand to serve approximately 265 students in grades TK-6 in 2023-24 school year. Current student demographics reflect:  White 44%, 36% Hispanic, 12.5 % 2 or more races, 3.5% Asian, 3.5% Black, .5% Filipino 14% Students with Disabilities (SWD), 4% English Learners (EL), 0.7% Homeless Youth (HY), and 29% 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 director  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		28JUN2023	2023
19647330140111	Invictus Leadership Academy	7	All students have access to and are enrolled in a broad course of study facilitated by teachers using State Standards aligned instructional materials. During the 2022-2023 school year, we utilized the following curricula for our core subjects: Math- Envision; ELA- Engage NY and Wonder; Science- Achievement First; History/Social Science-Achievement. Note that our Science and Social Science includes JSTEAM and Civic Education. We also incorporate Arts Wheel (Journaling to reinforce learning and learning goals), Student and teacher directed centers, VAPA, and Writing.	Over time, we have extended our course of study to include more technology. For example, we recently hired a technology instructor to provide technology and coding instruction after school. All of our students are welcome to register for our afterschool program.	There are no barriers preventing us from providing access to a broad course of study to all students.  We currently provide a broad course of study to all of our students.	We will be utilizing funding to offer new services to our EL, Foster, Homeless, and Low-Income students (families) that were not a part of our instructional plan last year. Particularly small group instruction and parent workshops.	Met		29JUN2023	2023
19647330140129	Ednovate - South LA College Prep	7	To graduate from South LA College Prep , students must meet more rigorous requirements than the A-G requirements. This ensures that students are enrolled in a broad course of study, including core subjects and electives. In addition, to be promoted to each grade level and  graduate, students must meet requirements across six areas, our Annual College Readiness Indicators. Three, help measure and ensure students’ success in courses of study.   College Rigor metric- academic focused and enables the school to measure student progress across subjects and grades. Quarterly interim assessments are administered, which measure student learning and growth in core subjects. Analysis of data across all subgroups help to identify support students need.  Critical Thinking metric- is built around project-based learning. Students must complete PMC Journeys to synthesize their learning in class with real-world and/or creative applications. These projects annually, culminating in 12th grade with a capstone. This helps our students make connections across subjects and outside of the classroom.  Purpose metric- tracks the ten required community service or internship hours each student must complete each year. This helps to broaden students’ exposure outside of the classroom and make connections between the skills they’re building and their impact on the world around them.   Across all of these metrics, the school ensures appropriate support is in place for all students.	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 and Honors courses in response to student performance and interest. Courses relating to career readiness, have also been added to expand the broad course of study. Additional supports based on areas students show needs in have also been established, such as FLEX blocks.  South LA College Prep also provides 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		15JUN2023	2023
19647330140749	Citizens of the World Charter School East Valley	7	Citizens of the World - East Valley, currently serves 305 students in grades TK-2 with student demographics that include 53% White, 23% Hispanic, 14% Two or More Races, 4% Asian; 2% Filipino, 3% African American, 7% Students with Disabilities (SWD), 4% English Learner, 1% Homeless Youth, and 20% Socioeconomically Disadvantaged. 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, Art, Mindfulness and Spanish 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		28JUN2023	2023
19647330141481	KIPP Generations Academy	7	All KIPP Generations 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 KGA 5th-6th grade students will participate are English, Science, Math, Team and Family Culture (Social Studies), and Physical Education. As 7th grade is added in the 2023-24 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.	All KIPP Generations 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 KGA 5th-6th grade students will participate are English, Science, Math, Team and Family Culture, and Physical Education. As 7th grade is added in the 2023-24 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		15JUN2023	2023
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 study 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. Through the efforts of teachers, counselors, administrators, and students, our overall A-G completion rate increased to nearly 78% for the SY2022-23.  Our graduation rate has remained consistent (at or above 95%) for the last four years. The number of students enrolling in Advanced Placement courses has increased significantly over the last 5 years. Finally, dual enrollment in community college courses has also increased in all subgroups. Over 400 students enroll in at least one college class every school year.	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.	Met		27JUN2023	2023
19647331931708	Chatsworth Charter High	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	All students in the LEA, Chatsworth Charter High, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	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. EL 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.  We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. Our efforts include the following actions:  • Add enhancements to our student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools. • Update policies to ensure that our students can enroll and complete four years of Mathematics in order to be better prepared for college. As an Affiliated Charter in Los Angeles Unified, Chatsworth Charter High  is included	All students in the LEA, Chatsworth Charter High, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	Met		13JUN2023	2023
19647331931864	Grover Cleveland Charter High	7	There are a number of tools used by Cleveland to ensure all students have access to and are enrolled in a broad course of study. Whether students are in the school’s alternate curriculum program, African-American students, students in their third year of the English Language Development program, students in the Humanities Magnet, or a student athlete, they will all be enrolled in a broad and appropriate course of study that meets the credit requirements of LAUSD and the state. Some of the tools are LAUSD’s MiSiS (a robust student information system) and Welligent (LAUSD's web-based software system used for creating online IEPs and tracking related services and 504 plans for students who have been judged to need accommodations to ensure academic success), minicums (used by the ten academic counselor’s to manually maintain records for each of their counselees’ academic progress over their time at Cleveland), and MyData, Focus, and Open Data (LAUSD applications that allow the user to track students’ progress from grade level information to individual students).	From the data available in LAUSD’s MyData, 67% of current students are on track to graduate in four years. Fifty-five percent of the school’s Students with Disabilities are on track to graduate in four years (a 13% increase from 42% in 2018-2019), while 64% of students who are socioeconomically disadvantaged are on track to graduate in four years as well. Over the past four years, the percentage of Cleveland students who are on track to graduate in four years has increased from 60% in the 2018-2019 school year to 67% in the current school year.	3. Identification of any barriers preventing access to a broad course of study for all students.  Within the past six years, there have been no permanent barriers preventing Cleveland from providing access to a broad course of study.	"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 include - Each spring the school reviews the elective courses offered by the English-Language Arts, mathematics, biological and physical science, social science, and World Language departments. When there is student interest in additional courses and teachers are available to teach them, more elective courses are made available to help expand the course offerings. Among the recent examples of broadening our students' course of study include - recent electives that are being offered to students are: African-American Studies; Marine Biology; Creative Writing; Dance (a dance team, dance company, beginning and intermediate dance classes); Speech (preparation for GetLit and other speech competitions); Instruments class with a focus on Music History and playing the ukulele; College and Careers (a one semester class for students enrolled in Health for the ""other"" semester); Journalism and Yearbook that teach students the skills necessary to produce a professional quality end product (the school's newspaper Le Sabre and yearbook Les Mémoires); and seventy-four sections of Advanced Placement  divided between twenty-one AP courses/tests."	Not Met For Two or More Years		29SEP2023	2023
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		22JUN2023	2023
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. 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 GHC’s educational partners. A-G Course Completion and Access to Advanced Courses - All student subgroups have shown significant growth in the percentage of graduates who complete the University of California’s A-G course requirements, and GHC significantly outperforms neighboring and comparable schools, LAUSD, and California. GHC has made concerted efforts to increase the number of underrepresented student populations 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 reclassification.	"GHC recognizes that there is a need for intervention with students not demonstrating ""Prepared"" onthe CCI. GHC continues to provide multiple opportunities within the instructional day as well a 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		12JUN2023	2023
19647331937226	Reseda Charter High	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	The 2022-2026 Los Angeles Unified Strategic Plan provides goals, strategies and priorities that ensure students have access to high quality instruction, enriching experience within a broad course of study. The District's Black Student Achievement Plan and 2022-2023 Standard English Learner policy reflect a commitment to equity and access for all students. The Educational  Members, Board of Education 11 May 16, 2023 Alberto M. Carvalho, Superintendent Transformation Office and its priorities will ensure that schools receive differentiated support in order to accelerate learning outcomes for all students. LAUSD continues to identify and implement Tier 2 and 3 supports for students with academic and social emotional development needs. In addition, LAUSD continues to develop supplemental resources to improve instruction across all content areas including integrated English Language Development. The expansion of full inclusion model schools for students with disabilities continues to be a district priority so that academic and social-emotional support for students can be implemented within more general education classrooms.	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.	We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with individual reports & training on how to analyze their report, reflect on the findings, & develop a plan to ensure rigor, access, and equity. This comes into play with ensuring schools develop a student-centered master schedule that is equitable & accessible by all students. Our efforts include the following actions: Training for school counselors and administrators over school counseling on the foundational components of course sequencing, programming, and the development of student-centered master schedules. Increase opportunities for students to access dual enrollment and CTE pathways to receive HS & college credits. Increase our AP course offering by adding newly released courses. Work towards making all courses A-G designated courses to ensure students maximize their opportunity to be successful in college & beyond. Provide extra support to the priority schools on master scheduling development. Add enhancements to our student information platforms to improve the capacities of our student programing scheduler & to create Equitable Opportunity Reports for all our secondary schools. Update policies to ensure that our students can enroll and complete four years of Mathematics in order to be better prepared for college. Reseda Charter High is included in these policies and processes.	Met		13JUN2023	2023
19647331938554	Sylmar Charter High	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	The 2022-2026 Los Angeles Unified Strategic Plan provides goals, strategies and priorities that ensure students have access to high quality instruction, enriching experience within a broad course of study. The District's Black Student Achievement Plan and 2022-2023 Standard English Learner policy reflect a commitment to equity and access for all students. The Educational Transformation Office and its priorities will ensure that schools receive differentiated support in order to accelerate learning outcomes for all students. LAUSD continues to identify and implement Tier 2 and 3 supports for students with academic and social emotional development needs. In addition, LAUSD continues to develop supplemental resources to improve instruction across all content areas including integrated English Language Development. The expansion of full inclusion model schools for students with disabilities continues to be a district priority so that academic and social-emotional support for students can be implemented within more general education classrooms.	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.	We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. This comes into play with ensuring schools develop a student-centered master schedule that is equitable and accessible by all students. Our efforts include the following actions: • Training for school counselors and administrators over school counseling on the foundational components of course sequencing, programming, and the development of student-centered master schedules. • Increase opportunities for students to access dual enrollment and CTE pathways to receive high school and college credits. • Increase our AP course offering by adding newly released courses. • Work towards making all courses A-G designated courses to ensure students maximize their opportunity to be successful in college and beyond. • Provide extra support to the priority schools on master scheduling development. • Add enhancements to our student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools. • Update policies to ensure that our students can enroll and complete four years of Mathematics in order to be better prepared for college.	Met		13JUN2023	2023
19647331938612	Taft Charter High	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	The 2022-2026 Los Angeles Unified Strategic Plan provides goals, strategies and priorities that ensure students have access to high quality instruction, enriching experience within a broad course of study. The District's Black Student Achievement Plan and 2022-2023 Standard English Learner policy reflect a commitment to equity and access for all students. The Educational Transformation Office and its priorities will ensure that schools receive differentiated support in order to accelerate learning outcomes for all students. LAUSD continues to identify and implement Tier 2 and 3 supports for students with academic and social emotional development needs. In addition, LAUSD continues to develop supplemental resources to improve instruction across all content areas including integrated English Language Development. The expansion of full inclusion model schools for students with disabilities continues to be a district priority so that academic and social-emotional support for students can be implemented within more general education classrooms.	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. We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. This comes into play with ensuring schools develop a student-centered master schedule that is equitable and accessible by all students. Our efforts include the following actions: • Training for school counselors and administrators over school counseling on the foundational components of course sequencing, programming, and the development of student-centered master schedules. • Increase opportunities for students to access dual enrollment and CTE pathways to receive	As an Affiliated Charter in Los Angeles Unified, Taft Charter High is included in these policies and processes as related to a broad course of study.	Met		13JUN2023	2023
19647331938885	University High School Charter	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	The 2022-2026 Los Angeles Unified Strategic Plan provides goals, strategies and priorities that ensure students have access to high quality instruction, enriching experience within a broad course of study. The District's Black Student Achievement Plan and 2022-2023 Standard English Learner policy reflect a commitment to equity and access for all students. The Educational Transformation Office and its priorities will ensure that schools receive differentiated support in order to accelerate learning outcomes for all students.  LAUSD continues to identify and implement Tier 2 and 3 supports for students with academic and social emotional development needs. In addition, LAUSD continues to develop supplemental resources to improve instruction across all content areas including integrated English Language Development. The expansion of full inclusion model schools for students with disabilities continues to be a district priority so that academic and social-emotional support for students can be implemented within more general education classrooms.	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.	We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. This comes into play with ensuring schools develop a student-centered master schedule that is equitable and accessible by all students. Our efforts include the following actions: • Training for school counselors and administrators over school counseling on the foundational components of course sequencing, programming, and the development of student-centered master schedules. • Increase opportunities for students to access dual enrollment and CTE pathways to receive high school and college credits. • Increase our AP course offering by adding newly released courses. • Work towards making all courses A-G designated courses to ensure students maximize their opportunity to be successful in college and beyond. • Provide extra support to the priority schools on master scheduling development. • Add enhancements to our student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools. • Update policies to ensure that our students can enroll and complete four years of Mathematics in order to be better prepared for college.	Met		13JUN2023	2023
19647331995836	Palisades Charter High	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
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 and 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.	Met		28JUN2023	2023
19647336015986	Beckford Charter for Enriched Studies	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	All students in the LEA, Beckford Charter Elementary, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	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.  We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. Our efforts include the following actions:  • Add enhancements to our student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools. • Update policies to ensure that our students can enroll and complete four years of Mathematics in order to be better prepared for college. As an Affiliated Charter in Los Angeles Unified, Westwood Charter Elementary is included in	All students in the LEA, Beckford Charter Elementary, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	Met		13JUN2023	2023
19647336016240	Calabash Charter Academy	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	The 2022-2026 Los Angeles Unified Strategic Plan provides goals, strategies and priorities that ensure students have access to high quality instruction, enriching experience within a broad course of study. The District's Black Student Achievement Plan and 2022-2023 Standard English Learner policy reflect a commitment to equity and access for all students. The EducationalTransformation Office and its priorities will ensure that schools receive differentiated support in order to accelerate learning outcomes for all students. LAUSD continues to identify and implement Tier 2 and 3 supports for students with academic and social emotional development needs. In addition, LAUSD continues to develop supplemental resources to improve instruction across all content areas including integrated English Language Development. The expansion of full inclusion model schools for students with disabilities continues to be a district priority so that academic and social-emotional support for students can be implemented within more general education classrooms.	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.	We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. This comes into play with ensuring schools develop a student-centered master schedule that is equitable and accessible by all students. Our efforts include the following actions: • Training for school counselors and administrators over school counseling on the foundational components of course sequencing, programming, and the development of student-centered master schedules. • Increase opportunities for students to access dual enrollment and CTE pathways to receive high school and college credits.• Increase our AP course offering by adding newly released courses. • Work towards making all courses A-G designated courses to ensure students maximize their opportunity to be successful in college and beyond. • Provide extra support to the priority schools on master scheduling development. • Add enhancements to our student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools. • Update policies to ensure that our students can enroll and complete four years of Mathematics in order to be better prepared for college. Calabash is included in these policies.	Met		13JUN2023	2023
19647336016265	Calvert Charter for Enriched Studies	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	All students in the LEA, Calvert Charter Elementary, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	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.  We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. Our efforts include the following actions:  • Add enhancements to our student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools. • Update policies to ensure that our students can enroll and complete four years of Mathematics in order to be better prepared for college. As an Affiliated Charter in Los Angeles Unified, Calvert Charter Elementary is included in	All students in the LEA, Calvert Charter Elementary, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	Met		13JUN2023	2023
19647336016323	Canyon Charter Elementary	7	The District was asked to identify the locally selected measures or tools used to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the Districtwill use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. In addition, physical education in elementary schools is monitored using a certification process that requires teacher and principal confirmation of appropriate instructional minutes.	The 2022-2026 Los Angeles Unified Strategic Plan provides goals, strategies and priorities that ensure students have access to high quality instruction, enriching experience within a broad course of study. The District's Black Student Achievement Plan and 2022-2023 Standard English Learner policy reflect a commitment to equity and access for all students. The Educational Transformation Office and its priorities will ensure that schools receive differentiated support in order to accelerate learning outcomes for all students. LAUSD continues to identify and implement Tier 2 and 3 supports for students with academic and social emotional development needs. In addition, LAUSD continues to develop supplemental resources to improve instruction across all content areas including integrated English Language Development. The expansion of full inclusion model schools for students with disabilities continues to be a district priority so that academic and social-emotional support for students can be implemented within more general education classrooms.	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.	We have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. This comes into play with ensuring schools develop a student-centered master schedule that is equitable and accessible by all students. Our efforts include the following actions: • Training for school counselors and administrators over school counseling on the foundational components of course sequencing, programming, and the development of student-centered master schedules. • Increase opportunities for students to access dual enrollment and CTE pathways to receive high school and college credits. • Increase our AP course offering by adding newly released courses. • Work towards making all courses A-G designated courses to ensure students maximize their opportunity to be successful in college and beyond. • Provide extra support to the priority schools on master scheduling development. • Add enhancements to our student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools. • Update policies to ensure that our students can enroll and complete four years of Mathematics in order to be better prepared for college. As an Affiliated Charter in Los Angeles Unified, Canyon Charter is included in these policies and processes as related to a broad course of study.	Met		13JUN2023	2023
19647336016356	Carpenter Community Charter	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics.The 2022-2026 Los Angeles Unified Strategic Plan provides goals, strategies and priorities that ensure students have access to high quality instruction, enriching experience within a broad course of study. The District's Black Student Achievement Plan and 2022-2023 Standard English Learner policy reflect a commitment to equity and access for all students. The Educational Transformation Office and its priorities will ensure that schools receive differentiated support in order to accelerate learning outcomes for all students.	The 2022-2026 Los Angeles Unified Strategic Plan provides goals, strategies and priorities that ensure students have access to high quality instruction, enriching experience within a broad course of study. The District's Black Student Achievement Plan and 2022-2023 Standard English Learner policy reflect a commitment to equity and access for all students. The EducationalTransformation Office and its priorities will ensure that schools receive differentiated support in order to accelerate learning outcomes for all students. LAUSD continues to identify and implement Tier 2 and 3 supports for students with academic and social emotional development needs. In addition, LAUSD continues to develop supplemental resources to improve instruction across all content areas including integrated English Language Development. The expansion of full inclusion model schools for students with disabilities continues to be a district priority so that academic and social-emotional support for students can be implemented within more general education classrooms.	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.	We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. This comes into play with ensuring schools develop a student-centered master schedule that is equitable and accessible by all students. Our efforts include the following actions: • Training for school counselors and administrators over school counseling on the foundational components of course sequencing, programming, and the development of student-centered master schedules.As an Affiliated Charter in Los Angeles Unified, Carpenter Community Charter is included in these policies and processes as related to a broad course of study.	Met		18MAY2023	2023
19647336016562	Colfax Charter Elementary	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	All students in the LEA, Colfax Charter Elementary, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	LAUSD continues to address the barriers that prevent ELs and students with disabilities access to a broad course of study so these students can participate fully in all elective courses. ELs are required to receive designated English Language Development time to improve their academic English language skills. SWDs 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.  We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. Our efforts include the following actions:  • Add enhancements to our student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools. • Update policies to ensure that our students can enroll and complete four years of Math in order to be better prepared for college. As an Affiliated Charter in LA Unified, Colfax Charter ES is included in  in these policies and processes as related to a broad course of study.	All students in the LEA, Westwood Charter Elementary, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	Met		13JUN2023	2023
19647336016729	Dearborn Elementary Charter Academy	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	All students in the LEA, Dearborn Elementary Charter Academy, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	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.  We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. Our efforts include the following actions:  • Add enhancements to our student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools. • Update policies to ensure that our students can enroll and complete four years of Mathematics in order to be better prepared for college. As an Affiliated Charter in Los Angeles Unified, Dearborn Elementary Charter is alsoincluded	All students in the LEA, Dearborn Elementary Charter Academy, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	Met		13JUN2023	2023
19647336016778	Dixie Canyon Community Charter	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	All students in the LEA, Dixie Canyon Community Charter, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	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.  We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Our efforts include the following actions:  • Add enhancements to our student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools. • Update policies to ensure that our students can enroll and complete four years of Mathematics in order to be better prepared for college. As an Affiliated Charter in Los Angeles Unified, Dixie Canyon is included in these policies and processes as related to a broad course of study.	All students in the LEA, Dixie Canyon Community Charter, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	Met		13JUN2023	2023
19647336016869	El Oro Way Charter For Enriched Studies	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	All students in the LEA, El Oro Way Charter for Enriched Studies, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	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.  We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. Our efforts include the following actions: • Add enhancements to our student information platforms to improve the capacities of our student programing scheduler. • Update policies to ensure that our students can enroll and complete four years of Mathematics in order to be better prepared for college. As an Affiliated Charter in Los Angeles Unified, El Oro Way is included in these policies and processes as related to a broad course of study.	All students in the LEA, El Oro Way Charter for Enriched Studies, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	Met		13JUN2023	2023
19647336016935	Encino Charter Elementary	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE).  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, LAUSD used assessments such as 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 during the 2022-2023 school year.  Beginning the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics.  DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades.  In addition, physicial education in in elementary schools is monitored using certification process that requires teacher and principal confirmation of appropriate instructional minutes.  For all grade levels, English learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	All students in the LEA, Encino Charter Elementary, have access to and are enrolled in a broad course of study.  There are no differences between student groups.	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 their Individualized Education Program or 504 Plan.  LAUSD is addressing the tact 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.  We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District Level.  As an Affiiliiated Charter in Los Angeles Unified, Encino Charter Elementary is included.	All students in the LEA, Encino Charter Elementary, have access to and are enrolled in a brouad course of study.  There are no differences bertween student groups.	Met		13JUN2023	2023
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		15JUN2023	2023
19647336017438	Hamlin Charter Academy	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, Hamlin uses assessments such as the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) for literacy in grades K- 2 and iReady for math in grades K-5 for the 2023-24 school year.	For all grade levels, Emergent Bilinguals progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores, and ELPAC 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 ELPAC exam.	Hamlin continues to address the barriers that prevent Emergent Bilinguals and students with disabilities so these students can participate fully in all courses of study. Emergent Bilinguals are required to receive designated and integrated 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.	We are currently engaged in the PDSA cycle for continuous improvement to improve students' courses of study regarding rigor and differentiation to meet individual needs. We have providing teachers with professional development and opportunities for data analysis, planning, progress monitoring, reflecting on the data, and revising. The goal is for teachers to be in constant reflection of their individual student needs and plan lessons that are both infused with academic rigor and differentiated to meet individual student needs.	Met		16MAY2023	2023
19647336017529	Haynes Charter For Enriched Studies	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores	All students in the LEA, Haynes Charter Elementary, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	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.  We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. Our efforts include the following actions:  • Add enhancements to our student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools. • Update policies to ensure that our students can enroll and complete four years of Mathematics in order to be better prepared for college. As an Affiliated Charter in Los Angeles Unified, Haynes Charter Elementary is included in	All students in the LEA, Haynes Charter Elementary, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	Met		13JUN2023	2023
19647336017693	Justice Street Academy Charter	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam	The 2022-2026 Los Angeles Unified Strategic Plan provides goals, strategies and priorities that ensure students have access to high quality instruction, enriching experience within a broad course of study. The District's Black Student Achievement Plan and 2022-2023 Standard English Learner policy reflect a commitment to equity and access for all students. The Educational Transformation Office and its priorities will ensure that schools receive differentiated support in order to accelerate learning outcomes for all students. LAUSD continues to identify and implement Tier 2 and 3 supports for students with academic and social emotional development needs. In addition, LAUSD continues to develop supplemental resources to improve instruction across all content areas including integrated English Language Development. The expansion of full inclusion model schools for students with disabilities continues to be a district priority so that academic and social-emotional support for students can be implemented within more general education classrooms.	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.	We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. This comes into play with ensuring schools develop a student-centered master schedule that is equitable and accessible by all students. Our efforts include the following actions: • Training for school counselors and administrators over school counseling on the foundational components of course sequencing, programming, and the development of student-centered master schedules. • Increase opportunities for students to access dual enrollment and CTE pathways to receive high school and college credits. • Increase our AP course offering by adding newly released courses. • Work towards making all courses A-G designated courses to ensure students maximize their opportunity to be successful in college and beyond. • Provide extra support to the priority schools on master scheduling development. • Add enhancements to our student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools. • Update policies to ensure that our students can enroll and complete four years of Mathematics in order to be better prepared for college.	Met		13JUN2023	2023
19647336017701	Kenter Canyon Elementary Charter	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	The 2022-2026 Los Angeles Unified Strategic Plan provides goals, strategies and priorities that ensure students have access to high quality instruction, enriching experience within a broad course of study. The District's BlacknStudent Achievement Plan and 2022-2023 Standard English Learner policy reflect a commitment to equity and access for all students. The Educational Transformation Office and its priorities will ensure that schools receive differentiated support in order to accelerate learning outcomes for all students. LAUSD continues to identify and implement Tier 2 and 3 supports for students with academic and social emotional development needs. In addition, LAUSD continues to develop supplemental resources to improve instruction across all content areas including integrated English Language Development. The expansion of full inclusion model schools for students with disabilities continues to be a district priority so that academic and social-emotional support for students can be implemented within more general education classrooms.	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.	LAUSD has conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with support to ensure that schools develop a student-centered master schedule that is equitable and accessible by all students. Our efforts include the following actions: • Training for school counselors and administrators over school counseling on the foundational components of course sequencing, programming, and the development of student-centered master schedules. • Increase opportunities for students to access dual enrollment and CTE pathways to receive high school and college credits. • Increase our AP course offering by adding newly released courses. • Work towards making all courses A-G designated courses to ensure students maximize their opportunity to be successful in college and beyond. • Provide extra support to the priority schools on master scheduling development. • Add enhancements to our student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools. • Update policies to ensure that our students can enroll and complete four years of Mathematics in order to be better prepared for college. As an Affiliated Charter in LAUSD, Kenter Canyon Elementary Charter is included in these policies and processes as related to a broad course of study.	Met		13JUN2023	2023
19647336017743	Knollwood Preparatory Academy	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	The 2022-2026 Los Angeles Unified Strategic Plan provides goals, strategies and priorities that ensure students have access to high quality instruction, enriching experience within a broad course of study. The District's Black Student Achievement Plan and 2022-2023 Standard English Learner policy reflect a commitment to equity and access for all students. The Educational Transformation Office and its priorities will ensure that schools receive differentiated support in order to accelerate learning outcomes for all students. LAUSD continues to identify and implement Tier 2 and 3 supports for students with academic and social emotional development needs. In addition, LAUSD continues to develop supplemental resources to improve instruction across all content areas including integrated English Language Development. The expansion of full inclusion model schools for students with disabilities continues to be a district priority so that academic and social-emotional support for students can be implemented within more general education classrooms.	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.	We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. This comes into play with ensuring schools develop a student-centered master schedule that is equitable and accessible by all students. Our efforts include the following actions: • Training for school counselors and administrators over school counseling on the foundational components of course sequencing, programming, and the development of student-centered master schedules. • Increase opportunities for students to access dual enrollment and CTE pathways to receive high school and college credits. • Increase our AP course offering by adding newly released courses. • Work towards making all courses A-G designated courses to ensure students maximize their opportunity to be successful in college and beyond. • Provide extra support to the priority schools on master scheduling development. • Add enhancements to our student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools. • Update policies to ensure that our students can enroll and complete four years of Mathematics in order to be better prepared for college.	Met		13JUN2023	2023
19647336017891	Lockhurst Drive Charter Elementary	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	All students in the LEA, Lockhurst Drive Charter Elementary school, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	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.  Furthermore, we have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. Our efforts include the following actions:  • Add enhancements to our student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools. • Update policies to ensure that our students can enroll and complete four years of Mathematics in order to be better prepared for college. As an Affiliated Charter in Los Angeles Unified, Lockhurst Charter Elementary is included in in these policies and processes as related to a broad course of study.	All students in the LEA, Lockhurst Charter Elementary, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	Met		13JUN2023	2023
19647336018063	Marquez Charter	7	The Office of the Chief Strategy Officer is informing the LAUSD Board of Education of Marquez Charter Elementary’s findings for the Local Indicators and of the submission of the results into the California Dashboard as public information. The District’s findings are due to the California Department of Education on November 1, 2023. Marquez Charter Elementary will submit the information by that deadline.	The Office of the Chief Strategy Officer is informing the LAUSD Board of Education of Marquez Charter Elementary’s findings for the Local Indicators and of the submission of the results into the California Dashboard as public information. The District’s findings are due to the California Department of Education on November 1, 2023. Marquez Charter Elementary will submit the information by that deadline.	The Office of the Chief Strategy Officer is informing the LAUSD Board of Education of Marquez Charter Elementary’s findings for the Local Indicators and of the submission of the results into the California Dashboard as public information. The District’s findings are due to the California Department of Education on November 1, 2023. Marquez Charter Elementary will submit the information by that deadline.	The Office of the Chief Strategy Officer is informing the LAUSD Board of Education of Marquez Charter Elementary’s findings for the Local Indicators and of the submission of the results into the California Dashboard as public information. The District’s findings are due to the California Department of Education on November 1, 2023. Marquez Charter Elementary will submit the information by that deadline.	Met		13JUN2023	2023
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		05JUN2023	2023
19647336018287	Nestle Avenue Charter	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	All students in the LEA, Nestle Ave. Charter Elementary, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	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.  We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level.  Our efforts include the following actions:  • Add enhancements to our student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools. • Update policies to ensure that our students can enroll and complete four years of Mathematics in order to be better prepared for college. As an Affiliated Charter in Los Angeles Unified, Nestle Charter Elementary is included in these policies and processes.	All students in the LEA, Nestle Ave. Charter Elementary, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	Met		13JUN2023	2023
19647336018634	Palisades Charter Elementary	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	The 2022-2026 Los Angeles Unified Strategic Plan provides goals, strategies and priorities that ensure students have access to high quality instruction, enriching experience within a broad course of study. The District's Black Student Achievement Plan and 2022-2023 Standard English Learner policy reflect a commitment to equity and access for all students. The Educational Transformation Office and its priorities will ensure that schools receive differentiated support in order to accelerate learning outcomes for all students. LAUSD continues to identify and implement Tier 2 and 3 supports for students with academic and social emotional development needs. In addition, LAUSD continues to develop supplemental resources to improve instruction across all content areas including integrated English Language Development. The expansion of full inclusion model schools for students with disabilities continues to be a district priority so that academic and social-emotional support for students can be implemented within more general education classrooms.	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.	We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. This comes into play with ensuring schools develop a student-centered master schedule that is equitable and accessible by all students. Our efforts include the following actions: • Training for school counselors and administrators over school counseling on the foundational components of course sequencing, programming, and the development of student-centered master schedules. • Increase opportunities for students to access dual enrollment and CTE pathways to receive high school and college credits. • Increase our AP course offering by adding newly released courses. • Work towards making all courses A-G designated courses to ensure students maximize their opportunity to be successful in college and beyond. • Provide extra support to the priority schools on master scheduling development.  As an Affiliated Charter in Los Angeles Unified, Palisades Charter Elementary is included in these policies and processes as related to a broad  course of study.	Met		13JUN2023	2023
19647336018642	Pacoima Charter Elementary	7	Pacoima Charter School uses the Aeries Student Information System (SIS) to track various analytics related to student enrollment and their progress in a wide range of courses.  Pacoima Charter School has a student population where almost all students are eligible for Title I services, this includes English Learners and students with exceptional learning needs. Our program features the full inclusion model for students with disabilities. Our students with special needs are fully integrated into the general education setting and participate in the core instructional program alongside their peers. This approach promotes an inclusive and supportive learning environment. Furthermore, all English Learners at Pacoima Charter School are actively engaged in English Language Development (ELD) on a daily basis. This includes both designated ELD, where students receive targeted instruction in English language skills, and integrated ELD, where English language development is incorporated into their regular coursework. This dual approach helps English Learners build proficiency in English while also accessing the broader curriculum	All  Pacoima Charter School students have access to and actively participate in the core instructional program. This ensures that all students receive a solid foundation in essential subjects such as English Language Arts (ELA), Mathematics, History-Social Science, Science, Physical Education, STEAM (Science, Technology, Engineering, Arts, and Mathematics), and Social-Emotional Learning (SEL). This comprehensive approach to education helps students develop a well-rounded set of skills and knowledge necessary for success in middle school and beyond. Additionally, the school goes above and beyond by providing opportunities for enrichment and strategic intervention. Our Enrichment activities help students explore their interests and talents beyond the standard curriculum, while our strategic interventions such as I-ready and  targeted small group instruction provide extra support to students who may need additional assistance in specific subject areas. The inclusion of our STEAM  curriculum is noteworthy. These subjects not only expose students to critical 21st-century skill sets but also foster creativity, problem-solving abilities, and a deeper understanding of the world around them. Our STEAM program promotes skills related to technology and engineering, which are highly relevant in today's rapidly evolving world.	No barriers exist, as a matter of policy, that would block access to a broad course of study for all students at Pacoima Charter School.	Pacoima Charter School  prioritizes a well-rounded and inclusive educational experience for our elementary students, ensuring they have access to a diverse range of subjects and opportunities for both academic and personal growth. Pacoima Charter is committed to ensuring that all students have access to a broad course of study and is actively monitoring their progress. We believe utilizing tools like Aeries and instructional programs are  instrumental in tracking student performance and providing the necessary support. Monitoring the implementation of support for students with exceptional learning needs and English learners is crucial to ensure that these students receive the assistance they require to succeed academically.	Met		13JUN2023	2023
19647336018725	Plainview Academic Charter Academy	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	All students in the LEA, Plainview Academic Charter Academy have access to, and are enrolled in, a broad course of study. There are no differences between student groups.	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.  We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. This comes into play with ensuring schools develop a student-centered master schedule that is equitable and accessible by all students.	All students in the LEA, Plainview Academic Charter Academy have access to, and are enrolled in, a broad course of study. There are no differences between student groups.	Met		13JUN2023	2023
19647336018774	Pomelo Community Charter	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	All students in the LEA, Pomelo Community Charter, have access to, and are enrolled in, a broad course of study. There are no differences between student groups.	LAUSD continues to address the barriers that prevent English Learners and students with disabilities access to a broad course of study so they 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 Plan (IEP) 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. We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level.	All students in the LEA, Pomelo Community Charter, have access to, and are enrolled in, a broad course of study. There are no differences between student groups.	Met		13JUN2023	2023
19647336018923	Riverside Drive Charter	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	All students in the LEA, Riverside Drive Charter Elementary, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	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.  We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Our efforts include the following actions:  • Add enhancements to our student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools. • Update policies to ensure that our students can enroll and complete four years of Mathematics in order to be better prepared for college. As an Affiliated Charter in Los Angeles Unified, Riverside Drive Charter Elementary is included in these policies and processes as related to a broad course of study.	All students in the LEA, Riverside Drive Charter Elementary, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	Met		13JUN2023	2023
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		15JUN2023	2023
19647336019111	Serrania Avenue Charter For Enriched Studies	7	Our selected measures to track students access are SBAC, DIBELS, iReady, Welligent, and teacher recommendations to ensure students are provided opportunities for gifted identification or referred for additional intervention support and/or SSPT, 504, iep support.	Students are progress monitored monthly in K-2 using DIBELS and 3-5 with iReady. Small groups are reorganized based on data from assessment and anecdotal records in ELA and math. Yearly, student achievement data is analyzed to determine if a recommendation for gifted testing is appropriate.	Barriers include issues with progress monitoring, ensuring that teachers are provided support to implement small group instruction, and providing professional development based on current data results of students	Creating an Instructional Cadre which consists of teachers, coordinator, and leadership to design relevant PD based on school needs. All staff will participate in Instructional Rounds.	Met		13JUN2023	2023
19647336019186	Sherman Oaks Elementary Charter	7	All students are required to have access to a broad course of study. 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.  SOEC uses the Dynamic Indicators of Basic Early Literacy Skills for elementary literacy and Edulastic Common Formative Assesments for elementary mathematics. Beginning in the 2023-2024 school year, the the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. In addition, physical education in elementary schools is monitored using a certification process that requires teacher and principal confirmation of appropriate instructional minutes.	All students have access to and are enrolled in a broad course of study. The LAUSD Plan provides goals, strategies and priorites that ensure students have access to high quality instruction, enriching experiences within a broad course of study. SOEC continues to implement supplemental resources to improve instruction across all content areas including integrated English Language Development.  In order to meet the needs of Emergent Bilinguals designated and integrated English Language Development time is provided during the instructional day to improve students' academic English language skills. Additional support is provided to students with disabilities as dictated by the IEP Program or Section 504.	Attendance is an area that needs to be monitored.  SOEC's chronic absenteeism rate increased by 4% from the previous year.	Ongoing professional development and training will be provided to staff on I-ready; SOEC will continue to focus on targeted small group instruction; analyze and review data to plan next steps; Monitor student progress within a continuous cycle of improvement; Use evidence based strategies to ensure lessons are rigorous; form an attendance team to monitor attendance; make calls/home visits of students with chronic absences.	Met		13JUN2023	2023
19647336019392	Superior Street Elementary	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	The 2022-2026 Los Angeles Unified Strategic Plan provides goals, strategies and priorities that ensure students have access to high quality instruction, enriching experience within a broad course of study. The District's Black Student Achievement Plan and 2022-2023 Standard English Learner policy reflect a commitment to equity and access for all students. The Educational Transformation Office and its priorities will ensure that schools receive differentiated support in order to accelerate learning outcomes for all students. LAUSD continues to identify and implement Tier 2 and 3 supports for students with academic and social emotional development needs. In addition, LAUSD continues to develop supplemental resources to improve instruction across all content areas including integrated English Language Development. The expansion of full inclusion model schools for students with disabilities continues to be a district priority so that academic and social-emotional support for students can be implemented within more general education classrooms.	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.	We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. This comes into play with ensuring schools develop a student-centered master schedule that is equitable and accessible by all students. Our efforts include the following actions:  • Training for school counselors and administrators over school counseling on the foundational components of course sequencing, programming, and the development of student-centered master schedules.  • Increase opportunities for students to access dual enrollment and CTE pathways to receive high school and college credits. • Increase our AP course offering by adding newly released courses.   • Work towards making all courses A-G designated courses to ensure students maximize their opportunity to be successful in college and beyond.  • Provide extra support to the priority schools on master scheduling development. • Add enhancements to our student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools. • Update policies to ensure that our students can enroll and complete four years of Mathematics in order to be better prepared for college.	Not Met For Two or More Years		27SEP2023	2023
19647336019525	Topanga Elementary Charter	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills	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.	We have conducted an analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. This comes into play by ensuring schools develop a student-centered master schedule that is equitable and accessible to all students. Our efforts include the following actions: • Training for school counselors and administrators over school counseling on the foundational components of course sequencing, programming, and the development of student-centered master schedules. • Increase opportunities for students to access dual enrollment and CTE pathways to receive high school and college credits. • Increase our AP course offering by adding newly released courses. • Work towards making all courses A-G designated courses to ensure students maximize their opportunity to be successful in college and beyond. • Provide extra support to the priority schools on master scheduling development. • Add enhancements to our student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools. • Update policies to ensure that our students can enroll and complete four years of Mathematics in order to be better prepared for college.	Met		16MAY2023	2023
19647336019533	Topeka Charter School For Advanced Studies	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	The 2022-2026 Los Angeles Unified Strategic Plan provides goals, strategies and priorities that ensure students have access to high quality instruction, enriching experience within a broad course of study. The District's Black Student Achievement Plan and 2022-2023 Standard English Learner policy reflect a commitment to equity and access for all students. The Educational Transformation Office and its priorities will ensure that schools receive differentiated support in order to accelerate learning outcomes for all students. LAUSD continues to identify and implement Tier 2 and 3 supports for students with academic and social emotional development needs. In addition, LAUSD continues to develop supplemental resources to improve instruction across all content areas including integrated English Language Development. The expansion of full inclusion model schools for students with disabilities continues to be a district priority so that academic and social-emotional support for students can be implemented within more general education classrooms. 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.	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.	We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. This comes into play with ensuring schools develop a student-centered master schedule that is equitable and accessible by all students. Our efforts include the following actions: • Training for school counselors and administrators over school counseling on the foundational components of course sequencing, programming, and the development of student-centered master schedules. • Provide extra support to the priority schools on master scheduling development. • Add enhancements to our student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools. • Update policies to ensure that our students can enroll and complete four years of Mathematics in order to be better prepared for college. As an Affiliated Charter in Los Angeles Unified, Topeka Charter is included in these policies and processes as related to a broad course of study.	Met		13JUN2023	2023
19647336019673	Van Gogh Charter	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used assessments such as the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) for elementary literacy, Edulastic Common Formative Assessments for elementary mathematics, and the iReady assessment for secondary literacy and mathematics during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	All students in the LEA, Van Gogh Charter Elementary, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	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.  We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. Our efforts include the following actions:  • Add enhancements to our student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools. • Update policies to ensure that our students can enroll and complete four years of Mathematics in order to be better prepared for college. As an Affiliated Charter in Los Angeles Unified, Van Gogh Charter Elementary is included in	All students in the LEA, Van Gogh Charter Elementary, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	Met		13JUN2023	2023
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.). At the high school, all students are required to engage in the full range of A-G coursework, and all students have access to a variety of elective course options and STEAM oriented CTE Pathway programs in Engineering, Digital Media Arts and Biomedical Science. Vaughn's high school has significantly expanded access to a rich selection of Advanced Placement course options as well, as Vaughn prescribes to the College Board's policy of creating an environment that encourages participation and access to all students, again, regardless of status.	No barriers exist, as a matter of policy, that would block access to a broad course of study for all students at Vaughn NCLC. The only consideration at the secondary (grades 6-12) relative to access to elective courses rests with the limited number of sections the school can program into the course matrix. Regardless, all students have access to these elective courses, and student choice is considered to be of paramount importance.	Vaughn has, and will continue, to invest in additional personnel and program training that will enable faculty to expand upon the already significant number of elective course options and Pathway programs available to students in grades 6-12. Moreover, Vaughn has deployed funding to expand the number of students able to enroll in each CTE Pathway by providing additional instructional materials, equipment, and technology designed both to increase student enrollment in these courses, as well as to reduce the group-size ration for in-class activities.	Met		29JUN2023	2023
19647336019855	Welby Way Charter Elementary School And Gifted-High Ability Magnet	7	At Welby Way, all students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used assessments such as the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) for elementary literacy, Edulastic Common Formative Assessments for mathematics, and the STAR Renaissance assessment for literacy during the 2022-2023 school year.  Beginning in the 2023-2024 school year, Welby Way will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. In addition, physical education is monitored using a certification process that requires teacher and principal confirmation of appropriate instructional minutes.  For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including grades, grade-level skills assessment scores and English Learner proficiency exam scores.	Welby Way 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.	Welby Way has conducted analysis of students' courses of study regarding rigor, access, and equity. Furthermore, we reviewing individual reports, reflecting on the findings, and developing a plan to ensure rigor, access, and equity.	As an Affiliated Charter in Los Angeles Unified, Welby Way Charter Elementary is included in these policies and processes as related to a broad course of study.	Not Met For Two or More Years		14SEP2023	2023
19647336019939	Westwood Charter Elementary	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	All students in the LEA, Westwood Charter Elementary, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	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.  We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. Our efforts include the following actions:  • Add enhancements to our student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools. • Update policies to ensure that our students can enroll and complete four years of Mathematics in order to be better prepared for college. As an Affiliated Charter in Los Angeles Unified, Westwood Charter Elementary is included in	All students in the LEA, Westwood Charter Elementary, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	Met		13JUN2023	2023
19647336019954	Wilbur Charter For Enriched Academics	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	The 2022-2026 Los Angeles Unified Strategic Plan provides goals, strategies and priorities that ensure students have access to high quality instruction, enriching experience within a broad course of study. The District's Black Student Achievement Plan and 2022-2023 Standard English Learner policy reflect a commitment to equity and access for all students. The Educational Transformation Office and its priorities will ensure that schools receive differentiated support in order to accelerate learning outcomes for all students. LAUSD continues to identify and implement Tier 2 and 3 supports for students with academic and social emotional development needs. In addition, LAUSD continues to develop supplemental resources to improve instruction across all content areas including integrated English Language Development. The expansion of full inclusion model schools for students with disabilities continues to be a district priority so that academic and social-emotional support for students can be implemented within more general education classrooms.	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.	We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. This comes into play with ensuring schools develop a student-centered master schedule that is equitable and accessible by all students. Our efforts include the following actions: Training for school counselors and administrators over school counseling on the foundational components of course sequencing, programming, and the development of student-centered master schedules; Increase opportunities for students to access dual enrollment and CTE pathways to receive high school and college credits; Increase our AP course offering by adding newly released courses; Work towards making all courses A-G designated courses to ensure students maximize their opportunity to be successful in college and beyond; Provide extra support to the priority schools on master scheduling development; Add enhancements to our student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools; Update policies to ensure that our students can enroll and complete four years of Math in order to be better prepared for college. Wilbur Charter is included in these processes and policies.	Met		13JUN2023	2023
19647336020036	Woodlake Elementary Community Charter	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	All students in the LEA, Woodlake Elementary Community Charter, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	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. ELs are required to receive designated ELD  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.  We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. Our efforts include the following actions: Add enhancements to our student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools. • Update policies to ensure that our students can enroll and complete four years of Mathematics in order to be better prepared for college. As an Affiliated Charter in LAUSD, Woodlake ECC is included in these policies and processes as related to a broad course of study.	All students in the LEA, Woodlake Elementary Community Charter, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	Met		13JUN2023	2023
19647336020044	Woodland Hills Elementary Charter For Enriched Studies	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	The 2022-2026 Los Angeles Unified Strategic Plan provides goals, strategies and priorities that ensure students have access to high quality instruction, enriching experience within a broad course of study. The District's Black Student Achievement Plan and 2022-2023 Standard English Learner policy reflect a commitment to equity and access for all students. The Educational Transformation Office and its priorities will ensure that schools receive differentiated support in order to accelerate learning outcomes for all students. LAUSD continues to identify and implement Tier 2 and 3 supports for students with academic and social emotional development needs. In addition, LAUSD continues to develop supplemental resources to improve instruction across all content areas including integrated English Language Development. The expansion of full inclusion model schools for students with disabilities continues to be a district priority so that academic and social-emotional support for students can be implemented within more general education classrooms.	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.	We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. This comes into play with ensuring schools develop a student-centered master schedule that is equitable and accessible by all students. Our efforts include the following actions: • Training for school counselors and administrators over school counseling on the foundational components of course sequencing, programming, and the development of student-centered master schedules. • Increase opportunities for students to access dual enrollment and CTE pathways to receive high school and college credits. • Increase our AP course offering by adding newly released courses. • Work towards making all courses A-G designated courses to ensure students maximize their opportunity to be successful in college and beyond. • Provide extra support to the priority schools on master scheduling development. • Add enhancements to our student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools. As an Affiliated Charter in Los Angeles Unified, Woodland Hills Elementary Charter is included in these policies and processes as related to a broad course of study.	Met		13JUN2023	2023
19647336057988	Emerson Community Charter	7	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. At the secondary level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	The 2022-2026 Los Angeles Unified Strategic Plan provides goals, strategies and priorities that ensure students have access to high quality instruction, enriching experience within a broad course of study. The District's Black Student Achievement Plan and 2022-2023 Standard English Learner policy reflect a commitment to equity and access for all students. The Educational Transformation Office and its priorities will ensure that schools receive differentiated support in order to accelerate learning outcomes for all students. LAUSD continues to identify and implement Tier 2 and 3 supports for students with academic and social emotional development needs. In addition, LAUSD continues to develop supplemental resources to improve instruction across all content areas including integrated English Language Development.	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.	We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. This comes into play with ensuring schools develop a student-centered master schedule that is equitable and accessible by all students. Our efforts include the following actions: • Training for school counselors and administrators over school counseling on the foundational components of course sequencing, programming, and the development of student-centered master schedules. • Increase opportunities for students to access dual enrollment and CTE pathways to receive high school and college credits. • Increase our AP course offering by adding newly released courses. • Work towards making all courses A-G designated courses to ensure students maximize their opportunity to be successful in college and beyond. • Provide extra support to the priority schools on master scheduling development. • Add enhancements to our student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools. • Update policies to ensure that our students can enroll and complete four years of Mathematics in order to be better prepared for college.	Met		01MAY2023	2023
19647336058150	Louis Armstrong Middle	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	All students in the LEA, Louis Armstrong Middle School, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	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. We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Our efforts include the following actions: • Training for school counselors and administrators over school counseling on the foundational components of course sequencing, programming, and the development of student-centered master schedules.• Increase opportunities for students to access dual enrollment and CTE pathways to receive high school and college credits. Update policies to ensure that our students can enroll and complete four years of Mathematics in order to be better prepared for college. As an Affiliated Charter in Los Angeles Unified, Armstrong Middle School is included in these policies and processes as related to a broad course of study.	All students in the LEA, Louis Armstrong Middle School, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	Met		13JUN2023	2023
19647336058267	Paul Revere Charter Middle	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	All students in the LEA, Paul Revere Charter Middle School, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	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.  We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. We have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. Our efforts include the following actions: Add enhancements to student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools• Update policies to ensure our students can enroll and complete four years of Mathematics to be better prepared for college. As an Affiliated Charter in LAUSD, Paul Revere is included in these policies and processes related to a broad course of study.	All students in the LEA, Paul Revere Charter Middle School, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	Met		13JUN2023	2023
19647336061477	George Ellery Hale Charter Academy	7	The District was asked to identify the locally selected measures or tools used to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. Reflection findings: All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. In addition, physical education in elementary schools is monitored using a certification process that requires teacher and principal confirmation of appropriate instructional minutes.  As an Affiliated Charter in Los Angeles Unified, Hale Charter Academy is included in these policies and processes as related	The 2022-2026 Los Angeles Unified Strategic Plan provides goals, strategies and priorities that ensure students have access to high quality instruction, enriching experience within a broad course of study. The District's Black Student Achievement Plan and 2022-2023 Standard English Learner policy reflect a commitment to equity and access for all students. The Educational Transformation Office and its priorities will ensure that schools receive differentiated support in order to accelerate learning outcomes for all students. LAUSD continues to identify and implement Tier 2 and 3 supports for students with academic and social emotional development needs. In addition, LAUSD continues to develop supplemental resources to improve instruction across all content areas including integrated English Language Development. The expansion of full inclusion model schools for students with disabilities continues to be a district priority so that academic and social-emotional support for students can be implemented within more general education classrooms. As an Affiliated Charter in Los Angeles Unified, Hale Charter Academy is included in these policies and processes as related to a broad course of study.	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. As an Affiliated Charter in Los Angeles Unified, Hale Charter Academy is included in these policies and processes as related to a broad course of study.	We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. This comes into play with ensuring schools develop a student-centered master schedule that is equitable and accessible by all students. Our efforts include the following actions: • Training for school counselors and administrators over school counseling on the foundational components of course sequencing, programming, and the development of student-centered master schedules. • Increase opportunities for students to access dual enrollment and CTE pathways to receive high school and college credits. • Increase our AP course offering by adding newly released courses. • Work towards making all courses A-G designated courses to ensure students maximize their opportunity to be successful in college and beyond. • Provide extra support to the priority schools on master scheduling development. • Add enhancements to our student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools. • Update policies to ensure that our students can enroll and complete four years of Mathematics in order to be better prepared for college. As an Affiliated Charter in LAUSD.	Not Met For Two or More Years		19OCT2023	2023
19647336061543	Alfred B. Nobel Charter Middle	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	The 2022-2026 Los Angeles Unified Strategic Plan provides goals, strategies and priorities that ensure students have access to high quality instruction, enriching experience within a broad course of study. The District's Black Student Achievement Plan and 2022-2023 Standard English Learner policy reflect a commitment to equity and access for all students. The EducationalTransformation Office and its priorities will ensure that schools receive differentiated support in order to accelerate learning outcomes for all students. LAUSD continues to identify and implement Tier 2 and 3 supports for students with academic and social emotional development needs. In addition, LAUSD continues to develop supplemental resources to improve instruction across all content areas including integrated English Language Development. The expansion of full inclusion model schools for students with disabilities continues to be a district priority so that academic and social-emotional support for students can be implemented within more general education classrooms.	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.	Our efforts include the following actions: • Training for school counselors and administrators over school counseling on the foundational components of course sequencing, programming, and the development of student-centered master schedules. • Increase opportunities for students to access dual enrollment and CTE pathways to receive high school and college credits. • Increase our AP course offering by adding newly released courses. • Work towards making all courses A-G designated courses to ensure students maximize their opportunity to be successful in college and beyond. • Provide extra support to the priority schools on master scheduling development. • Add enhancements to our student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools. • Update policies to ensure that our students can enroll and complete four years of Mathematics in order to be better prepared for college.As an Affiliated Charter in Los Angeles Unified, Nobel Charter Middle is included in these policies and processes as related to a broad course of study.	Met		13JUN2023	2023
19647336061584	Gaspar De Portola Charter Middle	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	All students in the LEA, Portola Charter Middle School, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	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.  We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. Our efforts include the following actions:  • Add enhancements to our student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools. • Update policies to ensure that our students can enroll and complete four years of Mathematics in order to be better prepared for college.  Portola is included in these policies and processes as related to a broad course of study.	All students in the LEA, Portola Charter Middle School, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	Met		13JUN2023	2023
19647336071435	Castlebay Lane Charter	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	All students in the LEA, Castlebay Lane Charter Elementary, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	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.  We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. Efforts include the following actions:  • Add enhancements to our student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools. • Update policies to ensure that our students can enroll and complete four years of Mathematics in order to be prepared for college. As an Affiliated Charter in Los Angeles Unified, Castlebay is included in these policies and processes.	All students in the LEA, Castlebay Lane Charter Elementary, have access to, and are enrolled in, a broad course of study.  There are no differences between student groups.	Met		13JUN2023	2023
19647336094726	Community Magnet Charter Elementary	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	The 2022-2026 Los Angeles Unified Strategic Plan provides goals, strategies and priorities that ensure students have access to high quality instruction, enriching experience within a broad course of study. The District's Black Student Achievement Plan and 2022-2023 Standard English Learner policy reflect a commitment to equity and access for all students. The Educational Transformation Office and its priorities will ensure that schools receive differentiated support in order to accelerate learning outcomes for all students. LAUSD continues to identify and implement Tier 2 and 3 supports for students with academic and social emotional development needs. In addition, LAUSD continues to develop supplemental resources to improve instruction across all content areas including integrated English Language Development. The expansion of full inclusion model schools for students with disabilities continues to be a district priority so that academic and social-emotional support for students can be implemented within more general education classrooms.	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.	We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. This comes into play with ensuring schools develop a student-centered master schedule that is equitable and accessible by all students. Our efforts include the following actions: • Training for school counselors and administrators over school counseling on the foundational components of course sequencing, programming, and the development of student-centered master schedules. • Increase opportunities for students to access dual enrollment and CTE pathways to receive high school and college credits. • Provide extra support to the priority schools on master scheduling development. • Add enhancements to our student information platforms to improve the capacities of our student programing scheduler and to create Equitable Opportunity Reports for all our secondary schools. • Update policies to ensure that our students can enroll and complete four years of Mathematics in order to be better prepared for college. As an Affiliated Charter in Los Angeles Unified, Community Magnet Charter is included in these policies and processes as related to a broad course of study.	Met		13JUN2023	2023
19647336097927	Open Charter Magnet	7	All students are required to have access to a broad course of study and a free and appropriate public education (FAPE). 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, LAUSD used 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 during the 2022-2023 school year. Beginning in the 2023-2024 school year, the District will use a new computer adaptive assessment to monitor student progress in reading for grades 3-12 and for TK-12 mathematics. DIBELs will continue as a measure of critical literacy skills attainment in the primary elementary grades. 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 level, LAUSD makes use of the central student information system and master scheduling system to track student enrollment in a broad course of study. For all grade levels, English Learner progress dashboards are used to track English learner progress toward reclassification, including course enrollment, course grades, grade-level skills assessment scores and English Learner proficiency exam scores.	The 2022-2026 Los Angeles Unified Strategic Plan provides goals, strategies and priorities that ensure students have access to high quality instruction, enriching experience within a broad course of study. The District's Black Student Achievement Plan and 2022-2023 Standard English Learner policy reflect a commitment to equity and access for all students. The Educational Transformation Office and its priorities will ensure that schools receive differentiated support in order to accelerate learning outcomes for all students. LAUSD continues to identify and implement Tier 2 and 3 supports for students with academic and social emotional development needs. In addition, LAUSD continues to develop supplemental resources to improve instruction across all content areas including integrated English Language Development. The expansion of full inclusion model schools for students with disabilities continues to be a district priority so that academic and social-emotional support for students can be implemented within more general education classrooms.	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.	We have conducted analysis of students' courses of study regarding rigor, access, and equity at the high school and District level. Furthermore, we have provided all high schools with individual reports and training on how to analyze their report, reflect on the findings, and develop a plan to ensure rigor, access, and equity. This comes into play with ensuring schools develop a student-centered master schedule that is equitable and accessible by all students.	Met		13JUN2023	2023
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		22JUN2023	2023
19647336114912	Watts Learning Center	7	WLCCES uses 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, Power School student information system, master schedule. 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. 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 Yoga (Grades 1-5); Music (Grades 4-5); Engineering (TK-5), Drama (TK-5), Afterschool Literacy Enrichment (TK-5), and Dance (TK-5). There are no differences in accessibility to courses, across student groups.	WLCCES continues to monitor equity and accessibility to educational programs to ensure no barriers arise that limit access. Chronic absenteeism continues to be a barrier to full course of study access, however, it is improving over time.	Student interventions are in place to support student learning, especially when students are chronically absent. Data will continue to be monitored and revisions made to strategic plan actions, as needed.	Met		26JUN2023	2023
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		08JUN2023	2023
19647336117048	ICEF View Park Preparatory Elementary	7	ICEF View Park Preparatory Elementary School is a tuition-free public charter school that serves approximately 427 students in grades TK-5 with the following demographics: 88% African American, 10% Hispanic, 7% Students with Disabilities (SWD), 3% English Learners (EL), 1% Foster Youth (FY), 3% Homeless Youth (HY), and 98% 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		15JUN2023	2023
19647336117667	Camino Nuevo Charter Academy	7	The tools that the LEA uses to track the extent to which all students have access to, and are enrolled in, a broad course of student, include: -A robust college counseling program aimed at enrolling all students in a-g courses -The collection of multi-subjects teachers’ schedules at the TK-5 schedule, with a review by administrators to look for all core subjects -The design of an electives/specials schedule that provides students with enrichment opportunities in the arts, PE, and STEM   The LEA has a full inclusion model for both students with disabilities and multilingual learners, so they are not excluded from a broad course of study.	All students are enrolled in a broad course of study with respect to the core classes.  Students in grades TK-5 and high school have access to and are enrolled in a broad course of elective or enrichment offerings as well.  Most students at the middle school level (grades 6-8) are enrolled in a broad course of study.  Subgroups who we must prioritize in this area are middle school students who are dually identified as ELLs and students with disabilities, as well as students who are performing below grade level in both math and reading.  These students are enrolled in limited enrichment electives.	The barrier to providing the middle school subgroups identified above access to a broad course of study is that they are in multiple academic support classes during the elective blocks.	For the 23-24 school year we are piloting a new master schedule in an attempt to ensure that all students receive both elective and academic intervention courses, as well as their core subjects.	Met		20JUN2023	2023
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		22JUN2023	2023
19647336119531	CHIME Institute's Schwarzenegger Community	7	Students in grades TK-5th are enrolled in a heterogeneous, self-contained classroom by grade level. Groups of students include students who are typically developing, gifted, have exceptional needs, as well as come from varying socio-economic, ethnic and culturally diverse backgrounds. All students in all classrooms have equal access to and are enrolled in a broad course of study including core academic subjects, Physical Education, Art, Music, 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.	CHIME is a single site independent charter school. 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		27JUN2023	2023
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 established two interventionist roles  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  Downtown Value has provided professional development and support to classroom teachers through meetings and observations. In 2023-24 DVS  will establish the role of Director of Instruction and will continue to improve its use of SDAIE strategies which allow all students access to the broad course of study with an emphasis on reading.	Met		09JUN2023	2023
19647336120471	Puente Charter	7	Puente Charter School was established in situated within the community of Boyle Heights and East Los Angeles. Currently, serving 297 students in grades TK-5 and expanding by one grade level annually. Our current student demographics reflect 97% Hispanic, 2% White, 1% African American, 10% Students with Disabilities (SWD), 29% English Learners (EL), 1% Foster Youth, and 82% Socioeconomically Disadvantaged.   PUENTE 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 PUENTE Charter School’s educational program.   PUENTE 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 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 PUENTE 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 have access to and are enrolled in  Music (TK-5), Dance (Gr 1-5), Soccer (TK-1), and Art (Gr.5) There are no differences in accessibility to courses, across student groups at PUENTE Charter School.	Currently, 100% of the students have access to a broad course of study and PUENTE Charter School will continue to monitor this to ensure no barriers arise to change access.	Due to the current success of PUENTE 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		14JUN2023	2023
19647336120489	Para Los Niños Charter	7	To track the extent to which all students have access to, and are enrolled in, a broad course of study the LEA uses its student information system to implement standards-based grading approach where each grade level is assigned all relevant state standards for a broad course of study. Examples include: English Language Arts, English Language Development, Mathematics, Math Practices, Social Science, Science, and Physical Education. Students are also provided access to courses of study related to Visual and Performing Arts and Health although these content areas are not included in the standards-based grading approach. All students, including students with exceptional needs, are provided with the appropriate programming and services to ensure they have access to high- quality instruction and differentiated support necessary to achieve success.  Finally, the LEA regularly reviews data on student progress across this broad course of study and board members review progress monitoring data three times a year.	All students enrolled in the LEA have access to, and are enrolled in, a broad course of study. Each grade level designs a schedule, reviewed by the authorizing LEA’s Charter School Division, that ensures access to the broad course of study.   Students will exceptional needs learn in a full inclusion model where they receive differentiated supports from Special Education service providers.	The LEA did not identify any barriers preventing access to a broad course of study for all students.	To continuing providing universal access to a broad course of study as outlined in California Education Code 51210, the LEA will continue utilizing current strategies that have successfully provided access to relevant programs and services for all students, including those with exceptional needs.	Met		22JUN2023	2023
19647336121081	ICEF View Park Preparatory Middle	7	ICEF View Park Preparatory Middle School is a tuition-free public charter school that serves approximately 271 students in grades 6-8 with the following demographics: 91% African American, 7% Hispanic, 17% Students with Disabilities (SWD), 1% English Learners (EL), 2% Foster Youth (FY), 3% Homeless Youth (HY), and 98% 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		15JUN2023	2023
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. The school district offers art, band, coding, and STEM electives for 7th and 8th grade students in all student groups. Our elementary schools have a new music program that all students have the option to participate in, including a new choir.	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, and funding limitations.	In response to the current deficit of electives at the elementary level, the LEA is currently working to refine the new music program to each elementary school site. Through the Los Angeles County Education Collective, the district is developing a Strategic Plan for Arts Education during the 2023-24 school year to expand our program.	Met		22JUN2023	2023
19647740000000	Lynwood Unified	7	All students have access to a Broad course of study.  In grades spans K-12 all textbooks are adotped and standards aligned and all Unduplicated student groups have access to the general core curriculum.  In addition, students in the English Learner sub-group have broad access to all A-G courses in addition to both integrated and designated ELD.  Our Foster Youth and Unhoused also have access to our default A-G curriculum and have access to additional supports to ensure that students graduate.  Our low income and our students with disabilities also have access to a broad course of study.  Our curriculum is A-G and we have eight CTE Pathways in addition to Advanced Placement and International Baccalaurete courses.	The Lynwood Unified School District has a default A-G curriculum.  In addition, we have no prerequisites for advanced courses such as AP/IB classes.  In addition, we have eight career pathways that all students have access to.  Our progress in ensuring that a Broad Course of Study is available for all students is fully implemented. We are making progress towards full implementation once Ethnic Studies becomes a graduation requirement.  We currently have an approved Ethnic Studies course through the UC/CSU doorway and will be one year ahead of the State Requirement.	The barriers preventing access to a broad course of study for all students are post pandemic in nature.  We have to reengage students back in school and expand our credit recovery options in order for students to have access.  We are also working to eliminate any courses that may hinder a students with exceptional needs or an English Learner from participating in our Broad course of study.	The Lynwood Unified School District is reviewing the number of unduplicated pupils including those in our students with disabilities and english learners to not be prevented from having access to a Broad course of study due to the need to take additional classes.  We are reviewing course offerings to that our self-contained classes become more inclusive with general education as to open access.	Met		23JUN2023	2023
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, as well as focusing efforts to bring more extensive CTE offerings to our middle schools. AP support and study materials are being provided to all students enrolled in AP courses.	Met		28JUN2023	2023
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 through 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.	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 recovery opportunities and summer enrichment and intervention classes for students. After-school opportunities 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		28JUN2023	2023
19648160000000	Mountain View Elementary	7	Mountain View School District measures a broad course of study through the analysis of district course offerings by site, kindergarten registration program requests, District Community Surveys, LCAP parent surveys, Parent Advisory committee input, and LCAP Student Surveys. We have reviewed the master schedules for 7th and 8th grade and the elementary instructional schedules in order to 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. Students at Parkview and Payne have access to a Dual Immersion Spanish Program and Twin Lakes has access to a World Language Mandarin program.	One 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/STEAM-related courses. All Elementary schools currently have the Artist in Residency programs that support VAPA standards. We have also increased the number of STEAM 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 who have the appropriate authorizations.	In order to ensure that more students have access to a broad course of study, current VAPA programs will be expanded at all sites. Professional development opportunities such as Art in Action and Ozobots training, will be provided to all interested instructors in order to expand the availability of such programs within the school day. In collaboration with LACOE and Disney, all 5th & 8th-grade students will participate in STEAM activities and enrichment experiences. Additionally, dance and choir will be offered as extended-day activities for all interested middle school students.	Met		27JUN2023	2023
19648320000000	Newhall	7	The measures that we use to track the extent to which all students have access to and are enrolled in a Broad Course of Study with the TK-6th grade span that we serve are the following categories: Student access to Board approved instructional materials as measured by the School Accountability Report Cards Student access to instructional opportunities in core subjects (English Language Arts, Math, Social Studies and Science) as well as Technology and the Arts and English Language Development for English Learners. Student access to these curricular subjects can be verified through teacher master schedules, music and visual arts schedules, and weekly PE documentation. Technology access in grades 3-6 includes 1-1 deployment of devices and in TK-2 the ratio is 1-2. Technology standards are identified and progress reported twice a year.	Using these indicators 100% of Newhall School District students have access to a Broad Course of Study and currently no barriers exist. Newhall School District remains committed to providing the time, resources and professional learning to ensure that all students continue to have access to a Broad Course of Study.	No barriers exist.	The Newhall School District is proud to ensure that all students have access to a broad course of study.  We continue to build upon our offerings to provide a wide range of educational experiences for children.	Met		27JUN2023	2023
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. All monitoring is provided through the implementation of this policy and its rules and regulations.	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		26JUN2023	2023
19648570000000	Palmdale Elementary	7	Palmdale School District (PSD) uses the CDE’s data quest report of Number of Classes by Subject and 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. In the 2023-2024 school year this metric will be reported in the LCAP, as such it will be a question that will appear in the Local Indicator Survey.	For the 2022-23  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 2022-23 where students are learning content in English and Spanish.	Some of the barriers that could prevent all students this access are:  at- risk ethnic student groups students from low –income families  foster youth the requirement for 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. Focus areas include: Learning Support Teachers (LSTs) at all schools to implement and organize targeted interventions  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 Mental Health Department with increased number of SELs and Counselors. PE teachers at all sites to improve access to PE and Health programs.  Assessment Coordinator continuously monitors local assessments and provides data for teacher collaboration to improve instruction for targeted students. In addition, LCAP provides for an extended day throughout the district allowing for a 7th period so students who need support classes at the middle schools are still able to take advantage of elective courses. At the elementary level this provides additional time in the day for interventions and extension activities.	Met		20JUN2023	2023
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 2022-23 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. The student information system shows that at a minimum, there were English Learners, low-income, foster youth, exceptional needs students, and different grade levels completing the required coursework, during the first semester of 2022-23.  Enrollment for interventions was evident for all grades, exceptional needs students, and unduplicated students for core subject areas. Driver education, CTE, and foreign language courses had the lowest enrollment for exceptional needs and foster youth students.  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 online courses. English learners are receiving ELD courses. Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts 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 action in LCAP Goal 2 - College and Career Readiness. Enrollment in CTE and Professional Skills courses are tracked and reported to our educational partners. 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		09JUN2023	2023
19648570125377	Palmdale Aerospace Academy	7	The Palmdale Aerospace Academy is a TK-12 Charter school.  In TK-5 the principal has the responsibility for ensuring that each grade level is providing full access to all core subjects through a review of each grade level’s daily and weekly schedule. In grades 6-8,  the principal and assistant principal create a master schedule that includes all required courses specified in the California Education Code,  Counselors meet with all students (6-8) to ensure individual students have a schedule that provides complete access to required courses. In grades 9-12, student schedules are built off of the master schedule that is built to meet requirements of all courses that fulfill California Education Code.  Additionally, counselors meet with each student on a yearly basis to develop a 4-year graduation plan.	The Palmdale Aerospace Academy provides equal access to all students, TK-12, to a Broad Course of Study.  Students with disabilities receive all of the required courses of study either through their placement in general education classes or  through services provided in special education classes.  Students with credit deficiencies, at the 9-12 grade span, are provided opportunities to attend credit recovery courses to complete the required courses and continue with the courses outlined on the 4-year graduation plan.	Barriers identified at the middle school include scheduling conflicts that 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.	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		12JUN2023	2023
19648570140889	Palmdale Academy Charter	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
19648650000000	Palos Verdes Peninsula Unified	7	PVPUSD uses Aeries Analytics to track course enrollment and student demographic data.	100% of students have access to over 30 AP courses and a wide range of electives at the secondary level.	All students have access to a broad course of study, including AP courses and corresponding exams.  Fee waivers are applied for qualified students.	PVPUSD uses a waiver process to allow open access to accelerated courses.	Met		21JUN2023	2023
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 middle and high school levels, 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		27JUN2023	2023
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. In K-8, there are standard 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. At all high schools students have access to dual enrollment courses, these courses vary by school but all offer students both high school and college credits. There are no GPA requirements for students to enroll, all PUSD high school students are eligible for courses offered on their campus.	Based on the tools and the standardization of core courses, PUSD does not have broad barriers that prevent students from accessing the standardized, standards aligned core courses in grades K-12. With respect to students identified as English learners, the current scheduling structure in secondary schools does provide students with access to a broad course of study; however, the completion pathways are fewer than students not identified as English learners due to their enrollment into English language development courses rather than an elective course. This reflects a limitation on the number of student-selected courses available to students who are identified as English learners and not able to reclassify prior to their matriculation into secondary grades.	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. With respect to the identified limitation of electives courses, impacts of transitioning to “block schedules” and other master scheduling models are being reviewed with additional considerations on how these same models may also impact students eligible for special education services.	Met		29JUN2023	2023
19648810113464	Aveson Global Leadership Academy	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
19648810113472	Aveson School of Leaders	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
19648810113894	Pasadena Rosebud Academy	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
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 Electives: Writing, Financial Literacy, Computer Technology; Driver’s Ed, Work Experience, Career Exploration, Parenting, GroWORKS and artWORKS	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 in 2022-23 and will be revised in 2023. 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 and physics are now A-G approved and our school will continue to select courses for A-G approval. Biology and English language arts are the next set of courses to be submitted for approval.	Met		27JUN2023	2023
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		20JUN2023	2023
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		28JUN2023	2023
19649070115170	School of Extended Educational Options	7	NULL	NULL	NULL	NULL	Not Met			2023
19649071996693	School of Arts and Enterprise	7	All students are automatically programmed for both UC/CSU A-G eligibility and at least one AME CTE Pathway. According the the CA School's Dashboard, at least 90% of students graduate A-G eligible or as a CTE completer or both.	School counselors monitor student programming quarterly to ensure access to the highest level of both academic and artistic courses available.	The SAE sees very little barriers to a broad course of study regardless of identification in unduplicated student groups or individuals with exceptional needs. All students have access to A-G course eligibility or an AME CTE pathway completion.	School counselors monitor student programming quarterly to ensure access to the highest level of both academic and artistic courses available.	Met		26JUN2023	2023
19649076021984	La Verne Science and Technology Charter	7	NULL	NULL	NULL	NULL	Not Met			2023
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, Science, 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,	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 was that in the 2020-21 school year we launched the Rosemead School District 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 has added one grade level as the cohort progresses to a full K-6 program. For 2023-24, we have one preschool, two kindergarten, two first grade, two second grade, and two third grade classes.	The District has also written grants to increase funding for the visual and performing arts and was recently awarded $50,000 from the Arts Ed Collective (formerly known as Arts for All Foundation) to expand our VAPA programming across the district. Our next step is to find additional funding sources to offer VAPA classes during the day and after school.	Met		29JUN2023	2023
19649640000000	San Marino Unified	7	For the 2022-23  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 2022-23 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 2022-23 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, articulated courses, academic academies and CTE pathways. Throughout the 2022-23 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 (ELD) 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.	Met		27JUN2023	2023
19649800000000	Santa Monica-Malibu Unified	7	SMMUSD analyzes and track students’ access to a broad course of study via a 10-year course plan in Naviance and through A-G completion rates.	The following are our key findings: English Learners, and 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 study. In addition, low-income/foster youth are in need of receiving the academic and emotional supports needed to preserve in their coursework.	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 use  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, which is a partnership between the Santa Monica College (SMC) and the District that provides freshman students who are the first to go to college their family the opportunity participate in SMC courses beginning in the summer after their freshman year in 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 explain 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		29JUN2023	2023
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 as well as i-Ready supportive tools for their individual academic needs. 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 2022-2023 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 Union 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 Union 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. During our educational partner meetings, 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 unduplicated count student groups.	Met		27JUN2023	2023
19650290000000	South Pasadena Unified	7	South Pasadena Unified School District tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Additionally, course enrollment reports developed in the district’s student information system identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. Specifically, at the high school level, our continuous review of our UC/CSU a-g completion rate and those on track to complete UC/CSU a-g required courses for all students and significant sub-groups serves as our barometer for course access and completion at the high school level.	South Pasadena Unified School District’s students have full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i). All elementary schools offer access to and enrollment in the seven areas identified as a broad course of studies for grades 1-5 (Math, English, Social Sciences, Science, Visual and Performing Arts, Health and Physical Education). All SPUSD secondary students have access to a broad course of studies within their school offerings (English, Social Sciences, World Languages, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education). Over time, SPUSD has increased the number of course options students have in various disciplines. For example, Pathways to College and Career have been created that begin at the Elementary level and go through High School. The pathways include: Design, Visual, Performing, Media, and Managerial Arts; Biomedicine; Engineering; Business and Finance; and Computer Science. Students have also had expanded dual enrollment course enrollment opportunities at both South Pasadena Middle School and South Pasadena High School from Pasadena City College (PCC).	A barrier preventing SPUSD from maximizing an even more broad course of study for all students include 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. To address this barrier, dual enrollment course offerings from Pasadena City College are offered after school.	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.	Met		27JUN2023	2023
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 2022-23 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 and roving 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.	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, 2nd and 3rd grades at two schools and will expand to fourth grade in 2023-24.	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 2023-24 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		20JUN2023	2023
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 to curriculum 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 from the 2023 state testing results indicated that student groups: foster youth, students with disabilities, Hispanic and English Learners, performed lower in Language Arts and Math and 5th grade Science. The Superintendent and Assistant Superintendent of Educational Services have worked with site administrators, teachers and various other LCAP educational partners to identify actions and services for the 23-24 school year to increase growth for all students and identified student groups.   In addition, all students, especially underrepresented, have access to all courses of study. To further support those students in need, all nine schools have two Learning Support Teachers to assist with intervention support for those students that are performing in the Tier 2 and 3 levels. There are two Educational Program Coordinators at the District level that go to the school sites to ensure that teachers have the supports that they need to further assist with students accessing their educational goals.	"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 by providing Social Workers (3.2 in 2022 to 8.2 FTEs in 2023), as well as, student access to counselors that are dedicated to assisting students and their families with social emotional support. This support has assisted in removing academic and behavioral barriers for students."	"The Sulphur Springs Union School District has continued to work on meeting the needs of the ""whole child"".  Social workers and counselors at all nine schools continue to assist students and their families with social emotional concerns. Additional support has been added through Behavior Intervention Aides at all sites who are specifically designed to address students’ needs. Further, the District has implemented telehealth therapy at all nine schools and in the families’ home, if requested. Due to the increased need for social/emotional support, more students will have access to therapy as needed.   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. The Educational Services Department has hired two Educational Program Coordinators who are dedicated to support teachers with instructing students who are at-risk, especially English Learners, homeless, foster youth, low income, and students with disabilities.   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."	Met		14JUN2023	2023
19650520000000	Temple City Unified	7	Temple City Unified tracks progress for meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings, class schedules, Master Schedules, report card data, and school schedules to assess the extent to which all TK-12 students have access to and are enrolled in a broad course of studies. TCUSD 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. The high school closely monitors if students are meeting A-G coursework, graduation requirements, and CTE completion through the use of Aeries. i-Ready formative and benchmark assessments are used to monitor the progress of our students as making progress in the California Common Cores State Standards in math and reading.	TCUSD TK-12 students have access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i). The district funds physical education teachers at the elementary, middle school, and high school to provide all students with the mandated amount of physical education minutes. All schools offer band, orchestra, and choir 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. TCUSD offers a Foreign Language Exploratory Courses (FLEX) districtwide for grades TK and K in Mandarin. The high school offers Career Technical Education pathways in the following industry sectors: arts, media and entertainment, business and finance, education, child development, and family services, health science and medical technology, public services and transportation.   TCUSD has 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.	TCUSD offers a robust orchestra, band, choir, and theater program at all levels.  We have found that our schools could be improved by providing a comprehensive Visual and Performing Arts program for all students.  The district is in the process of creating a plan for a more comprehensive TK-12 program and will utilize the Proposition 28 funding to support these new programs that will add to our broad course of study.  We have identified a few systemic barriers that seem to affect access to courses and outcomes for our students with disabilities, specifically our Hispanic students with disabilities. Course enrollments for our students with disabilities are based on placement, disability status, and individual student skill levels. Students with disabilities are given opportunities to mainstream within the general education courses and this allows them access to general education core classes that meet A-G eligibility requirements. Students with disabilities have attempted supplemental requirement courses (those beyond the graduation requirements) at a much lower rate than general education students, such as the world language courses.	Regular analysis of enrollment in a broad course of study helps inform the district to make decisions on the offerings and uses of LCAP Supplemental funds to support Priority 7. 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 on the student's post-secondary opportunities. We have found that more students could benefit from taking the full Career Technical Education (CTE) pathways and even receive college credit for their enrollment.  Students are likely unaware of the benefits of putting the State Seal of Biliteracy on their transcripts, so the district will work to improve communication about CTE and World Language programs.	Met		28JUN2023	2023
19650600000000	Torrance Unified	7	AP Exams - Score of 3 or higher on 2 or more exams CTE Pathway Completers UC A-G Completers Completed at least ONE College Credit Course Seal of Biliteracy CCI (when it returns to the 2023 Dashboard)  All data is disaggregated by student populations: African American, Hispanic, English Learners, Socially Economically Disadvantaged, Students with Disabilities, Foster Youth, Homeless	TUSD has an Open Access policy for all Honors and AP Courses, providing access to a broad course of study for all students. In reviewing the data, all College/Career measures increased or held steady from 2021 to 2022.  Additionally, we track these measures for our at-risk populations.  UC A-G completion showed the most growth among all subgroups, while AP Exams, CTE Pathways, College Credit, and Seal of Biliteracy declined for 3 or more subgroups.  Additional focus is planned for these subgroups in the 23-24 school year.  Advanced Placement Participation reflected a strong post-covid return to AP coursework and exams taken and passed.  Though we deliberately do not track pass rates, students took 359 more exams in 2022, but there was an increase of 546 exams passed, so the pass rate did improve. 2114 Students Tested (increase of 415 students from 2021) 3127 Exams Passed (increase of 546 exams passed from 2021) 4210 Exams Given (increase of  359 exams given from 2021)  We continue to provide outreach and individualize counseling to all underrepresented subgroups to increase enrollment in our highest level courses for all students.	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 and 22-23 school years, which resulted in a large increase (and all-time high) in UC A-G completion rates. 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 recovery and grade improvement.	In response to the results of the measures, the revisions, decision and new actions to ensure access to a broad course of study for all students is as follows: In planning to close the gap, resources are focused on our subgroups not meeting 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,	Met		20JUN2023	2023
19650780000000	Valle Lindo Elementary	7	Locally Selected Measures for Tracking Access to a Broad Course of Study:  Master Scheduling (i.e., Student Group): By using a master scheduling tool, the LEA tracks student enrollment across various courses, ensuring all students, especially those from unduplicated groups and individuals with exceptional needs, are represented in a broad course of study. This system allows for real-time monitoring, ensuring diverse student populations are not unintentionally clustered or excluded from any courses.  District Benchmark Outcomes: The LEA uses district benchmark assessments to measure students' performance across different subjects. By comparing these outcomes based on grade spans, unduplicated student groups, and individuals with exceptional needs, the LEA can identify if there's equitable access to curriculum content and if any adjustments are needed to bridge learning gaps.  Access and Enrollment to Higher-Level Math Courses: The LEA specifically tracks student enrollment in advanced math courses. This metric is crucial because historically, underrepresented groups have had lower participation rates in higher-level courses. By monitoring enrollment and completion rates, the LEA ensures that all students, regardless of their background or needs, have equal opportunities to challenge themselves academically and pursue advanced studies.	100% of students have access to a broad course of study. Due to the district size the district has one elementary school and one middle school.	Master scheduling conflicts appear to be the primary barrier as students are limited to the number of periods within a school day.	Continue providing 100% of students have access to a broad course of study. Collaborate with high school district and higher ed partners.	Met		21JUN2023	2023
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 2022-2023 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 visual and performing 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 Monte Vista Elementary, and Spanish-English at Edgewood Middle. Orangewood Elementary provides the International Baccalaureate (IB) Primary Years Programme, Edgewood Middle has the Middle Years Programme, and Edgewood High School provides the IB Diploma Programme which afford a broad course of internationally-minded, inquiry-based study to a wide range of students. Students in all eight elementary schools participate in the Elementary VAPA program which provides students with early exposure to visual and performing arts. 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. 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. English learner 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		15JUN2023	2023
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.  Middle school students are offered an elective of career technical education, with the opportunity to take high school courses.  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 and middle school students.	Students are accessing available courses and enrolling in a wide range of electives in addition to the required 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 7th and 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		08JUN2023	2023
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-8 experience.    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. Working closely with school staff, counselors, and administrators can provide valuable insights into students' learning interests and patterns. Regular communication and collaboration can help ensure a broad range of courses are available to all students.  By employing these measures and tools, SJCA can assess the extent to which students have access to a broad course of study, identify any disparities, and take targeted actions to ensure equitable educational opportunities for all students.	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 teaches 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 program of 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.	Excessive school absences prevent SJCA from providing access to a broad course of study for all students. Chronic or excessive absences can have a detrimental impact on students' educational experience in several ways:  Missed Instruction: When students are absent from school, they miss valuable instructional time, which can result in gaps in their learning. Absences can make it challenging for students to keep up with the curriculum and fully engage in classroom discussions and activities.  Limited Participation: Students who are frequently absent may miss out on opportunities to participate in group projects, class presentations, and hands-on activities. These experiences are crucial for developing important skills such as teamwork, communication, and critical thinking.  Difficulty in Skill Progression: Consistent attendance is essential for students to progress through the curriculum and build upon previously learned skills. Absences can disrupt the sequential nature of learning.  Reduced Access to Support: Students who are absent from school may have limited access to additional academic support, such as one-on-one assistance from teachers or participation in tutoring programs.   By addressing the issue of absences and promoting regular attendance, SJCA can overcome this barrier and ensure that all students have equal access to a broad course of study, fostering their overall academic success and growth.	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), 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.   To address these barriers, SJCA can implement strategies to improve attendance rates, such as: Scheduled Monitoring and Communication: Maintaining open lines of communication with parents and students to emphasize the importance of regular attendance and the impact of absences on academic achievement. Implementing proactive measures, monitoring attendance records and identifying patterns of absences, to intervene early and provide necessary support to students and families. Parent and Student Engagement: Collaborating with parents and students to identify and address underlying factors contributing to absences, such as health issues, transportation challenges, or personal circumstances. Attendance Incentives: Implementing positive reinforcement systems, recognition programs, & incentives to motivate students to maintain good attendance and engage actively in their education. School-wide Culture: Creating a positive and inclusive school culture that values attendance, emphasizing the benefits of being present and actively participating in the community.	Met		20JUN2023	2023
19651020000000	Westside Union Elementary	7	Tools that the District 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 textbook and inventory management software; daily schedules and rosters; annual CBEDS data collection; ELPAC reclassification results; CAASPP results; NWEA MAP Growth and Reading Fluency assessment results; SEIS-Special Education Information system data; California Healthy Kids Survey results; and OLSAT assessment results.	All students receive standards-based instruction in ELA, math, science, social studies, and PE. 11 of the District's 12 schools are AVID certified; 12 of 12 District schools are WASC accredited (K-5 only at Leona Valley). Three schools went through the full self-study during the 2022-23 school year. The District has three STEM/STEAM schools of choice and two 6th grade academies that offer a middle school course of study as an option during a student's 6th grade year. CTE pathway courses at middle schools	Barriers include a continued gap in updating of new math curricula at the state level - current math curricula has gaps. There continues to be onboarding of newer teachers who are adjusting to curricula that is new to them. There continues to be a decreased availability of substitutes resulting in limited ability to provide extended professional learning opportunities during the school year. Our schools are still addressing learning gaps related to unfinished learning stemming from the pandemic. Consistent implementation using curricular resources is still being addressed as a barrier across school sites.   Consistent implementation across school sites	Revisions, Decisions, or Actions that the District has or will implement include: -Implementation of supplemental math program - Illustrative Math beginning with the 2023-24 year; -Professional development opportunities (Westside Institute, New Teacher Academy, New Teacher Support staff, and Curriculum Resource Teachers) to build 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 of 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; and -2nd year implementation of TOSA in area of English Language Development to increase strategies and intentional ELD to accelerate learning.	Met		20JUN2023	2023
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 are updated   State assessment results that help place students in appropriate core classes ELPAC state assessments that 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 support 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 the most updated student demographic data provided through CALPADS. Some barriers occur when 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 the correct courses. However, school 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 CALPADS.	As a result of the reflection tool, the District has worked with Middle School school sites to discuss the possibilities of adjusting school schedules to allow for additional class periods throughout the day to accommodate more electives offered to students.	Met		20JUN2023	2023
19651280000000	Whittier Union High	7	First, there are very few courses that are not A-G approved for students to take in WUHSD. WUHSD’s district philosophy is to provide additional support, not to lower expectations. Second, WU uses many measures to ensure that all students have access to, and are enrolled in, a broad course of study. These include a variety of reports and pivot tables that are sent to the sites eight times each year whenever there is a grading term. Reports are often longitudinal; e.g., the percentage of students’ schedules in A-G coursework, students’ success rate (course grades above a C), and the percentage of students On-Target for graduation. Along with these summaries 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, ethnicity, language proficiency, foster or homeless status, and socioeconomic disadvantaged 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 of Data Lead to assist admin. and teachers in the 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, the achievement gap is closing 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 College and Career Indicator-related data points.	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 Whittier Union. 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. Due to the fact that many colleges and universities no longer require the SAT, we have left the choice to give the PSAT on a school-wide basis to the school sites. The same is true for the SAT, as students/families can make their own decisions about taking the SAT. 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. Accordingly, we will continue to encourage creative solutions at our sites regarding how to meet the Measurable Targets as a means of supporting all students as they achieve their academic goals.	Met		27JUN2023	2023
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 2022-23 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, students experiencing homelessness, and those who have social and emotional needs that extend beyond the scope of that typically and historically seen among our student population. The district is also seeking avenues and opportunities to more fully integrate students with disabilities into general education environments.	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 program.  Work will continue to ensure that the growth in these areas is not only maintained, but continues to improve.  Training will be provided to build the capacity of school administrators, counselors, and teachers to effectively work with their families experiencing homelessness, students with emergent social and emotional needs, and students with disabilities. Our district is currently making progress in building staff and institutional capacity to support the integration of students with disabilities into more general education classrooms and environments by utilizing a comprehensive approach involving strategic and targeted resource allocation and professional development opportunities for both school staff and district-level administrators.	Met		28JUN2023	2023
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 2022-23 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.  The student information system shows that at a minimum, there were English Learners, low-income, foster youth, exceptional needs students, and different grade levels completing the required coursework, during the first semester of 2022-23.  Enrollment for interventions was evident for all grades, exceptional needs students, and unduplicated students for core subject areas. Driver education, CTE, and foreign language courses had the lowest enrollment for exceptional needs and foster youth students.  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 action in LCAP Goal 2 - College and Career Readiness. Enrollment in CTE and Professional Skills courses are tracked and reported to our educational partners. 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		02JUN2023	2023
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 throughout the school year; and Showcases of Learning 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.	Met		28JUN2023	2023
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 EL Specialist and SpEd Teachers ensure students with exceptional needs are provided appropriate courses, accommodations and FAPE. Students take a diagnostic assessment 3 times/year to determine appropriate course placement. Instructional plans are refined and students are provided intervention support and access to intervention staff. 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 and NGSS alignment for the independent study designed curriculum, and Edmentum has provided CA state aligned maps to guarantee their courseware is aligned to the CCSS and NGSS. As of the 2022-23 SY, all English and Math courses are aligned to the CCSS and all available Science courses, including Biology, are aligned to the NGSS. Students have access to over 60 core courses and 100 elective courses. 90% of the offered courses are UC A-G approved & 96% contain SDAIE strategies.	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 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.	The LEA will continue to offer CTE courses and will be adding a new CTE pathway, Veterinarian Assistant to the existing CTE courses of Construction, Nursing, and Information Technology.  The LEA will continue to offer these courses virtually to allow more students to participate without having to rely on physical space in the learning center in order to accommodate this program (LCAP Goal 2, Action 4).  The LEA will continue to offer a digital curriculum option through Edmentum which offers a full set of A-G approved curriculum, foreign language, visual performing arts, and a growing number of AP courses (LCAP Goal 2, Actions 4 & 7).    The LEA will continue to utilize iLit in its ELD intervention program to help with English language acquisition skills (Goal 1, Action 2 & Goal 2, Action 2).  The LEA will be establishing My Math Path and Achieve 3000 cohorts for students who are testing in the “Needs Urgent Intervention” range at each RenStar testing administration (LCAP Goal 2, Action 2).  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 (LCAP Goal 2, Action 6).	Met		21JUN2023	2023
19651510000000	Wilsona Elementary	7	Wilsona School District will use the California Dashboard and iReady diagnostics to track the the extent to which students have access to a broad course of study. Students in grades 1-8 broad course of study is accessed through the core curriculum. Each school's master schedule will demonstrate students' access to all core instruction.  Professional Development on Teacher Clarity, scheduled data team meetings and regularly scheduled  walkthroughs have provided the support for teachers to provide rigorous instruction.	Broad Course of study is offered to all 6,7,and 8th grade students including career exploration and visual and performing arts.	Wilsona school district has one middle school. All students in the middle school have access to a broad course of study . Due to the size of the school and remote location it is challenging to consistently provide multiple course opportunities.	The district will continue to explore various way of including curriculum options through the modification of the master schedule .	Met		15JUN2023	2023
19734370000000	Compton Unified	7	All elementary school students in CUSD have access to a broad course of study. Core subject areas (ELA, Math, Science, Social Studies, ELD, P.E. and VAPA) are part of the school master schedules, report cards, and they are reflected on the weekly lesson plans. At the middle school level, our master schedules help us track student access to core courses, and electives such as World Language, AVID, Project Lead the Way, or VAPA. Our student information system (Aries) allows us to collect data on the amount of sections students enrolled in. At the high school level, a graduation tracker has been used to monitor and track the progress of students’ completion of high school graduation requirements. Our A-G tracker has been used to track which courses students have completed and which courses students are deficient in. In addition, data dashboards were established to ensure that students take a rigorous set of courses that include AP, college courses, and courses that exceed the minimum A-G requirements (i.e. 4th year of Math, 3rd year of Science). The College Senior Timeline is also used to monitor, track and support seniors through the college application process. Also, the CCGI is used as a tool to have students explore careers, while also providing college & career lessons. Lastly, our Student Information System (Aeries) allows us to monitor and track the progress of CTE completers, as they progress through each pathway.	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, it is projected that this year we will see 231 more students take at least one AP course, while also seeing an overall increase of 259 AP courses taken. Similarly, we have seen 202 more college courses taken last year. Some of these coursework has helped to increase the overall A-G completion rate to 53% overall, an increase of 7% from the previous year. In addition, considerable efforts have been made to strengthen our CTE programs and ensure that students enroll in a sequenced CTE pathway. As a result of all these efforts, CUSD has seen growth in the high school graduation rate from 79% in 2017 to 89% in 2022 district wide.	Our learning loss recovery efforts certainly narrowed enrichment opportunities for students, and slowed down the curriculum in our schools. In 2022, CAASPP results indicated a significant decline in literacy and math proficiency across California districts, with Compton experiencing a 5-point drop in math. This led elementary teachers to shift focus towards SEL, math, and literacy, impacting other subjects.  Another challenge is teacher comfort with NGSS and HSS Framework, requiring additional professional development. Ongoing training on NGSS and our science curriculum is necessary. Also, implementation of new history curricula are planned for grades 6-12 in 2023-2024.  Our middle and high schools face articulation issues regarding college expectations and CTE, which will be a focus next year. High schools need to increase rigor, relevance, and support services to help students succeed in advanced courses like AP. High D & F rates result in students enrolling at Cesar Chavez Continuation High School, affecting A-G completion, graduation requirements, and AP and AB288 course enrollment.  Other barriers that we have identified and will need to be addressed include limited parent engagement, insufficient participation in academic and social emotional interventions, and chronic absenteeism.	The Compton Unified School District plans to enhance education from elementary to high school levels. At the elementary level, we will focus on improving the quality of instruction through professional development and support resources. We will also expand services in core subjects (e.g. Bilingual Instructional Assistants, intervention teachers, tutors, intervention programs, and Saturday School), and we will continue offering enrichment courses.  For middle and high schools, we aim to align graduation requirements and pathways, with 8th-grade students visiting high schools to explore course offerings and career pathways. A College & Career Specialist will monitor middle school transcripts and emphasize college readiness. Content-specific administrators will support high school teachers, a Multi-Tiered System of Supports will help at-risk students, and counselors will encourage minority students to pursue advanced courses.  The district will introduce Early College Satellites and open multiple academies at high school campuses (e.g. NAF and/or JA3DE). A block schedule and a 7th period will provide more opportunities for students. The district also plans to improve mental health and address social-emotional challenges and absenteeism.  In summary, Compton Unified School District is taking comprehensive steps to enhance educational opportunities, emphasizing professional development, school articulation, teacher support, and college and career readiness initiatives.	Met		27JUN2023	2023
19734370115725	Lifeline Education Charter	7	The locally selected tools used to track the extent to which all students have access and are enrolled in a broad course of student include: - Lifeline Master schedule and student enrollment list - California Dashboard College and Career Preparedness Indicators - Reports on ELD and Special Needs students provided by the ELD and Special Needs Coordinators - Parent and student surveys regarding academic program and rigor - Administrator and teacher surveysAll of Lifeline's curriculum and courses are aligned to the California Core Content Standards meeting and exceeding course of study requirements specified in the California Education Code grades K-12.   In grades 7-12 classes meet UC/CSU A-G standards.  Lifeline also offers honors and AP classes which meet and have A-G approval as documented on the A-G Portal.	"Due to the nature of our school being a single TK-12 school, all students have access to the broad course of study in all grades.  In recent years 100% of Lifeline student graduate meeting UC/CSU requirements.  ELD and students with special needs are supported to access all aspects of our program with additional counseling support, instructional aide support.  Lifeline has and ELD Coordinator and a Special Ed Coordinator who monitor all identified students to ensure access and appropriate support. Both our LCAP and WASC Action Plans specifically include the Goal (2) ""Every student will have access to rigorous curriculum and instruction focused on exploration, exposure, creativity, confidence, character, self-esteem, self-discipline and real-world experiences to foster the skills necessary to be college and career ready with a wide array of postsecondary options.""  Specific supporting actions and annual monitoring track progress of that goal which is reported to our Board of Directors, Charter Authorizer and the State of California Department of Education annually."	There are no current barriers.  All students at Lifeline have full access to a broad course of study and most importantly the support necessary to access and succeed in those courses.	Lifeline regularly reviews data from our local measures to adjust our program. Additionally in 2023 the WASC visitation committee supported Lifeline’s efforts to increase the rigor of curriculum and encouraged staff to continue strong linkage to college and career.  Self-study results and analysis of stakeholder input, student assessment data indicate a need to provide students with rigorous academic curriculum, and real-world context that connects with students, to support achievement of grade level standards in core subjects.  The following actions were identified: - Fully implement of a sequence of college and career activities into the curriculum K-12 - Fully implement the Naviance college and career management system - Continue with students receiving social emotional support elementary in K-5 twice monthly, and quarterly in middle school and high school.  - Increase the college and career preparedness of students over previous year.	Met		26JUN2023	2023
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 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.	Met		13JUN2023	2023
19734370132845	Today's Fresh Start-Compton	7	NULL	NULL	NULL	NULL	Not Met			2023
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		13JUN2023	2023
19734370137240	Ingenium Clarion Charter Middle	7	We utilize our Student Information System to capture all student data including class enrollment, attendance, and interventions. We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment and access to a broad course of study. All students receive access to the core subjects (Math, ELA, Science, ELD, and Social Studies), in addition to P.E.    This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate. Additionally, supplemental ELA and Math program progress is tracked and shared with students consistently. All parents or guardians are given access to their student's PowerSchool record to track student work and progress. This also ensures that all students have access to a broad course of study.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the the SST process, IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		13JUN2023	2023
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, Phonics, Math, Science, Writing, Social Studies, and Physical Education. Electives in which all KIPP Compton students are able to participate are Art, Music, and Dance. As 5th grade is added in the 2023-24 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		15JUN2023	2023
19734370137984	Animo Compton Charter	7	The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of high school courses will be reviewed and approved in the Green Dot Course Catalog; the school will offer at least one Physical Education Course; the school will offer at least one visual and performing art (VAPA) elective; and the school will receive an average score of 90% or higher on the facilities survey, indicating that the school is in good or exemplar repair.	In order to meet these metrics, the school has done the following: reviewed teacher, counselor and administrator credentials, background checks and TB clearances at hire and throughout the year to ensure all credentials are properly maintained; developed the ELA and Math “Course at a Glance” materials and curriculum maps that are aligned to CA Common Core State Standards and are available to all teachers; utilized data to assess student course progress and place students in appropriate classes for the upcoming year; Master schedule reflects an emphasis on A-G curriculum and provides appropriate interventions for ELA and Math; and appropriately staffed to implement the school master schedule, including elective courses.  Additionally, the school has a schedule of intervention and accelerations courses available to students based on their needs. Students participate in Summer Bridge, a recommended multi-week summer program that acclimates students to the school culture and allows the school to identify students for special needs, English Learner levels, non-proficiency standards and social-emotional supports. Based on these assessments, students will have access to a variety of programs including Literacy Intervention/Enrichment, Math Foundations, English Language Development (ELD), Special Needs/Academic Success, etc.	The school provides all students with a wide range of courses, including A-G requirements.	The school works to meet the needs of all student groups including Emergent Learners (ELs), students with disabilities, students experiencing homelessnes and foster youth. The school has an EL Master Plan which includes a 5-step process for identifying ELs and provides ongoing training for administrators and teachers on the identification process. EL programs are monitored annually, including a review of standardized testing data. Students with disabilities are supported in accordance with their IEPs. Our Homeless Student Liaison, counselors, and Coordination of Services Team provide support to students who are homeless or foster youth, including making referrals to internal or external service providers. School counselors meet with students individually to address barriers to attendance or learning. If needed, students are provided with hygiene kits, school supplies, school uniforms, and public transportation passes. Students have the opportunity to join a free after school program which provides both a safe place to be after school and nutritious food. Counselors support students and their families by connecting them to local organizations which support housing stability and provide social services. In the case of unaccompanied youth or youth over the age of 18, counselors connect them to these services to address food insecurity, housing issues, and other challenges.	Met		30JUN2023	2023
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), and College Board Reports – AP Test Results, and IB Test Results.	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 Education 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. Dual enrollment offerings at the 4 comprehensive high schools, including Workman Early College Academy Network (WECAN) where students are placed on the track to potentially earn an Associate’s Degree with their high school diploma.	School size and staffing impact the number and/or variety of courses offered within the School’s Master Schedule.	Survey students to understand their interests, provide support/tutoring/summer boot camp/test preparation, create the expectation that all students should take at least one AP course and/or participate in concurrent enrollment in community college courses via HLP Adult Education before they graduate, develop concurrent enrollment agreements and course offerings at high schools with local community colleges, PSAT/SAT College Day for all HS students-Year 2, consider PSAT for all 8th grade students, 6/5th increases pay for teachers who teach an additional class, share teachers and other resources among schools, increased access to electives at middle schools, 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		22JUN2023	2023
19734520000000	Rowland Unified	7	RUSD tracks the extent to which all students have access to, and are enrolled in, a broad course of study based on grade spans, unduplicated student groups, and individuals with exceptional needs, by monitoring course enrollment data in our student information system Aeries.	For the 2022-2023 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 2023-2024 school year. Funding for these offerings comes from the LCAP and the Extended Learning Opportunities Grant.  The results included here for 2022-2023 local indicators will be posted on the Rowland Unified School District Dashboard in fall 2023. During the next LCAP revision process in spring 2024, we will report on local indicators for the 2023-2024 school year.	Met		15JUN2023	2023
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		06JUN2023	2023
19734600000000	Walnut Valley Unified	7	"WVUSD tracks data identified under the umbrella of ""Broad Course of Study""  by undertaking a qualitative and quantitative review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of study. For the 2022/2023 school year, 100% of WVUSD 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 WVUSD uses to track students' access and enrollment is the Student Information System, AERIES.  Using 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 study.  Elementary schools offer access and enrollment in the seven areas identified as broad courses of study. Additionally, WVUSD provides elementary students courses in visual and performing arts (K-5), language classes, and physical education."	WVUSD has expanded course offerings, improving access to a broad curriculum. This expansion is evident across various school sites, with more advanced courses and diverse subject options such as Career Technical Education (CTE) Courses in technology, culinary, nursing, sports medicine, and dual enrollment for American Sign Language and Mandarin Language classes. Enrollment in advanced and CTE courses has increased steadily across all school sites. This indicates schools’ efforts to encourage students to explore various subjects.  More English Learner students are enrolled in Advanced Placement classes at the high schools. While overall enrollment in a broad course of study has improved, disparities persist among student groups. Historically disadvantaged students, including those from low-income backgrounds and underrepresented minorities, still have lower enrollment rates in advanced courses. Efforts to accommodate the needs of special education and English language learners have been noticeable, with more inclusive and supportive practices. However, there is room for further improvement in ensuring these students have access to a broad curriculum at the middle school and high school levels. WVUSD has implemented equity initiatives aimed at reducing disparities. These include targeted outreach, mentoring programs, and in-school support for underrepresented students, which have contributed to improved access and enrollment.	Limited resources, including funding, staffing, and facilities, can be a significant barrier to offering a broad course of study. Inadequate resources may restrict the availability of diverse courses, extracurricular activities, and support services. Disparities in access to educational opportunities can be a barrier. Students from underrepresented backgrounds, low-income families, or marginalized communities may have less access to advanced courses, enrichment programs, or extracurricular activities, limiting their course options. A lack of qualified teachers or subject-specific expertise can hinder the provision of certain courses. Scheduling conflicts and constraints can limit course options for students. Overloaded schedules, limited course availability during certain times, or a lack of flexibility in scheduling can be barriers. Students and families may not be fully aware of the available courses and opportunities. Inadequate communication or information dissemination can be a barrier to accessing a broad course of study. Providing a broad course of study that accommodates the needs of students with disabilities or diverse learning styles can be challenging. Lack of inclusive practices and resources may limit options for these students. Cultural and language differences can create barriers to accessing certain courses or extracurricular activities, particularly for students from non-English-speaking backgrounds.	In response to analyzing data, a low level in enrollment created a trend in both high schools in the area of higher-level mathematics for historically underrepresented student groups.  WVUSD formed a math task force to identify potential systemic barriers in order to increase access for these student groups.  As a result, the Math Placement Board Policy (BP 6152) was revised, parent information nights were held at school sites, and both high schools began active recruitment to invite students who qualified for higher-level math courses personally.  All secondary students in grades 6-12 have access to MajorClarity.  MajorClarity helps ensure that every student’s education leads to a successful career outcome—whether through a 4-year degree or going into the workforce.  Student’s course schedules and secondary school’s course offerings are integrated with MajorClarity to help students plan their course options as they choose a pathway at the high schools.  The intent is to also increase the a-g completion rates as well as increase participation in CTE courses for high school students. WVUSD has decided to continue expanding the curriculum to include advanced courses in STEM (Science, Technology, Engineering, and Mathematics), humanities, arts, and vocational programs to cater to diverse student interests and needs. All secondary schools are reviewing prerequisite criteria for advanced courses to ensure they are fair and inclusive.	Met		21JUN2023	2023
19752910000000	San Gabriel Unified	7	Access to a broad course of study is monitored using the following district level tools: District’s Student Information System (AERIES);  DataQuest:  and CalPads. Elementary School 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. Physical Education and VAPA minutes are also noted in daily school schedules.	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 community partners 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 continues to strive to provide additional supports to English learners while supporting 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		27JUN2023	2023
19752911996016	Options for Youth San Gabriel	7	All students are provided with a plan to support their academic and career goals within our program. 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 their needs met. The ELD Specialist and SpEd Teachers ensure that identified students 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 by  intervention staff. Teachers and Counselors track the progress of academic plans and ensure progress and individual plans are adjusted, as needed, and use multiple forms of instruction, including independent study workbooks, direct instruction classes, and online learning. The student activity workbooks ensure CCSS and NGSS alignment for the independent study curriculum, and Edmentum has provided CA state aligned maps to guarantee their courseware is aligned to the CCSS and NGSS. As of the 2022-23 SY, all English and Math courses are aligned to the CCSS and all available Science courses, including Biology, are aligned to the NGSS. Students have access to over 60 core courses and 100 elective courses. 90% 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 are offered to students to ensure guided support in core subjects. 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 arise through modality preferences between online and in person learning. This year we continue to see social-engagement as a barrier for our students as we continue to work on social-emotional learning and coping skills in our school. We continue to reconfigure the layout of our school site to ensure optimal learning for students, and a good workflow for staff. Another barrier we face is providing enough specialized instructional support staff for focused math and English intervention. Due to these barriers, we have implemented the following goals and actions to minimize the interference of these barriers on our students’ academic success.   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	As the access to a broad course of study is essential within our program, we continue to connect with students immediately at enrollment, specifically our Foster Youth and Homeless, connecting these students with our post-secondary counselor as a required meeting action. Through these meetings there is intentional planning and addressing resources needed, such as addressing transportation needs and solutions, technological solutions, and beneficial community resources. We continue to focus on the social emotional health of students as well by providing connection opportunities within workshops and events. Students are regularly met with to create support plans, especially those who are not on track to meet their academic goals.  The LEA is actively working towards strengthening our programs, inclusive of a broad course of study, to provide students with equal opportunities across all subjects and areas within our school.  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		22JUN2023	2023
19753090000000	Acton-Agua Dulce Unified	7	The district uses tools and systems such as Aeries and Naviance to track broad courses of study per student. The master schedule is built yearly at the middle and high school based on student needs and interests. We also offer APEX Virtual School at our high school to offer a broad course of study to students who may have a schedule conflict or wish to take classes not available on campus. We also offer Makerspaces, Paxton-Patterson Labs, and Project Lead for hands on learning.	In elementary and middle school, we have an art and music teacher that all students have access to in K-6th. In 7th and 8th grade, it is offered as an elective.   In middle and high school, we offer video production as an elective available to all students.  All schools offer different options for Makerspaces. In the elementary school, we have a Makerspace available for all students and staff to use. At the middle school, we have an elective called Paxton-Patterson (which is a more career-specific maker space). Finally, at the high school, we offered Project Lead the Way in career exploration.  In the high school, we offer Visual and Performing Arts classes (which is an elective offered to all students), AP classes (all students have the option to select AP courses), and CTE programs such as Culinary Arts. At the high school, we also offer foreign language classes such as French (available online since we only offer Spanish in person).	The primary barrier for providing access to a broad course of study is related to our size and staffing.	Based on Local Surveys that were sent out to staff, families, community members, teachers, and students, the feedback indicated the need for additional electives and hands-on career technical programs.  Currently, we offer Culinary Arts and Robotics. We also plan to implement and expand on this. We purchased Paxton Patterson at the middle school which will allow for broad access to educational career exploration in 16 different modules. We also continue to implement and expand science to provide Forensics, Biomedical Sciences, and Engineering Pathways at the High School to provide additional hands on learning opportunities. We are also looking to create a Construction class that provides a more broad course of study.	Met		22JUN2023	2023
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 2022-23 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.	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 online courses. English learners are receiving ELD courses.  Additionally, students with exceptional needs had good 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 action in LCAP Goal 2 - College and Career Readiness. Enrollment in CTE and Professional Skills courses is tracked and reported to our educational partners. 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		09JUN2023	2023
19753090131383	SIATech Academy South	7	SIATech provides a broad course of study where programs and services are developed and provided to English learners, students with special needs, and foster youth, which 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.	SIATech provides a broad course of study where programs and services are developed and provided to English learners, students with special needs, and foster youth, which satisfies the UC a-g graduation requirements and CTE pathway requirements in priority industry sectors. PowerSchool, the student information system, shows evidence of this. SIATech offers a customized curriculum accessible to all students. Beginning July 1, 2023, SIATech will transition to Edgenuity curriculum for all students and will offer Learning Upgrade and EDGE curriculum for ELL students. Beginning in July 2023, SIATech will also offer three graduation pathways based on individual student needs and allow for a broad course of study.	All students have access to the curriculum through computers at the school site, and students who work outside the school site are provided with Chromebooks 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. Beginning July 1, 2023, SIATech will transition to Edgenuity curriculum for all students and will offer Learning Upgrade and EDGE curriculum for ELL students. Edgenuity also includes intervention courses in literacy and numeracy, CTE pathways, and SEL courses. Beginning in July 2023, SIATech will also offer three graduation pathways based on individual student needs and allow for a broad course of study.	Met		01MAY2023	2023
19753090131987	iLEAD Hybrid	7	In grades TK-12, the LEA uses the following measures/tools, for all learners, to ensure access to a broad course of study: Individualized Learning plans (ILPs), revised at least once per semester; Presentations of Learning (POLs), presented by each learner throughout the school year; and Showcases of Learning 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.	Met		28JUN2023	2023
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. 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. 2021-22 Pupils Enrolled in Courses Required for UC/CSU Admission- 84.18%.	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. 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 or students not achieving a grade of C or higher in courses required for UC/CSU admission.	CPCS has focused it's efforts on supporting credit deficient high school students through student success initiatives such as tracking student progress toward graduation each learning period througout the school year and has seen tremendous success. Counselors are using a 4 year plan template when advising students and are setting students up for success in regard to A-G course recommendations and courses that prepare student for post secondary endeavors. These 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 an increase the percentage of students that are college and career prepared.	Met		20JUN2023	2023
19753090134619	Empower Generations	7	In grades 9th-12th, 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 throughout the school year; and Showcases of Learning 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.	Met		29JUN2023	2023
19753090135145	Compass Charter Schools of Los Angeles	7	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. 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. English Learners use the Lexia ELD courses, which are research-based. Scholars advance in language proficiency, allowing them to access our full course offerings. Scholars with exceptional needs have access to supplemental resources that 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 ensure they have the support they need to access the full course of study. For high schoolers, we track scholar access to Accelerated Course Options Program (ACOP) courses and concurrent enrollment. Scholars with special needs who, per their IEP, cannot complete the grade-level course of study are provided access to and supported with a modified curricular offering. Surveys are used annually to help drive any additional changes	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. Our team has a robust catalog of course offerings linked to our student information system which tracks course enrollment and completion. As a virtual school, our curriculum is available online and the schools ensures that all scholars have a computer and internet access.	There are currently no barriers.	We will continue to evaluate our course offerings and approved community providers list. We continue to evaluate data to determine which supplemental resources are most helpful for scholars to maximize success in their course of study. We have a full time McKinney-Vento Liaison to advocate for and support our families experiencing homelessness and foster youth to ensure their needs are met to be able to access our course of study.	Not Met		07JUL2023	2023
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; Presentations of Learning (POLs), presented by each learner throughout the school year; and Showcases of Learning 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.	Met		29JUN2023	2023
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. Students participate in a standards-based curriculum that supports the achievement of the college-and-career readiness standards, and the schoolwide outcomes. 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 course placement. Instructional plans are refined and students are provided intervention support and access to intervention staff. Staff 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 and NGSS alignment for the independent study designed curriculum, and Edmentum has provided CA state aligned maps to guarantee their courseware is aligned to the CCSS and NGSS. As of 2022-23 SY, all English and Mathematics courses are aligned to the CCSS and all Science courses, including Biology, are aligned to the NGSS. Students have access to over 60 core courses and 100 elective courses. 90% of 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. 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.	OFY-Acton will continue to offer students flexible schedules that allows them to attend in person teacher appointments at the minimum two days a week for 1 hour to address the modality preferences between online and in person learning. This flexible schedule allows for students to complete work independently at home either digitally or in physical student activity workbooks. The LEA will explore options of expanding school sites or relocating to a larger building to address the barriers faced with the limited amount of physical space to offer more direct instruction courses.	Met		28JUN2023	2023
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. 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 continues to be low.   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. Method continues to develop Smartfox curriculum and will soon include grade 2 courses, work experience, and ethnic studies courses.    At all grades, Method provides instructional support, a rotating selection of exploratory classes to middle school students, as well as clubs, events and community activities.   The high school has created an ASB program to encourage student participation in both school and civic events and learning.	Met		15JUN2023	2023
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 2022-23 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.	We are an online school and we used 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.  The student information system shows that at a minimum, there were English Learners, low-income, foster youth, exceptional needs students, and different grade levels completing the required coursework, during the first semester of 2022-23.  Enrollment for interventions was evident for all grades, exceptional needs students, and unduplicated students for core subject areas. Driver education, CTE, and foreign language courses had the lowest enrollment for exceptional needs and foster youth students.  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 via an online platform. 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 foreign language courses and there were none in drivers’ education or CTE. The group with the lowest participation in foreign language and CTE was our special education students. This is likely based on their individualized academic plans. However, there is access to foreign language courses through online courses. English learners are receiving ELD courses. In 4.	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 action in LCAP Goal 2 - College and Career Readiness. Enrollment in CTE and CCP and JAG courses are tracked and reported to our educational partners. 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		07JUN2023	2023
19753090138297	iLead Agua Dulce	7	In grades TK-10, 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 throughout the school year; and Showcases of Learning 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.	Met		28JUN2023	2023
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.	MBUSD provides a comprehensive instructional program for all elementary students across five school sites, which includes the required course of study. Through the efforts of the Manhattan Beach Education Foundation (MBEF), students are provided with Maker Space sessions and science labs which prepare and motivate students to continue with STEM in middle and high school. Students receive physical education (P.E.) and music instruction from teachers credentialed in these specialty areas. Manhattan Beach Middle School (MBMS) provides the adopted course of study and access to a range of electives including STEM, music, drama, visual art, film, yearbook, and exploratory wheels. Mira Costa High School (MCHS) provides the required course of study and a wide-range of elective offerings including technology and engineering (STEM pathway), visual and performing arts (VAPA), and numerous student leadership opportunities including Associated Study Body (ASB), journalism, and Link Crew which fosters student to student connections  Per the California School Dashboard College and Career Measures for 2022,  81.7% of Mira Costa High School (MCHS) students successfully complete all A-G requirements, 77% of MCHS students earned a 3 or above on at least one AP exam per the College Board K12 report and, 96.8% of students graduated from MCHS by the end of their fourth year per the California School Dashboard Graduation Rate.	"Given the results from the annual LCAP survey and feedback from existing committees, a barrier is a dearth of communication for K-8 parents and staff about AP, Dual Enrollment. Also, barriers preventing access to CTE options are related to both communication and limited CTE offerings.  March 2023 LCAP Survey: Course Access 55% of parents and 65% of staff strongly agreed/agreed that MBUSD offers access to a wide variety of required courses in college preparatory programs including Advanced Placement (AP), and Dual Enrollment.39% of parents and 31% of staff responded ""Don't Know."" When reviewing the survey results for Mira Costa High School, 91% of parents and staff strongly agreed/agreed and less than 3% responded ""Don't Know.""  31% of parents and 43% of staff strongly agreed/agreed that MBUSD offers Career and Technical Education (CTE) and career pathway courses to better prepare students for 21st century careers. 58% of parents and 42% of staff responded ""Don't Know.""  When reviewing the survey results for Mira Costa High School, 48% of parents and 55% of staff strongly agreed/agreed and 33% parents and 10% of staff responded ""Don't Know."" 35% of staff strongly disagreed/disagreed."	In response to the LCAP Survey results and CTE Pathway completion rates (1.3%), MBUSD plans to establish a CTE committee composed of district and site staff and community partners. The committee will focus on maximizing its partnership with the Southern California Regional Occupational Center (SOCAL ROC), El Camino College, and will analyze course access and completion data by unduplicated pupil groups and individuals with exceptional needs.	Met		22JUN2023	2023
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 PowerSchool 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. Further, all students have access to a school counselor to provide academic counseling support and guidance.	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. RBUSD provides a comprehensive instructional program for all elementary students, which includes the required courses of study. The teacher-of-record provides instruction in English-Language arts, mathematics, science, and social science. Further, itinerant teachers provide physical education and music instruction. We are an open access district, and students in grades 6-12 participate in a six period schedule. Students receive instruction in English-Language arts, mathematics, science, social science, physical education and an elective offering. RBUSD utilizes a co-teach model of instruction ensuring students with disabilities are instructed in the least restrictive setting. English learners received designated ELD instruction with a CLAD-certified English language arts teacher to support their language development needs.	The Redondo Beach Unified School District has not identified barriers preventing the District from providing access to a broad course 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		27JUN2023	2023
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 Visual and Digital Arts classes at the middle school level to ensure all students have access to a broad course of study.	Met		15JUN2023	2023
19756636120158	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 Visual and Digital Arts classes at the middle school level to ensure all students have access to a broad course of study.	Met		15JUN2023	2023
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.	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, STEM, 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 and Specific Learning Disabilities. 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. In high school, 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		20JUN2023	2023
19768690000000	Wiseburn Unified	7	For the 2022-23 academic year, 100% of Wiseburn Unified School District students had full access to a broad course of studies.  All students, regardless of grade level or subgroup status have equal access to the complete curriculum as measured by individual course enrollments. Data measurements are disaggregated and analyzed by grade span, unduplicated student groups, and students with exceptional needs. WUSD utilizes its local student information system (PowerSchool) to review course enrollment data to determine equity in course access for gender, ethnicity, socioeconomic status, and for students with exceptional needs.	All students in the Wiseburn Unified School District have equal access to and are enrolled in a broad course of study.	100% Wiseburn Unified School District students are enrolled in a broad course of studies. Wiseburn Unified School District is continuing to develop additional course offerings at the middle school level which integrate the Career Technical Education Model Curriculum Standards, adding options for all students. No barriers currently exist to providing access to a broad course of study for all WUSD students.	The Wiseburn Unified School District will continue to offer universal curriculum resources to all students, dependent on grade level, enrolled including STMath, IXL Math, CPM Math, MyMath, Keyboarding Without Tears, Wonders ELA, Accelerated Reader (AR), CANVAS learning management system, Google Classroom, and Seesaw. In addition, supplemental materials are made available to families as needed and upon request. WUSD 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 the master schedule as necessary to continue to ensure open access and enrollment in a board course of study.	Met		22JUN2023	2023
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.	According to the 2022 College/Career Measures Only Report on the CA Dashboard, more than 91% of the Da Vinci Science graduating class of 2022 completed the UC/CSU A-G course requirements prior to graduation, and most significant subgroups had A-G eligibility rates above 88%. Our subgroup with the lowest eligibility rate was students with disabilities who were significantly lower than the school average with a 66.7% eligibility rate, many of whom represent exceptional needs students with individualized education plans that outline a different course of study as tailored to the individual student’s needs.	In diving deeper into subgroup data, African American students had a 100% A-G eligibility rate. Students of two or more races were just lower than the all student average at 90.9%, and Hispanic (89.3Da Vinci Science is proud to say that 91.9% of our class of 2022 was A-G eligible and completed a broad course of study.%), White (89.5%) and Socioeconomically @disadvantaged students (88.6%) were also very close to the all student average. Of all of the significant subgroups, students with disabilities had the lowest rate at 66.7%, and 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. 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, which also constitute a broad course of study across all major subjects. 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		20JUN2023	2023
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.	According to the 2022 College/Career Measures Only Report on the CA Dashboard, more than 92% of the Da Vinci Design graduating class of 2022 completed the UC/CSU A-G course requirements prior to graduation, and most significant subgroups had A-G eligibility rates above 92%. Our subgroup with the lowest eligibility rate was White students with a 63.6% rate, however they were also our smallest subgroup with only 11 students. Students with disabilities were also lower than the school average with a 79% eligibility rate, some of whom represent exceptional needs students with individualized education plans that outline a different course of study as tailored to the individual student’s needs.	Da Vinci Design is proud to say that 91.9% of our class of 2022 was A-G eligible and completed a broad course of study. Socioeconomically students, who have been historically underserved in education, had a higher than average A-G eligibility rate at 92.2% for the class of 2022. African American students were our highest rated subgroup with a 95.7% A-G eligibility rate, and Hispanic students were also higher than the school average at 93.4%. Of all of the significant subgroups, students with disabilities had the lowest rate at 78.9%, and 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, which also constitute a broad course of study across all major subjects. 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		20JUN2023	2023
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 advisory experiences including visual and performing arts, leadership development, and financial literacy. High school students participate in advisory courses that incorporate leadership development, effective habits, career connected learning and more.	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, Lexia, BrainPOP, Gizmos, Reading A-Z, Writing A-Z, state recommended literature and CPM Math. In high school, all courses are A-G approved and students participate in dual enrollment opportunities at all grade levels. Supplemental resources as requested by families or available based on need include targeted instruction on at-home/asynchronous days, access to specialized curriculum and office hour support with teachers.	Met		20JUN2023	2023
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.	According to the 2022 College/Career Measures Only Report on the CA Dashboard, more than 96% of the Da Vinci Communications graduating class of 2022 completed the UC/CSU A-G course requirements prior to graduation. All significant subgroups had A-G eligibility rates above 95%. Students with disabilities were the subgroup with the lowest A-G eligibility rate, but still achieved a very high 95.5% eligible rate, some of whom represent exceptional needs students with individualized education plans that outline a different course of study as tailored to the individual student’s needs.	Da Vinci Communications is proud to say that 96.3% of our class of 2022 was A-G eligible and completed a broad course of study. Socioeconomically students, who have been historically underserved in education, had a higher than average A-G eligibility rate at 97.7% for the class of 2022. African American students were also higher than the school average with a 97.2% A-G eligibility rate, and Hispanic students were just slightly lower than the school average at 96.2%. Of all of the significant subgroups, students with disabilities had the lowest rate at 95.5%, and Da Vinci Communications 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, which also constitute a broad course of study across all major subjects.. 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		20JUN2023	2023
19769680000000	SBE - Academia Avance Charter	7	Academia Avance is tracks all students ensuring they have access to, are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served by:   -teacher and principal reviews on students' academic needs, challenges and opportunities -utilization of assessment tools such as NWEA MAP  -approved A-G courses and access -weekly review of all students inclusive of those with exceptions needs -utilization of our student information systems, Power School, to ensure proper tracking and monitoring	All students have access to, and are enrolled in, a broad course of study across the schools sites, groups, enrollment and broad course of study by:   -standard aligned course content with effective strategies -enrolled in courses to meet instructional minutes for middle school  -enrolled in courses to meet graduation and A-G readiness for high school classes	At this time, Academia Avance has no barriers preventing us from providing access to a broad course of study for all students.	Academia Avance has implemented 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 by:   -improving instructional strategies via educational partnerships and professional development -increase remediation courses for core subject matter to mitigate learning loss -increase systems of support to address social emotional needs to mitigate barriers -provide additional enrichments activities, clubs, civic engagement and/or sport for students	Met		30JUN2023	2023
19769680109926	Academia Avance Charter	7	Academia Avance is tracks all students ensuring they have access to, are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served by:   -teacher and principal reviews on students' academic needs, challenges and opportunities -utilization of assessment tools such as NWEA MAP  -approved A-G courses and access -weekly review of all students inclusive of those with exceptions needs -utilization of our student information systems, Power School, to ensure proper tracking and monitoring	All students have access to, and are enrolled in, a broad course of study across the schools sites, groups, enrollment and broad course of study by:   -standard aligned course content with effective strategies -enrolled in courses to meet instructional minutes for middle school  -enrolled in courses to meet graduation and A-G readiness for high school classes	At this time, Academia Avance has no barriers preventing us from providing access to a broad course of study for all students.	Academia Avance has implemented 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 by:   -improving instructional strategies via educational partnerships and professional development -increase remediation courses for core subject matter to mitigate learning loss -increase systems of support to address social emotional needs to mitigate barriers -provide additional enrichments activities, clubs, civic engagement and/or sport for students	Met		30JUN2023	2023
19772890000000	SBE - Los Angeles College Prep Academy	7	LACPA uses course audits and individual graduation plans to track the number of students enrolled in A-G courses, advanced placement and dual enrollment with Los Angeles City College. The data is desegregated to identify trends within subgroups (race, special education, language acquisition, gender etc).	Within the last 2 years LACPA students have experienced greater access to advance placement through the detracking process that allows students to self-select courses and receive the needed support and skill building to succeed. Students with IEPs and students who are multilingual learners are proportionately represented in dual enrollment, AP and A-G courses.	We will continue to examine systems of tracking and placement in order to mitigate the impact on who enrolls in certain classes. Due to the nature of school policies and procedures the time it takes to audit and update processes can potentially cause barriers but we are adamant and focused on the work that will provide the broadest access to courses for our students. This also involves our continued partnership with community colleges and our investment in teacher capacity to teach diverse and advanced courses.	We are continuing to advance our teacher's access to professional development in order to offer a wider array of courses and continue to build our partnership with Los Angeles City College.	Met		13JUN2023	2023
19772890109942	Los Angeles College Prep Academy	7	LACPA uses course audits and individual graduation plans to track the number of students enrolled in A-G courses, advanced placement and dual enrollment with Los Angeles City College. The data is desegregated to identify trends within subgroups (race, special education, language acquisition, gender etc).	Within the last 2 years LACPA students have experienced greater access to advance placement through the detracking process that allows students to self-select courses and receive the needed support and skill building to succeed. Students with IEPs and students who are multilingual learners are proportionately represented in dual enrollment, AP and A-G courses.	We will continue to examine systems of tracking and placement in order to mitigate the impact on who enrolls in certain classes. Due to the nature of school policies and procedures the time it takes to audit and update processes can potentially cause barriers but we are adamant and focused on the work that will provide the broadest access to courses for our students. This also involves our continued partnership with community colleges and our investment in teacher capacity to teach diverse and advanced courses.	We are continuing to advance our teacher's access to professional development in order to offer a wider array of courses and continue to build our partnership with Los Angeles City College.	Met		13JUN2023	2023
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 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 those	The LEA employs courses from all core academic areas for students as well as courses available to students from Edgenuity, which provides courses that are both A-G approved, and CTE compliant that will meet graduation requirements.	The LEA is limited to providing a broad course of study to students based on students short length of incarceration (typically 24 days) and ongoing student enrollment. Students enrolled in the program are not enrolled with other students on the same start day. All students are different.	The LEA makes all courses available to each student upon their enrollment in the program. This includes Edgenuity courses and i-Ready assessments.	Met		20JUN2023	2023
20102070117184	Madera County Independent Academy	7	All students have access to core classes along with intervention support to address subskill weaknesses in Math and Reading to assist with progress toward academic proficiency. A school counselor is on site to meet with students regularly to facilitate career exploration activities or provide social emotional support. An RSP teacher meets with students weekly as required by IEP documentation. 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. 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 low stability rates (36.5%) of students, as supported by DataQuest data. However, instructional assistants provide daily academic support to students in addition to the acceleration classes.	The LEA employs courses from all core academic areas for students as well as courses available to students in grades K - 8. Students also have opportunities for external learning events, which include field trips and other events on campus.	The LEA is limited to providing a broad course of study to students based on students low stability rates of 36.5% and ongoing enrollment throughout the year. Students are enrolled as late as May, which affects their access to courses or allows little time to make significant progress toward grade-level proficiency.	The LEA makes all grade-level courses available to each student upon their enrollment in the program, and i-Ready assessments, which determine additional supports to address subskill weaknesses in Math or Reading.	Met		20JUN2023	2023
20102072030229	Pioneer Technical Center	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. An RSP teacher meets with students weekly as required by IEP documentation, and all courses are assigned to keep students on track toward graduation with student's cohort. 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 low stability rates of students, as supported by DataQuest data. However, the master schedule, credit recovery options, and online courses minimize those barriers to student access of curriculum.	The LEA employs courses from all core academic areas for students as well as courses available to students from Edgenuity, which provides courses that are both A-G approved, and CTE compliant that will meet graduation requirements. Students also have access to in-person CTE courses in Welding, Construction, Child Development, and Careers in Education.	The LEA is limited to providing a broad course of study to students based on students low stability rates of 37.3% and ongoing enrollment throughout the year. Students are enrolled as late as May, which affects their access to courses or allows little time to make significant progress.	The LEA makes all courses available to each student upon their enrollment in the program. This includes grade-level courses, CTE course offerings, online courses and i-Ready assessments.	Met		20JUN2023	2023
20651770000000	Alview-Dairyland Union Elementary	7	In addition to core curriculum, 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 ELD. Students in grades 2-3 at Alview in the top 10% of their grade level have access to a Pre-GATE program. At Dairyland, all students who excel in academics have access to the GATE program. All students are enrolled in the STEM program and participate in project-based learning. All students are enrolled in the drug and alcohol prevention program, Too Good for Drugs. The district provides access to an after-school art program.  At Dairyland, students who show interest in additional STEM instruction have access to an after-school STEM program. Dairyland students also have access to the band/music program.  All students have access to and are enrolled in the Caught Being Good program that promotes positive reinforcement. All students have access to River Camp during the month of June. River Camp is a week-long summer camp the district partners with. All 6-8 grade students who show an interest have access to a three-week summer STEM camp. 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 30% 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 42% 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, 8% of students have access to and are enrolled in Pre-GATE. At Dairyland, 9% of students have access to and are enrolled in GATE. At Alview, 19% of students have access to and are enrolled in the after-school art program. At Dairyland, 21% of students have access to and are enrolled in the after-school art program. At Dairyland, 8% of students have access to and are enrolled in the after-school STEM program. At Dairyland, 57% of students have access to and are enrolled in band. In the district, 24% of students enrolled in summer River Camp. In addition, 16% of 6th-8th graders enrolled in the summer STEM camp.	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		27JUN2023	2023
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 survey responses 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.	On the educational partners survey, educational partners were asked to choose the Top 3 services they believe are most important for the District and its schools to improve. The top three services that they believed to be most important to are student access to Co-curricular programs, courses, and activities (band/music, Spanish/foreign language, etc.), field trips and other beyond-the-classroom learning activities, and challenging and engaging elective courses. The LEA is successfully offering all of these broad courses of study options to its students. There some differences in offerings of co-curricular studies between our K-5 site, the K-8, and 6-8 site. Our K-5 site does not offer band, language, or elective courses, however they do offer enrichment classes after school for example E-Sports and Cadet Corps. Our K-8 site offers band, cadet corps, child development, media and game development, and art as electives. They also offer after school enrichment(choir, gardening, and E-Sports). Our 6-8 site offers electives, Cadet Corps, and academic pentathlon.	The LEA has not experienced any significant barriers to overing a broad course of study to students.	The LEA is responding to the excitement of after school opportunities for our students and offering those enrichment programs at all of the sites in the District.	Met		28JUN2023	2023
20651850129015	Yosemite-Wawona Elementary Charter	7	NULL	NULL	NULL	NULL	Not Met			2023
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.  Site and district administrators regularly conduct classroom walkthroughs to ensure grade-level and district alignment, especially of essential standards and best instructional practices.  Beginning in the 2023-2024 school year, data will be collected electronically during walkthroughs that will help target support and assistance at the site-level.	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.  The district as a whole functions as a professional learning community, with teacher teams continuously engaging in cycles of improvement using the Plan, Do, Study, Act (PDSA) model.  Through this process, teams identify essential grade-level content standards and design learning cycles around them with a focus on student data and best instructional practices.	There were no barriers determined at this time, though CESD is beginning to consider alternative configurations for grade-levels within each site and across the district to facilitate vertical alignment and collaboration.	CESD is beginning to consider alternative configurations for grade-levels within each site and across the district to facilitate vertical alignment and collaboration.  Additionally, a district Curriculum Council has been convened to analyze current curriculum adoptions, student academic data, and current educational research in order to determine the best course of action for the district moving forward.  The goal of the council is to determine if currently adopted curricula are meeting students’ academic needs and preparing them for success on the CAASPP assessment and in future grades.	Met		27JUN2023	2023
20652010000000	Chowchilla Union High	7	#NAME?	-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.       With new buildings at Gateway, the goal is to build CTE opportunities for students there.  -Credit deficiency is less of a concern in 23-24 but still an issue -CUHS and Gateway High have credit recovery built into programs      A focus for next year campus wide is greater outreach and support from counselors      Another goal for next year is increased exposure to activities through ASB to boost student connectedness and motivation	#NAME?	Met		26JUN2023	2023
20652430000000	Madera Unified	7	Madera Unified's Educational Services Department prioritizes offering high-quality education to all students, irrespective of socioeconomic, historical, and cultural backgrounds. The district provides various educational services and programs to prepare students for the workforce and/or higher education. These offerings encompass ELD-level coursework for English language learners, A-G college-level courses for UC or CSU aspirations, CTE pathway courses for career/technical skill development, and rigorous options like AP/Honors and Dual Enrollment courses. Programs tailored to students with disabilities ensure comprehensive support. The Special Services Department is committed to facilitating a Free and Appropriate Public Education for these  students. Madera Unified has implemented multiple criteria for math and English Language Arts placement, along with a grade-level readiness system to determine suitable math courses in 7th and 8th grade. Assessments such as SBAC, NWEA, prior course grades, and other test scores aid in identifying candidates for enhanced, honors, and advanced placement courses.	Madera Unified's Continuous Improvement department strives to measure progress towards the district's vision of setting the standard for hard work, creativity, and resiliency, with a commitment to continuous improvement. Their guiding principle is to ensure equal opportunities for all students to graduate with a wide range of post-secondary options. They employ the six principles of improvement science to achieve this goal. In the 2022-2023 school year, elementary students had elective opportunities in music, art, STEM, literacy, and physical education. Madera Technical Exploration Center enrolled 34% of 8th graders, offering specialized CTE pathway instruction to enhance college and career readiness. During the year, 489* students completed one of the 25 career pathways available. Madera Unified has also partnered with Madera Community College, providing dual enrollment options to 716 students for high school and college credit. Additionally, 25.6% of high school students are enrolled in AP/Honors courses.	Madera Unified's high schools currently operate on a six-period day, restricting elective options for all students. This limitation affects Emergent Multilingual (English Learner) students who require ELD courses, as well as students with disabilities and those in reading labs. Unfortunately, there are no summer school opportunities available for CTE courses, further constraining elective access. Consequently, students who fail a course either face a year-long wait for a retake or may be unable to complete their desired pathway. In Madera Unified K-8 schools, 7th and 8th grade students have limited elective choices due to school size. Comprehensive middle schools offer options like Leadership, Visual and Performing Arts, or Explorations of Career Technical Education. Furthermore, 8th grade students can attend Madera Technical Exploration Center for a ½ day to take two core courses and a CTE elective.	Madera Unified prioritizes local indicators to develop Grade Level Readiness metrics, identifying students' academic standing and setting goals to enhance achievement, promoting equity and access to diverse study options. Students from 2nd to 6th grade receive personalized readiness reports, assessing historical grades and local/state test results. Using this data, schools employ improvement science principles for informed instructional enhancements. The report showcases grade-level assessment examples, aiding communication and course placement suitability. Additionally, Madera Unified launched an ELD initiative, facilitating multilingual students' access to diverse courses. It involves a new Guaranteed & Viable Curriculum for ELD classes, augmented by professional development opportunities for teachers and administrators. The district has continued to invest in expanding college credit coursework opportunities, allowing over 800 students to participate in these college credits.	Met		27JUN2023	2023
20652430100016	Sherman Thomas Charter	7	In order to reflect on the extent to which all students have access to and are enrolled in a broad course of study, we examined our school’s course and teaching schedule for all grades.  We also considered the yearly plans for curriculum and pacing, created by teachers and monitored by administrators.  We follow a Core Knowledge curriculum, which helps to ensure students have access to a broad course of study. In addition, we have purchased and implemented a new Science curriculum to align with Next Gen Science Standards (NGSS).	We are proud to note that all Sherman Thomas students are enrolled in a broad course of study. This includes all content areas identified for each grade span, with the exception of grades 7 and 8, where we do not currently offer a world language.  All student groups are equitably taught and assessed across the contents. All students with special needs are supported to access grade-level studies in every class. We are currently exploring options for world language.	We have few to no barriers overall.  Our model is that of a small school with self-contained classrooms for both elementary and middle school years.  We ensure that students have equitable access to quality curriculum and a broad course of study.  The one limitation we identified is our ability to hire a part-time world language teacher.  Upon reviewing the results of our recent assessments and considering locally selected measures, it has become apparent that we are unable to provide world language courses at this time due to the following barriers: Credentialing Requirements: One of the foremost challenges we face is ensuring that our teaching staff meets the credentialing requirements mandated by our state. Providing world language instruction requires instructors with specialized certifications.   Limited Resources: Like many others, our school operates within budgetary constraints. Allocating resources for additional staff and language programs can be challenging, especially when it may come at the expense of other crucial educational needs and services.   While we are fully committed to providing a comprehensive and enriching educational experience for all our students, these barriers have regrettably hindered our ability to offer world language instruction at this time. We understand the importance of exposing students to different languages and cultures, and we share your aspiration to incorporate world languages into our curriculum.	Sherman Thomas will maintain its strong commitment to equitable access to a broad course of study and continue seeking avenues to enrich students in World Languages. While we understand the need to prioritize the diverse educational needs of our students, including world language, we also recognize the need to address other pressing priorities such as improving literacy and math proficiency, enhancing technology resources, and supporting our students' social-emotional well-being.	Met		27JUN2023	2023
20652430107938	Ezequiel Tafoya Alvarado Academy	7	We use the Student Information system and textbook inventory systems to ensure all students are enrolled in a broad course of study.	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.	There are no barriers.	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. Our intervention specialists utilize Dibles Assessments along with the Seeing Stars®? program, by Nanci Bell. We also offer a Speech Program for students needing support with their speech skills. A significant amount of the work of our classroom paraprofessionals is devoted to supporting the needs of our English Learners. We also have a paraprofessional devoted to supporting students with disabilities in the regular education classrooms.	Met		15JUN2023	2023
20652430118950	Sherman Thomas Charter High	7	All families meet with a supervising teacher to create an individualized course of study (4-year plan) based on the student's individual post-graduation goals. Courses offered are updated yearly. Our student information system is used to make sure that students are on track to complete all classes necessary to receive a high school diploma according to the 4-year plan that was created for them. Courses are offered through various pathways including learning center courses, online courses, independent study courses, and college courses (educational enrichment).	All STCHS students are enrolled in a broad course of study based on their post-graduation goals. This includes all courses required based on their grade level. Students with disabilities are supported by an RSP teacher and fully mainstreamed into grade-level courses. In addition, students who have been identified as needing assistance are enrolled in support classes based on their individual needs. These classes include a reading lab, writing lab, math intervention, and math tutoring.	There are no barriers in place that would prevent students from accessing the courses necessary for a broad course of study.	The LEA will be searching for a Spanish teacher, so students can be offered a learning center Spanish course instead of an online course.	Met		23MAY2023	2023
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		25APR2023	2023
20652760000000	Raymond-Knowles Union Elementary	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
20755800000000	Golden Valley Unified	7	In Grades 1-6, GVUSD will utilize the following measures to define a Broad Course of Study: Student access to approved instructional materials (SARC data), access to PE Instruction (Lesson Plans), Access to Art Instruction (contracts with Art Docents and enrollment in Music classes). In Grades 7-12, GVUSD will define a Broad Course of Study as: A Course Catalog that provides students with opportunities to meet the A to G requirements, Course offerings in Career Technical Education, and courses that meet the UC/CSU entrance requirements. The evidence will be collected from the Class Load Analysis report in AERIES.  All students in Grades 1-6 at each school site have access to approved instructional materials. All Elementary students receive instruction in PE and visual and performing arts. All students in grade 7-12 have access to classes that satisfy the A through G requirements as well as meeting the UC/CSU requirements. Students in grades 7-12 have the opportunity to take CTE courses within the 5 complete pathways being offered (including ROP Sports Medicine, ROP Digital Media, ROP Robotics, and several Ag pathways).	All students do have access to a broad course of study.	As a result of our findings, GVUSD will continue to offer a broad course of study. The greatest challenge to offering more courses is the size of our school and the limited funding received.	As funding and enrollment increases, additional classes will be offered. This information is found in Goal 2 of the Golden Valley Unified School District LCAP.	Met		27JUN2023	2023
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 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. The District received a Strong Workforce Grant in the 2022-23 school year and has enabled the District to hire and offer Media and Music electives now to middle school students at our K-8 sites.   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 and intervention needs of students and to provide direct teacher support, and provided and continues to provide 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 and individual sites 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		20JUN2023	2023
20756060125021	Minarets Charter High	7	NULL	NULL	NULL	NULL	Not Met			2023
20756060132936	Chawanakee Academy Charter	7	NULL	NULL	NULL	NULL	Not Met			2023
20764140000000	Yosemite Unified	7	The LEA uses multiple measures to track the extent to which all students have access to, and are enrolled in, a broad course of study. These measures include master scheduling, sophomore counseling, placement testing, middle school electives, and progress in middle school electives. Students with disabilities are tracked through their IEPs, and placement is based on what is appropriate for each student, within the least restrictive environment. The progress of homeless and foster youth is tracked monthly and barriers to education are addressed through intervention team meetings or via the site homeless/foster youth liaison.	All YUSD students have access to a broad course of study. YUSD champions equity and administrators and school counselors ensure that supports are provided to students to ensure maximal benefit from educational programs.	The main barrier to access of a broad course of study tends to be the size of the district-currently fewer than 1400 students. This typically impacts the amount and variety of programs that can be offered due to budget constraints. However, YUSD prides itself on maintaining a plethora of programs in spite of this limitation-at the high school alone programs include: 1B, AP, CTE, ROP, Music, Drama, and VAPA. Also, the district has robust educational options programs that range from independent study programs, to seat-based programs, including blended options, and even a new hybrid program located on the Coarsegold Elementary School Campus.	In order to ensure a broad course of study for ALL students, YUSD has implemented Multi-Tiered Systems of Support (MTSS); assigned intervention specialists to address the academic, social-emotional, and behavioral needs of students; and provided professional development to all staff (teachers, classified, administrators) in social-emotional learning. Data is being used to identify students in need of intervention and targeted plans are being developed to address these needs. By meeting the needs of our students and remediating achievement gaps, more students will be able to access a broad course of study.	Met		26JUN2023	2023
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 that individual student. We provide independent study students and their families with four types of resources: a. Guidance and oversight of a student’s educational plan is provided from a professional, credentialed and experienced Advising Teacher. Each student and his/her parent/guardian meet regularly with the Advising Teacher to review progress and assessments and plan upcoming curriculum and pacing. When applicable, a Special Education Teacher and/or Section 504 Coordinator will also be part of this education plan. b. A wide variety of standards-aligned curriculum and learning materials: Rather than a proscribed “one size fits all” curriculum, our credentialed faculty work with each student and his/her parent/guardian to design a standards-aligned educational program that meets the student’s individual needs, including A-G approved courses. Glacier High purchases the appropriate curriculum and collaborates closely with each student/parent to develop curriculum pacing plans and expectations for student work. c. Site-based classes, enrichment activities and field trips taught and led by qualified staff and designed around our students’ needs and interests. d. A forum and meeting place for independent study families to collaborate and exchange “best practices” with the guidance of credentialed,...	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 that individual student. We provide independent study students and their families with four types of resources: a. Guidance and oversight of a student’s educational plan is provided from a professional, credentialed and experienced Advising Teacher. Each student and his/her parent/guardian meet regularly with the Advising Teacher to review progress and assessments and plan upcoming curriculum and pacing. When applicable, a Special Education Teacher and/or Section 504 Coordinator will also be part of this education plan. b. A wide variety of standards-aligned curriculum and learning materials: Rather than a proscribed “one size fits all” curriculum, our credentialed faculty work with each student and his/her parent/guardian to design a standards-aligned educational program that meets the student’s individual needs, including A-G approved courses. Glacier High purchases the appropriate curriculum and collaborates closely with each student/parent to develop curriculum pacing plans and expectations for student work. c. Site-based classes, enrichment activities and field trips taught and led by qualified staff and designed around our students’ needs and interests. d. A forum and meeting place for independent study families to collaborate and exchange “best practices” with the guidance of credentialed,...	There is no barrier preventing Glacier High from providing access to a broad course of study for all students. Glacier High School Charter operates a program that has come to be known as “personalized learning.” Personalized Learning has been acknowledged and commended with a State Senate resolution (SR-36). Personalized learning isa unique, blended classroom and non-classroom based public educational model that is tailored to the needs and interests of each individual student. As a school, we set before students and their parents/guardians the educational goals and work cooperatively with them in creating customized learning plans that best reach those goals. We believe that their desires, strengths and needs are crucial to how the Charter School works with them as individuals. This methodology, both curricular and instructional, is built around each student’s needs, abilities and interests. All students meet with their teacher and parents together to create their own personalized learning plan (PLP) at least monthly and to evaluate effectiveness and needed supplementation or change. The PLP brings the student, parent and teacher together in a formalized relationship for the sole purpose of planning, implementing, assessing and adjusting the student’s educational program. The PLP process includes frequent, regularly scheduled meetings of the parent, student and teacher, assessment of the student’s academic strengths and weaknesses, development of a curricular and ...	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 that individual student. We provide independent study students and their families with four types of resources: a. Guidance and oversight of a student’s educational plan is provided from a professional, credentialed and experienced Advising Teacher. Each student and his/her parent/guardian meet regularly with the Advising Teacher to review progress and assessments and plan upcoming curriculum and pacing. When applicable, a Special Education Teacher and/or Section 504 Coordinator will also be part of this education plan. b. A wide variety of standards-aligned curriculum and learning materials: Rather than a proscribed “one size fits all” curriculum, our credentialed faculty work with each student and his/her parent/guardian to design a standards-aligned educational program that meets the student’s individual needs, including A-G approved courses. Glacier High purchases the appropriate curriculum and collaborates closely with each student/parent to develop curriculum pacing plans and expectations for student work. c. Site-based classes, enrichment activities and field trips taught and led by qualified staff and designed around our students’ needs and interests. d. A forum and meeting place for independent study families to collaborate and exchange “best practices” with the guidance of credentialed,...	Met		13JUN2023	2023
20764146110076	Mountain Home Charter (Alternative)	7	1) Mountain Home School Charter offers highly personalized educational plans for each student. Each TK-8th grade student’s academic program is personalized to meet the needs of that individual student. We provide independent study students and their families with four types of resources: a. Guidance and oversight of a student’s educational plan is provided from a professional, credentialed and experienced Advising Teacher. Each student and his/her parent/guardian meet regularly with the Advising Teacher to review progress and assessments and plan upcoming curriculum and pacing. When applicable, a Special Education Teacher and/or Section 504 Coordinator will also be part of this educational plan. b. A wide variety of standards-aligned curriculum and learning materials: Rather than a proscribed “one size fits all” curriculum, our credentialed faculty works with each student and his/her parent/guardian to design a standards-aligned educational program that meets the student’s individual needs. Mountain Home purchases the appropriate curriculum and collaborates closely with each student/parent to develop curriculum pacing plans and expectations for student work. c. Site-based classes, enrichment activities and field trips taught and led by qualified staff and designed around our students’ needs and interests. d. A forum and meeting place for independent study families to collaborate and exchange “best practices” with the guidance of credentialed, professional teachers and staff.	1) Mountain Home School Charter offers highly personalized educational plans for each student. Each TK-8th grade student’s academic program is personalized to meet the needs of that individual student. We provide independent study students and their families with four types of resources: a. Guidance and oversight of a student’s educational plan is provided from a professional, credentialed and experienced Advising Teacher. Each student and his/her parent/guardian meet regularly with the Advising Teacher to review progress and assessments and plan upcoming curriculum and pacing. When applicable, a Special Education Teacher and/or Section 504 Coordinator will also be part of this educational plan. b. A wide variety of standards-aligned curriculum and learning materials: Rather than a proscribed “one size fits all” curriculum, our credentialed faculty works with each student and his/her parent/guardian to design a standards-aligned educational program that meets the student’s individual needs. Mountain Home purchases the appropriate curriculum and collaborates closely with each student/parent to develop curriculum pacing plans and expectations for student work. c. Site-based classes, enrichment activities and field trips taught and led by qualified staff and designed around our students’ needs and interests. d. A forum and meeting place for independent study families to collaborate and exchange “best practices” with the guidance of credentialed, professional teachers and staff.	There is no barrier preventing Mountain Home from providing access to a broad course of study for all students. Mountain Home School Charter operates a program that has come to be known as “personalized learning.” Personalized Learning has been acknowledged and commended with a State Senate resolution (SR-36). Personalized learning is a unique, blended classroom and non-classroom based public educational model that is tailored to the needs and interests of each individual student. As a school, we set before students and their parents/guardians the educational goals and work cooperatively with them in creating customized learning plans that best reach those goals. We believe that their desires, strengths and needs are crucial to how the Charter Schoolworks with them as individuals. This methodology, both curricular and instructional, is built around each student’s needs, abilities and interests. All students meet with their teacher and parents together to create their own personalized learning plan (PLP) at least monthly and to evaluate effectiveness and needed supplementation or change. The PLP brings the student, parent and teacher together in a formalized relationship for the sole purpose of planning, implementing, assessing and adjusting the student’s educational program. The PLP process includes frequent, regularly scheduled meetings of the parent, student and teacher, assessment of the student’s academic strengths and weaknesses, development of a curricular...	1) Mountain Home School Charter offers highly personalized educational plans for each student. Each TK-8th grade student’s academic program is personalized to meet the needs of that individual student. We provide independent study students and their families with four types of resources: a. Guidance and oversight of a student’s educational plan is provided from a professional, credentialed and experienced Advising Teacher. Each student and his/her parent/guardian meet regularly with the Advising Teacher to review progress and assessments and plan upcoming curriculum and pacing. When applicable, a Special Education Teacher and/or Section 504 Coordinator will also be part of this educational plan. b. A wide variety of standards-aligned curriculum and learning materials: Rather than a proscribed “one size fits all” curriculum, our credentialed faculty works with each student and his/her parent/guardian to design a standards-aligned educational program that meets the student’s individual needs. Mountain Home purchases the appropriate curriculum and collaborates closely with each student/parent to develop curriculum pacing plans and expectations for student work. c. Site-based classes, enrichment activities and field trips taught and led by qualified staff and designed around our students’ needs and interests. d. A forum and meeting place for independent study families to collaborate and exchange “best practices” with the guidance of credentialed, professional teachers and staff.	Met		13JUN2023	2023
21102150000000	Marin County Office of Education	7	As an Alternative Education Program that currently serves just over 50 students, we focus on our students having access to the core learning that they have missed and creating student programs that address individual academic needs in order to ensure success in attaining a high school diploma and beyond. We monitor all courses and participation through individualized road maps and graduation requirements. As a credit recovery school, we ensure our students get the courses they need to graduate. Students have few options for elective courses, most of which they would take at the local community college. We have developed partnerships that allow teachers to create project- and problem-based learning experiences that tie student interest and community connections into the core subjects. This year, our focus is to take all students on learning experiences that engage them in learning outside of the classroom.	Students who are up to date in their high school credits can access more learning opportunities on and off campus including co-enrollment in our local community college and participation in internships. We are committed to our original charter and established mission of classroom practices that are student-centered. We will continue to strengthen this model through the implementation of our first strategic goal outlined in our Community Schools plan - to reimagine learning. As part of our continuous improvement cycle, we review courses and curricula, and we will continue to offer professional learning opportunities to faculty for ongoing support. We have hired an Assistant Principal who is responsible for our ongoing professional learning community (PLC) work and coaching to ensure alignment across classrooms.	We inherit students who traditionally have not been successful for a variety of reasons. Our first hurdle is to get them to come to school and feel engaged and successful. We must prioritize graduation requirements for our students. As such, not all students have space in their schedules to participate in elective courses.	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		20JUN2023	2023
21102150135350	Ross Valley Charter	7	Ross Valley Charter 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 Art, Music, 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.	Ross Valley Charter 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 Arts.  There are no formal Career Technical Education, Applied Arts, or Foreign Language courses offered at the school.	Ross Valley Charter would like to offer languages to students, but the barrier has been staffing and the requirements for credentialed teachers.  The other pieces like Career Technical Education and Applied Arts are not priorities for the elementary school.	Ross Valley Charter will continue to offer what they offer and partner with their special education team to ensure students with IEPs have access to a broad course of study.	Met		08JUN2023	2023
21102152130102	Phoenix Academy	7	As an Alternative Education Program that currently serves just over 50 students, we focus on our students having access to the core learning that they have missed and creating student programs that address individual academic needs in order to ensure success in attaining a high school diploma and beyond. We monitor all courses and participation through individualized road maps and graduation requirements. As a credit recovery school, we ensure our students get the courses they need to graduate. Students have few options for elective courses, most of which they would take at the local community college. We have developed partnerships that allow teachers to create project- and problem-based learning experiences that tie student interest and community connections into the core subjects. This year, our focus is to take all students on learning experiences that engage them in learning outside of the classroom.	Students who are up to date in their high school credits can access more learning opportunities on and off campus including co-enrollment in our local community college and participation in internships. We are committed to our original charter and established mission of classroom practices that are student-centered. We will continue to strengthen this model through the implementation of our first strategic goal outlined in our Community Schools plan - to reimagine learning. As part of our continuous improvement cycle, we review courses and curricula, and we will continue to offer professional learning opportunities to faculty for ongoing support. We have hired an Assistant Principal who is responsible for our ongoing professional learning community (PLC) work and coaching to ensure alignment across classrooms.	We inherit students who traditionally have not been successful for a variety of reasons. Our first hurdle is to get them to come to school and feel engaged and successful. We must prioritize graduation requirements for our students. As such, not all students have space in their schedules to participate in elective courses.	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		20JUN2023	2023
21653000000000	Bolinas-Stinson Union	7	Bolinas-Stinson has 116 students enrolled in our preschool through eighth grade program. We offer only one broad course of study for 100% our students. We support students' success in our broad course of study through several staffed programs: Special Education, English Language Development, Student Study Team, Counseling, and Academic Intervention.	100% of Bolinas-Stinson Union School District students are enrolled in a broad course of study which includes the core curriculum subjects: Mathematics, English Language Arts, Social Studies and Science.  In addition, all students receive PE, Music, Art, and Spanish.	There are no barriers preventing Bolinas-Stinson Union School District from enrolling all students in a broad course of study.	No new actions are needed to ensure 100% of Bolinas-Stinson Union School District students are enrolled in a broad course of study.	Met		20JUN2023	2023
21653180000000	Miller Creek Elementary	7	The Miller Creek School District uses student reports cards, individual student schedules, and the master schedule to track the extent to which all students have access to a broad course of study.	Students in grades TK-8 are enrolled in a broad course of study. Along with the core curriculum in ELA, math, and science, all elementary students, including students with disabilities and unduplicated students, are included in specialist classes of library, art, PE and music during the school day. At the middle school level students choose an elective class based on interest and have access to technology, applied science, leadership, art, drama, music and world language. Students that receive an intervention class in grades 7 and 8 also have access to an elective class. Miller Creek School District students maximize their access to the broad course of study by attending school regularly.	The barrier to all students receiving access to a broad course of study is the need to provide targeted intervention for students in need of Tier 2 or Tier 3 services. In order to make progress on IEP goals or to receive designated support students need additional instructional time to remediate and accelerate. This intervention, at times, comes at the cost of losing access to enrichment. Pull-out intervention programs can present a barrier to providing access to a broad course of study. To address this, schools design a master schedule that reduces this possibility by offering small group instruction to differentiate learning during the pull-out intervention.	Targeted intervention in the MCSD is based on individual student needs and is flexible. Teams work together and use data to identify when students need intervention so that early intervention can be provided. The district continues to strengthen our RTI systems and services by using reliable assessments and researched based programs to intervene.   Since the 2021-2022 school year, the MCSD has implemented an intensive site based intervention program that uses academic screeners to monitor the progress of all students, a diagnostic assessment to learn more about students that did not meet benchmark, and an intervention curriculum to meet the needs of students. Students are assessed regularly for progress.   In summary, Miller Creek School District has identified local measures for all of the required priorities and all measures have been met. These local indicators will appear as part of the California Dashboard release to the public. Priority 1: Basic Conditions Priority 2: Implementing State Standards Priority 3: Parent/Family Engagement Priority 6: School Climate Priority 7: Broad Course of Study	Met		13JUN2023	2023
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 students 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.	Met		13JUN2023	2023
21653420000000	Laguna Joint Elementary	7	We are small in size and have a very unique program for all students.  While we also use the quarterly update to the report card to ensure that all students are accessing a broad course of study our relative size also allows for close monitoring.	We are a one-room schoolhouse and are able to maintain a close connection with our student programs.	"WE really have not experienced any barriers.  Our learning environment is close and caring and complete with opportunities that may not necessarily be available in a ""traditional"" school."	We will continue to use our unique educational experience to provide the most effective, interesting and rigorous learning enviornment.	Met		06JUN2023	2023
21653590000000	Lagunitas Elementary	7	The Lagunitas School District is small and close-knit. Relationships and support systems are a priority in all grade levels for all student groups. The success of unduplicated student groups and individuals with exceptional needs are monitored regularly. All students hae access to and are enrolled in a broad coarse of study. Our special education team works very closely with the school administrator and classroom teachers to monitor progress and offer support when needed. IEPs are designed for students eligible for special education services so that students are working at or approaching grade level. Progress reports are used for all students to assess progress and communicate with families. Conferences, and curricular assessments and work samples are reviewed regularly by staff.	All students have access to and are enrolled in a broad course of study. There are no differences across school sites or student groups.	There are no barriers preventing Lagunitas from providing access to a broad course of study. All our students hae access to and are enrolled in a broad course of study.	All our students hae access to and are enrolled in a broad course of study.	Met		22JUN2023	2023
21653670000000	Larkspur-Corte Madera	7	LCMSD uses standards-based student report cards, individual student schedules and the master schedule to track the extent to which all students have access to a broad course of study.	Along with the core curriculum in ELA, math, and science, all elementary students in LCMSD have access to art, music and physical education. Pull-out supplemental support is scheduled such that it does not exclude a student entirely from any of these programs. Sixth grade students experience the sixth grade enrichment wheel and 7th and 8th grade students choose from a variety of options for their enrichment wheel.	The barrier to all students receiving access to a broad course of study is the need to provide targeted intervention for students in need of additional support. In order to make progress on IEP goals or to receive designated support to facilitate content-aligned language development, a devoted period of support is an effective way to support students. At the middle school that support comes at the cost of an elective period. At the elementary school it requires students to miss time in their primary classroom.	Targeted intervention in LCMSD is based on individual student need and is a flexible support. Schedules for students who no longer require the intervention are adjusted to accommodate that change. Intervention is a fluid process, not a fixed condition for students. The district is also exploring options to push support into classrooms to the greatest extent possible.	Met		08JUN2023	2023
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. Also in the middle school, math placement practices assign students to grade-level, accelerated, or supported classes. While all courses address grade-level standards, the pace of instruction in supported math classes is slower, and standards coverage in those classes may not be as complete as in a grade-level course.  The district will employ evidence-based screening and progress-monitoring tools to support our multi-tiered systems of support and to ensure access to grade-level standards for all learners.	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.	Met		23JUN2023	2023
21654090000000	Nicasio	7	Nicasio School District uses the Master Schedule to track access and enrollment in a broad course of study for all students. In addition, special education staff provides updated schedules throughout the school year to measure and track access to a broad course of student for students with disabilities.	All students in grades TK-8 are enrolled in broad courses of study as evidenced by the Master schedule and have access to standards-aligned textbooks, materials and assessments. Courses include English-Language Arts, Math, Science, History-Social Science, PE, Visual and Performing Arts and Music. Students are taught in multi-age classrooms with the following grade spans: TK-2, 3-5, 6-8.  Students designated as English Learners (EL) are enrolled in the general education classroom with their peers. In addition, EL students receive designated English language support 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.	Met		15JUN2023	2023
21654170000000	Novato Unified	7	NUSD uses the master schedule, 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.  However, as the result of changes in student demographics over the past decade, NUSD recognizes the need to better support underrepresented student groups and has included actions that provide academic and socio-emotional supports for underrepresented students in the Local Control Accountability Plan (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. In 2020-21, NUSD embarked on a multi-year initiative with educational consultant Dr. Anthony Muhammad to build  consensus regarding what is needed for unrepresented students and those with exceptional needs to have broad access to courses of study.	The following key findings from an equity audit conducted by Dr. Anthony Muhammad in 2020-21, identify barriers preventing access to and support needed for all students to successfully complete coursework. 1. School master schedule development does not clearly prioritize the needs of students with the greatest academic challenges. 2. Gaps among student groups in enrollment and successful completion 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 courses 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. Ongoing professional development for teachers and school leaders to refine educational equity and culturally proficient pedagogy with fidelity.	Recommendations made by education consultant Dr. Anthony Muhammad based on 20-21 Equity Audits serve as a guide to create actions to refine educational outcomes for students. Throughout the year, Dr. Anthony Muhammad will facilitate opportunities for teachers, counselors and administrators to work together to continue to reflect on implementing actions that ensure access to a broad course of study for all students. Guidance counselors will participate in Hatchings Results training to improve comprehensive secondary school counseling programs. The goal of the Hatching Results program is to provide counselors with the knowledge and skills to improve efficiency and effectiveness by using data to drive decision-making to evaluate the impact of programs and services on outcomes for students. The Career and College Project Manager will work with high school personnel to facilitate CTE pathways that support interest, access and equity for students.	Met		27JUN2023	2023
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		07JUN2023	2023
21654250000000	Reed Union Elementary	7	Annually, Reed Union measures the ability for our students to access and be enrolled in a broad course of study that includes programs and services developed for all students including unduplicated students and students with exceptional needs. These results are also reported to the local governing board at regularly scheduled meetings. This access is monitored within our Student Information System where administrators and counselors analyze the information.	All students in Reed Union have access to and are enrolled in a broad course of study in this elementary district. We are a school district with three school sites. The first school is PreK through 2nd grade. All students not only have access to a full course of study, but they also have many enrichment opportunities in art, music, Spanish, etc. The same is true for our second school which is a 3rd grade through 5th grade school. Our 6th through 8th grade middle school also provides access to a broad course of study for all students with a wide range of course options.	Reed Union does not experience notable barriers that prevent us from providing access to a broad course of study for all students.	For Reed Union, no notable new actions need to implemented to ensure access to a broad course of study for all students.	Met		13JUN2023	2023
21654330000000	Ross Elementary	7	Ross School used narrative reporting for grades K-4 and standards-based student reports that all students and parents have access to. Aries student management system is used to ensure student schedules and the master schedule tracks the extent to which all students are able to access a broad course of study.  In addition, underrepresented students are hand-scheduled prior to running the master schedule.   The middle school principal reviews every student's schedule to ensure proper placement for choice and need. Any student who is exceptionally excelling is individually placed in the proper course.	"In addition to the core curriculum in Math, science, ELA, social studies, and Spanish all students also have access to visual and 3D art, music, STEM, Cyber Cafe, and physical education. Pull-out support is done during work periods to avoid students missing content to receive needed inventions. Push-in support is the more common standard that is used for student support to ensure they are not excluded from electives or core class time.  Electives rotate every quarter and students have a choice in what course they take with the exception of 6th-grade students who take one elective of their choice as well as taking the ""6th-grade wheel."" The wheel focuses on teaching executive functioning to all 6th graders."	The barrier is the missed work period for those students who need the pull-out interventions.	Ross School intervention is a fluid process meaning students come and go from intervention as needed. We have work periods built into the schedule so that students don't miss class time and can come and go as needed.	Met		14JUN2023	2023
21654580000000	San Rafael City Elementary	7	San Rafael City Elementary is using master schedules, teacher classroom schedules, teacher observation and a focus on universal access for all students with a differentiated approach to classroom instruction. Some locally selected measures such as iReady monitor which students have access to a broad course of study.	San Rafael City Elementary District provides access to all students TK-8 through a broad course of study. Students TK-5 have access to SEAL thematic units, designed to build the capacity of schools to powerfully develop the language and literacy skills of our English Learners.. SEAL is also a model of language-rich, joyful, and rigorous education for all children. We are increasing our PD in math, specifically around number sense, student agency and representations in line with the newly adopted math framework. In grades 6-8, teachers have developed common core units. All students have access to math, science, P.E., social studies, English language development, health and the arts. SRCS has worked on increasing electives to middle school English learners. PD continues to focus on supporting teachers in instructional strategies that support access and deepening common core units.	In some cases, students struggling with language acquisition have faced barriers to a broad course of study; however, we have made great strides in developing programs that better support our Newcomer English learner students so that they have greater access to the English-based content in all areas of study. SRCS has teachers providing additional, focused English support for our newcomers. We have an SRCS Newcomer Language Academy to support students new to the country with language acquisition while still providing them access to grade level standards.	We launched an SRCS Newcomer Language Academy to support students new to the country with language acquisition while still providing them access to grade level standards a couple years ago, and continue to refine it.	Met		14JUN2023	2023
21654660000000	San Rafael City High	7	In San Rafael City High, SBAC Interim Assessments (for grades 9, 10, and 11) and SBAC Performance Tasks (for grade 11) are administered in the fall to help familiarize students with 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. This year we are also piloting two other assessment systems to gather stronger data to inform scheduling, student placement, and instructional practices. Other measurements include: Reading Inventory, D & F lists, report cards, class schedules, CTE enrollment, AP/Honors enrollment, the master schedule, UC A-G rates, reclassification rates, 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 continue piloting Standards Based Grading and the Graduate Profile in 6th-12th grade classrooms to ensure equitable grading practices.	San Rafael City High has created a number of programs that help ensure all students have access to a broad course of study. For example, 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 and is working on pathways for a variety of newcomer students to better meet the diverse needs of this unique student group. As part of the Graduate Profile implementation, high schools have begun the process of clearly defining skills and attributes they are seeking for all graduates, and the assessments to track progress. 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 peers.	Met		14JUN2023	2023
21654740000000	Sausalito Marin City	7	We are utilizing, master schedules at the secondary level, and prep schedules at the elementary level to track the extent to which all students have access to and are enrolled in a broad course of study based on grade spans, unduplicated students and students with exceptional needs.	All students across both campuses have access to and are enrolled in a broad course of study. 6th -8th grade students have access to Art, World Language,PE, as well as all required core subjects (ELA, Math, Science, History) taught by single subject credentialed teachers. In K-5 students have access, to Art, PE, and Garden along with all core subjects. We have dramatically improved in this area over the past three years moving from having only one appropriately credentialed single subject credentialed teacher to have all appropriately credentialed teachers, as well as adding the positions mentioned above greatly expanding access to students to a broad course of study.	Finding credentialed music and art teachers has been a challenge we are still working through.	We hired single subject credentialed language, science, math, and history teachers, added PE teachers, and are contracting with a garden teacher. We still need to onboard a music and art teacher.	Met		15JUN2023	2023
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 71% of all students who graduated in 2023 met all UC/CSU a-g requirements. The greatest improve we have seen was for our Latino/a population. In 2017, 52% of Latino students who graduated completed the UC-CSU a-g requirements and in 2022 58% of Latino students who graduated 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.	Met		27JUN2023	2023
21733610000000	Shoreline Unified	7	Each school's administrative office works closely with their counseling program, with parent input, to ensure that all students are offered a broad course of study at each grade level.	All students in the district, from PK-12th grade, have access to a broad course of developmentally appropriate study facilitate by appropriately trained staff.  All elementary students have access to art, music, and language instruction, in addition to the state mandated curriculum by grade level.  Our high school program offers Advance Placement courses that are open enrollment, a CTE program, and online enrichment opportunities for courses not available within the master schedule.  All student have access to an A-G curriculum, and we continually working to increase inclusion for our students with exceptional needs.	As a small district, it can be difficult to ensure that all student have the bread of course options that we believe is necessary for their education, especially at grade levels with lower enrollment.  As a result, the district invests in staffing certain subject areas or grade levels, even at times when enrollment is low.  This can create budgetary challenges that we continue to work to problem solve as we remain committed to the bread in our educational program.	In 2023-24, we have increased our middle school elective program.  Additionally, the high school program is reviewing potential new courses to add the master schedule for the 2024-2025 school year.  The high school special education program is also researching team-teaching as a way to increase the inclusion of special education students into general education classes.	Met		15JUN2023	2023
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 English language development support work with Intervention/ELD teachers multiple times each week using research-based programs.	Finding ways for students to have access to core curriculum support (academic intervention and English language development) 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).	Met		14JUN2023	2023
22102230000000	Mariposa County Office of Education	7	Mariposa County Unified School District tracks progress in meeting Priority 7 standards by reviewing all course offerings, master schedules, and bell schedules to assess that all students are enrolled in and benefiting from a broad course of study. The district utilizes Aeries, our student information system, in order to keep track of and monitor what students have access to what courses and to ensure that all students have equitable access to them. We are able to monitor this based on number of students enrolled by grade span as well as our unduplicated student groups and our exceptional learner population.	Mariposa County High School offers multiple career pathways that not only meet Ed. Code’s description of a broad course of study, but also that they are able to engage in a course of study that is meaningful to them. Mariposa County High School also offers a variety of AP and Honors courses that allow for them to enter college prepared and often with credits already earned. 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 as well as an alternative school and a County Community school where we have tried a variety of things to provide equity of course offerings. We are excited to have begun using Edmentum Courseware this year which allowed our small 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 have begun 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 Edmentum and UC Scout. We continue to work on ways to integrate career exploration in our 7th and 8th grade programs to collect data regarding potential future CTE pathways as well as helping them get started on an area of interest in the middle school years.	This year all small necessary high schools and alternative programs (County Community, Alternative Ed. High School, and home school) had access to Edmentum Courseware as a supplemental curriculum to support electives, CTE pathways, and courses that may have been otherwise unavailable to them. For next year we are going to continue building out courses to meet student interest and need and increase training and efficacy with the Edmentum program	Met		22JUN2023	2023
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 as well as an alternative school and a County Community school where we have tried a variety of things to provide equity of course offerings. We are excited to have begun using Edmentum Courseware this year which allowed our small 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 have begun 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 Edmentum and UC Scout. We continue to work on ways to integrate career exploration in our 7th and 8th grade programs to collect data regarding potential future CTE pathways as well as helping them get started on an area of interest in the middle school years.	This year all small necessary high schools and alternative programs (County Community, Alternative Ed. High School, and home school) had access to Edmentum Courseware as a supplemental curriculum to support electives, CTE pathways, and courses that may have been otherwise unavailable to them. For next year we are going to continue building out courses to meet student interest and need and increase training and efficacy with the Edmentum program.	Met		22JUN2023	2023
22655320125823	Sierra Foothill Charter	7	As a small, single-school district, it is not a challenge to ensure all students have access to and are enrolled in a  broad course of study. Using Aeries as our Student Information System, appropriate grade level placement is  confirmed. In addition, Aeries clearly tracks English Learner status, participation in Special Education, students with  Section 504 Plans, and unduplicated student groups.	All students are enrolled in self-contained classrooms where all core subject areas are taught in addition to the arts.  Core curriculum is based on California State Standards.	The hiring challenges and budget constraints in the rural area where the school is located presents barriers to further  expanding courses.	School leaders desire a broader course of study for middle school grades with the addition of career technical  courses and other electives.	Met		27JUN2023	2023
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.	100% students enrolled in Social Science, Science courses. Limited students enrolled in Health, VAPA, PE as required for course completion.	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. 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.	Met		26JUN2023	2023
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 a broad course of study. 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		30JUN2023	2023
23655570000000	Arena Union Elementary	7	100% of students were offered a broad course of study as identified by the Master Schedule. 100% of students who were challenged by grade level curriculum were placed in interventions specifically to support academic content access in the form of 1:1, small group, tutoring, or resource support.  ELD pull out and push in takes place in individual classrooms on a daily basis.  The Middle School schedule continues to offer 4 days a week, 2 periods of Math and ELA intensive interventions.  Primary grades 1-3 have a Monday - Thursday focused, isolated reading and language intervention time, which focuses on the key skills to becoming an independent readers. All curriculum materials continue to be CCSS aligned. A. Improve Standardized and MAP test assessment scores each year. Increase the MAP assessment district median achievement scores to 50% and above for all subgroups.  100% of the certificated teaching staff is appropriately assigned. CCSS/NGSS aligned curriculum has been adopted for Middle School English Language Arts and Science and all teachers have received appropriate professional development to use with fidelity.	100% of students were offered a broad course of study as identified by the Master Schedule, class schedules, report cards, EL designations and individualized educational plans.  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. . 100% of students who were challenged by grade level curriculum were placed in interventions specifically to support academic content access in the form of 1:1, small group, tutoring, or resource support.  ELD pull out and push in takes place in individual classrooms on a daily basis.  The Middle School schedule continues to offer 4 days a week, 2 periods of Math and ELA intensive interventions.  Primary grades 1-3 have a Monday - Thursday focused, isolated reading and language intervention time, which focuses on the key skills to becoming an independent readers.	There are no barriers.	To continue to use the Master Schedule, class schedules, report cards, EL designations and individualized educational plans to determine if all students, including unduplicated, are enrolled in a broad course of study.	Met		21JUN2023	2023
23655576116669	Pacific Community Charter	7	Grades K-5: Broad Course of Study includes courses in English/Reading/Writing, Mathematics, Social Sciences, Science, Art, Health/Physical Education, as well as access to experiential learning through field studies and outdoor learning days. Grades 6-12: Broad Course of Studies includes courses in English, Social Sciences, Foreign Language (HS only), Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education (HS only). The current CTE Pathway at the HS is Natural Resources & Agriculture. HS students have access to A-G courses trhough dual enrollment at Point Arena High School, Odysseyware and UC Scout. Grades 6-12 have access to experiential learning through field studies and Community Leadership & Service (HS only).	All students have access to a broad course of study. The extent to which HS students take advantage of all courses depends on their individual learning goals/plan that is developed during the Community Leadership & Service course.	A broad course of study is offered. Expanding the offerings is primarily limited by the school's remote location, small size and access to resources.	PCCS is establishing a partnership with Mendocino College to increase access to College courses for HS.	Met		29JUN2023	2023
23655650000000	Fort Bragg Unified	7	FBUSD uses the Master Schedule from all sites as listed in CALPADS as our tool for identifying the extent to which all students have access to and are enrolled in a broad course of study.	All students at Fort Bragg High School have access to dual enrollment, concurrent enrollment, A-G, CTE, and Advance Placement courses. All freshmen are enrolled in the “Get Focused, Stay Focused” course in the second semester of the Freshmen Seminar course. Dual enrollment includes Freshman Composition, Statistics, Western Civilizations, Conversational Spanish, Spanish for Native Speakers, and Cooperative Work Experience. Concurrent enrollment classes offered on a rotating schedule include Speech, Art History, Communication, and Psychology. CTE pathways are available to all students in the Agriscience, Agricultural Mechanics, Culinary Arts, and Information & Communication Technology. FBHS offers AP courses in Biology, Environmental Science, US History, Government, and English Language and Composition. The high school Independent Study Program (ISP) is also available for students who require credit recovery or course remediation due to unforeseen circumstances.  All elective and academic courses offered at Fort Bragg Middle School are available to all students. Support classes and AVID classes are provided for students who require extra support to meet academic standards and A-G success. The middle school offers introductory level CTE courses in agriculture, A-G courses for college admissions (Spanish 1 and Algebra 1), and a variety of other electives that includes choir, band, and leadership. Redwood and Dana Gray provide a comprehensive academic program.	Staffing and physical space are the two largest barriers to expanding our course of study.	Due to the difficulty in finding a qualified choir teacher, FBUSD is pivoting that position to offer drama as an elective at the middle and high school level. FBUSD is also working to expand our dual enrollment offerings in partnership with Mendocino College. Through a Strong Workforce Program grant, FBUSD will offer expanded opportunities in agriculture for the 2023-2024 school year. FBUSD continues to support intervention classes for students in TK-8.	Met		15JUN2023	2023
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 this year we adopted Next Generation Science Standards aligned curriculum. 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		20JUN2023	2023
23655730000000	Manchester Union Elementary	7	Students are regularly assessed both formatively and summatively. QRI data and other local data are discussed during Data Days and the staff utilizes this to strategically inform interventions and supports. CAASPP, CAST, and ELPAC assessment data are used to identify programmatic and instructional strengths and areas for improvement. All students have access to standards-aligned instructional materials for ELA, mathematics, and social sciences.	All students have access to sufficient textbooks and instructional materials in the core academic subject areas. Textbooks are from the most recent local governing board-approved list. MUESD completed a new adoption for TK-2 in history/social science in October 2022 and will consider extending this adoption to 3-5 in the coming year. MUESD also completed a new adoption for 6-8 math in September 2022. Additionally, completed the process of a new adoption for English Language Arts, while considering new science and history/social science adoptions by 2024. Textbooks are selected by staff after a thorough review of current, state-adopted materials, and then the board and public are notified of the opportunity to review the materials and provide input. The Board adopts a textbook series based on staff recommendations. Supplemental instructional materials that support the Common Core State Standards are also purchased to complement these textbooks. Several online programs/applications are also being utilized to support supplemental student instruction. Project-based learning, outdoor learning, and field trips are regularly provided to further expand access to a broad course of study.	Students are provided with access to a broad course of study for all students. Teachers will need to continue to be trained in sufficiently supporting the success and achievement of low income and multilingual students.	The LEA will implement a learning/instructional framework, and strategies to personalize instruction. There will be a focus on building teacher capacity and implementing the new curriculum that has been adopted in the district. Further, integration of language will be explored to provide access to world language opportunities and multilingual progression and development.	Met		27JUN2023	2023
23655810000000	Mendocino Unified	7	We will be using the percentage of high school students participating in a CTE class and/or CTE pathway as well as the percentage of CTE classes that qualify as A-G.	All students have access to all courses offered in the district.	The only barrier that students face in accessing courses is the master schedule.  In a small high school, our CTE classes are single classes that are only offered once during the semester or year.	1. Measure: A. The percentage of high school students participating in a CTE class and/or CTE pathway B. The percentage of CTE classes that qualify as A-G  2. Summary: A. In 2022-23, 89% of our high school students enrolled in a CTE class. B. In 2022-23, 16 out of 23 CTE classes (70%) qualify as meeting the A-G requirement.   3. Barriers A. The only barrier that students face in accessing courses is the master schedule.  In a small high school, our CTE classes are single classes that are only offered once during the semester or year.  4. Actions: A. Continue with the full-time employment of a guidance counselor at the high school to help students navigate the master schedule and their course sequences. B. Continue to offer a wide variety of CTE classes	Met		13JUN2023	2023
23655990000000	Point Arena Joint Union High	7	"The Student Articulation Professional Learning Community (SAPLC) and the Curriculum Adoption and Resource Allocation Professional Learning Community (CARAPLC) plan and implement the master schedule. Aligned with LCAP, both consider qualitative- and quantitative-data, teacher recommendations, and program considerations (e.g., English Learners, students qualifying as Mckinney-Vento, students qualifying as socioeconomically disadvantaged, foster youth, and students with disabilities). The SAPLC and the CARAPLC are charged with the master schedule planning- and implementation-process. The SAPLC articulates for English Learners, Mckinney-Vento, Socioeconomically Disadvantaged, foster youth, and students with disabilities. CAASPP Interim Comprehensive Assessments, Interim Assessment Blocks, Focused Interim Assessment Blocks, Summative Assessments, and ELPAC correlate with ""Linear Function A” and cause 25% of master-schedule design. The 2nd factor, MAP assessments, measure growth and inform vertical articulation. This is ""Linear Function B” and causes 25% of design. The 3rd factor, vertical course articulation and the percentage of sequential course advancements with a C- grade or or higher (e.g., pre-Algebra to Algebra I, and English 9 to English 10), is ""Linear Function C"" and causes 25% of design. The 4th factor, course recommendations, based on surveys, one for teachers, one for parents, and one for students, is ""Linear Function D” and causes 25% of design."	Every pupil in Point Arena High School has sufficient access to the standards-aligned instructional materials. English Learners, students qualifying as Mckinney-Vento, students qualifying as Socioeconomically Disadvantaged, foster youth, and students with disabilities have access to A-G classes. English Learners, students qualifying as Mckinney-Vento, students qualifying as Socioeconomically Disadvantaged, foster youth, and students with disabilities have access to CTE classes. No less than one CTE pathway is offered to English Learners, students qualifying as Mckinney-Vento, students qualifying as Socioeconomically Disadvantaged, foster youth, and students with disabilities.   At most 90% of the master schedule must be designed to meet A-G and college and career readiness outcomes for English Learners, students qualifying as Mckinney-Vento, students qualifying as Socioeconomically Disadvantaged, foster youth, and students with disabilities. At least 10% of the master schedule must be a recursive mechanism designed to meet the intervention needs of all student groups on their quest to achieve grade-level proficiency (e.g., General Education Students, English Learners, students qualifying as Mckinney-Vento, students qualifying as Socioeconomically Disadvantaged, foster youth, and students with disabilities).	Attendance has reached the district goal of 90% and MAP scores have been articulated into two comprehensible locally, controlled elements: element #1. achievement and element #2. growth. However, the English Language Proficiency Assessment (ELPAC) still acts as a barrier for Point Arena's Long Term English Learners (LTELs). Thus, there are still areas that need comprehensive support; and, therefore, financial resources are being redirected to focus interventions directly into the nexus between Arena K - 8 and Point Arena High School through vertical articulation: thereby, increasing focused and targeted resources to English Learners, students qualifying as Mckinney-Vento, students qualifying as socioeconomically disadvantaged, foster youth, and students with disabilities.   Being categorized as an LTEL correlates with less course access options, because at least one class per year is set aside to maintain ELD compliance. This means the LTEL students cannot take as rigorous of a schedule, because an ELD course is mandatory until a qualifying score on the ELPAC is achieved and a re-designation of English language proficiency is issued.	Most English Learners have encountered a substantial barrier when it comes to the ELPAC. Over 85% of the students in ELD classes are considered Long Term English Learners (LTELs), because they have been in the EL program for more than 6 years. 100% of EL students at Point Arena High School are Hispanic, and, moreover, over half of the total population of students at Point Arena High School are Hispanic as well. The Point Arena High School's Hispanic population is highly engaged in school (92.75% attendance with 81% of students scoring nothing below a C in their coursework). Maintaining this high-level of engagement brings us to the four-prong plan. First, Point Arena High School will continue to allocate resources for the presence of a Spanish-language fluent English Language Development (ELD) para-educator in all ELD courses. Second, Point Arena High School has adopted and implemented the English 3D series by Houghton Mifflin Harcourt and the Mirrors and Windows series by Carnegie Learning. Third, EL students with moderately developed oral (listening and speaking) and written (reading and writing) skills will qualify locally for the RFEP process. This correlates with EL students scoring all 3's in the listening, the speaking, the reading, and the writing components of the ELPAC battery. This consideration is in addition to the overall score of 4 on ELPAC to exit EL status. The 4th prong of the plan is Point Arena High School's Tier 2 targeted intervention system.	Met		21JUN2023	2023
23656070000000	Round Valley Unified	7	Every year we have the county office come out as part of the Williams Act and make sure we have all the materials students should have access to. All students are in classes that offer broad courses of study and are A-G at the HS. We make sure through the IEP process that students with special needs have their needs met with accommodations and modifications	The elementary school has a robust intervention tool that identifies students strength and weakness in Math and English. Students are placed in appropriate intervention groups and are reviewed every three weeks to show progress. The High school has graduation requirements that each student must meet to graduate. Each year students have a plan of classes they need to pass to stay on course to graduate. There is aid support for our growing EL population that helps them maintain positive progress and we have Special Education teachers and aids that support the students with IEP's	Our biggest issue is with our EL population. We have many students who are considered newcomers and speak no English so they must be pulled aside and have intensive English language intervention so they can access the courses offered. RVUSD is always trying to find creative and innovative curriculum to serve our growing EL population.	RVUSD is always making sure we have qualified people in positions to serve our students. We continue to grow and improve our EL program and we continue to improve our Native Language and Native Heritage offerings for our majority Native American Population and we continue to offer classes at the HS to ensure students qualify for UC and CSU admission	Met		26JUN2023	2023
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. Summer workbooks as requested by parents.	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.	Met		20JUN2023	2023
23656150000000	Ukiah Unified	7	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.	We have increased the  percentage of graduates who have completed at least one CTE Pathway by 10 % over the last two years.  The District provides 16 different CTE Pathways which allow students to become career ready.  Data not available on the CA Dashboard for 2021-2022.  Alternate data shows that 35% of 2021-2022 graduates completed at least one CTE Pathway Alternate data shows that 25% of 2020-2021 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:  22 Sections of Advanced Placement: Calculus A/B, Calculus B/C, Comparative Government, Computer Science, English Language, English Literature, Environmental Science, European History, French, Physics, Psychology, Spanish Language, Spanish Literature, United States History. In addition there was open tutorial support during the first and last period of each day with 4-6 teachers supporting each period. 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	Barriers:  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		15JUN2023	2023
23656150115055	River Oak Charter	7	River Oak Charter School's programs and services, supporting access to and enrollment in a broad course of study, have been developed and provided to students in grades TK-8 that account for the needs of individual students, including unduplicated students (i.e. English learners, low-income students, and foster youth) and students with disabilities.	For students inn grades 1-6, a Board Course of Studies includes courses in English, Mathematics, Social Studies, Science, Visual and Performing Arts, Health, Physical Education, and other studies that may be prescribed by the Charter Council (such as Waldorf Inspired Curriculum). For students in grades 7/8, a Board Course of Studies included courses in English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and CTE.	All students receive instruction, aligned to California state content standards and curriculum frameworks, as well as any necessary intervention, accommodations, and assistance to meet graduation, college, and career requirements. Access to core academic content and courses that lead to graduation and success is provided to all students regardless of income, race, primary language, disability, and/or family situation. Standards aligned instruction requires collaboration among educators, support for teachers, and, most importantly, a sustained focus on the strengths and needs of individual students together with the persistent belief that all students can achieve academic excellence and be successful in life.	River Oak Charter School has created a foundation in early grades for the knowledge, skills, and abilities necessary to participate and achieve later success in courses required for graduation, college, and career by ensuring elementary students in grades 1–6 (including unduplicated students and students with disabilities) have access to and receive instruction in a broad course of study, including all of the subject areas in Education Code Section 51210. R iver Oak Charter School continues to…. support on-time high school graduation by ensuring students in grades 7/8 (including unduplicated students and students with disabilities) have access to and receive instruction in a broad course of study, including all of the subject areas in Education Code Section 51220 (a-i), as well as course recovery programs. implement the state academic standards, the guidance in the frameworks for all content areas, and the practices of Universal Design for Learning to provide instruction that integrates multiple subject areas and supports cross-cultural understanding through a multi-tiered system of supports and services. collaborate with other educators, at both the site level and LEA-wide, to calibrate the consistency of LEA programs, curricula, and materials across schools and classrooms, and to provide appropriate, specialized supports for individual students.	Met		05JUN2023	2023
23656150140814	Shanél Valley Academy	7	Shanel Valley Academy uses teacher credentials, classroom schedules, and master schedules in PowerSchool to ensure all students have access to and are enrolled in a broad course of study.  All students receive access to the core subjects (Math, ELA, Science, and Social Studies), as well as instruction in the Arts, Engineering, and Physical Education. Art instruction is embedded in our core curriculum.  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.	Shanel Valley Academy offers a rigorous academic program that serves a diverse student body. All students receive instruction in English, Science, Social Science, Math, Physical Education, and the Arts.	Shanel Valley Academy 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 this year.	Shanel Valley Academy 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		30JUN2023	2023
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. The number of students per grade averages to only 20 students, 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 8th grade course offerings to include robotics as part of an initiative to expand STEM opportunities for students.	Met		13JUN2023	2023
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 coursework. The class schedule is evidence of their coursework.	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 student’s educational experience including fitness, Spanish, Life Skills, Career Technical Courses in Child Development, Marketing, and Entrepreneurship. Additionally, the school offers after school electives that include courses in archery, art, robotics, soccer, track and field, and yearbook.	The school is adding a CTE pathway for 9th and 10th graders that focuses on marketing and entrepreneurship within a number of different areas.	Met		13JUN2023	2023
23656156117386	Tree of Life Charter	7	Tree of Life Charter School is a Montessori elementary school that serves TK-7 in multiage level classrooms. The five classroom teachers use Montessori Compass to plan and track all lessons for all students. Montessori Compass is an online platform used for many public Montessori schools. The platform aligns the Montessori lessons with the state standards. All students have access to the very broad course of study included in the Montessori curriculum. Starting in the primary classroom, all Montessori students are given lessons in science, history, culture, mathematics, language arts, visual arts, music, sensorial, and practical life skills. Their progress is tracked in Montessori Compass and reviewed every quarter to ensure that progress is being made. Mathematics, Language Arts, and Reading are assessed using NWEA's MAP Growth Assessment for all grade levels 3 times per year. CAASPP is given at the end of the year for students in 3rd grade and up.	As a Montessori school, Tree of Life does not use traditional textbooks and instructional materials in the TK-6 classrooms. However, the 7th grade classroom does use textbooks. TK-6 grade uses a rich variety of resource materials and Montessori instructional materials, which are standards aligned. Many of the materials and lessons are purposefully designed to support a curriculum in which the subjects are integrated, which follows the principles of the Common Core Standards. All the materials from all core subjects are available on the shelves at all times while some subjects are rotated as lessons are given. After a group of students receive a lesson, they complete their follow up work. All Montessori lessons have a progression of broad to more narrowly focused topics. The Montessori curriculum is referred to as Cosmic Curriculum because it is so broad and integrates all subjects together. Each classroom is equipped with the materials suitable for the developmental level of the children in that room. A complete list of the Montessori lessons in all subjects is available in the school's SARC posted on the website. These materials are available during class time to all students in each of the multiple subject classrooms. Special education students are rarely pulled out of class, rather services are given in the classroom. The instructional aides in each classroom help students who need extra academic or behavioral support. This allows for better access for all students.	One challenge in Montessori classrooms is keeping the many materials in the many subjects updated and in good working order. Each Montessori trained teacher and their instructional assistant spends part of each day making sure the materials are in good order. The school and staff will continue to focus on repairing and replacing outdated materials in each classroom for the 2023-24 school year. Another barrier is that the instructional aides don't always have the training to handle all student issues, therefore, sometimes students are taken to another classroom or the office and missing valuable lessons.	For the 2023-24 school year, the aides will be participating in several trainings: completing the MTSS training, attending a Montessori conference, 3 nonviolent communication workshops, and weekly restorative justice practices. The chronic absenteeism rate has increased during the last few years at Tree of Life Charter School. Several actions will be taken to reduce chronic absenteeism. 1. participation in the Community Schools planning grant; 2. sending out friendly reminder postcards and/or text messages to families; 3. improving school climate by hosting nonviolent communication and restorative justice trainings.	Met		21JUN2023	2023
23656230000000	Willits Unified	7	WUSD uses the SIS system Aeries to scheduled, monitor, and warehouse all students current, past and imported academic records.  SEIS is used for the IEP process and the relevant information for that particular group.  Additionally CUM folders are still utilized as well as historical Caasp data.  Accessing and working local county and governmental agencies also allows us to be aware of and informed of our homeless, foster, and other at risk groups. The instructors and administrators from the 4 local LEA's communicate each years as students matriculate. The district additionally uses surveys, Letrs assessments, CAASP results to drive local implementation, internal benchmark testing, STAR testing, Aeries Analytics, graduation rates and IEP data as local indicators.  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.	WUSD is a vertically articulated system where students matriculate from one school to another based upon grade level.  There are 4 schools that range from Tk-2 to 3-5, to 6-8. to 9-12.  At each level appropriate grade level staffing and standards are utilized for the academic progress and sufficiency for these students as they move along the vertical line of educational LEA's. This vertical progression allows for our students to experience a relevant and consistent educational environment that progresses in stages so that students are offered a wide breadth of course's and become proficient in their local LEA. The instructors and administrators from the 4 local LEA's communicate each years as students matriculate.  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.	None	The district uses surveys, Letrs assessments, CAASP results to drive local implementation, internal benchmark testing, STAR testing, Aeries Analytics, graduation rates and IEP data as local indicators.  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. Due to the size of the district, we are limited in the number of AP classes we can offer. We partner with the local community college to provide dual enrollment classes in a variety of subjects based on student interest. We are are consistently limited by our budget, size, ability to recruit qualified personnel due to region and limited access to a four year university.  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		21JUN2023	2023
23656230112300	La Vida Charter	7	The school expects that all students have a comprehensive curriculum at the start of the school year and puts a great deal of effort into making that happen.  There are approximately 300 University Accredited A-G Courses, Career and Tech Ed classes and dozens of electives.	The school has been focusing on students enrolling in more A-G classes in high school which is improving.  Last year there was an improvement in quantity. 26 out of 29 students took A_G classes with 10 taking 4 or more.	The school does not have barriers to providing a broad course of study to all students.	A Broad Course of Study is available to all students.  The school provides options for supplemental choices as well.  Developing student's abilities in reading and writing are the areas focus at this time so that they can more easily access the rich curriculum offerings the school provides.	Met		28JUN2023	2023
23656230125658	Willits Elementary Charter	7	All students in all classes participate in all the class offerings. All students have Spanish every day. All students have art once a week. All students have music 4 times a week, as well as PE. All students have garden time at least once a week. All students are assessed on their fundamental reading skills and if they are below grade level, they have extra supports such as small group and focus group for developing those skills. We use Probe for reading assessment in grades 3-5 and Reading A-Z, DIBELS and other reading assessments for K-2 and 3-5.	All students are enrolled in a broad course of study, which includes English, math, science, social studies, health, nutrition, music, art, Spanish, garden and PE. Students who are in pull-outs for Special Education are not pulled during fundamental instruction time and we endeavor to do push-in work when possible. Teachers work with students to arrange times that the student feels comfortable for pull-out times. For fundamental literacy skills development, teachers do small groups in the class and students are pulled out at times arranged with the teacher so that all students have access to a broad course of study as well as the supports needed to help them succeed and develop fundamental literacy skills.	There are no barriers to providing all students with a broad course of study, as all students participate in their classes.	We will continue to offer  a broad course of study, which includes English, math, science, social studies, health, nutrition, music, art, Spanish, garden and PE. We will continue to use small group instruction and work to help students succeed in mastering fundamental concepts at each grade.	Met		27JUN2023	2023
23656232330363	Willits Charter	7	We are a full inclusion school, where all students have access to all classes and programs. Our graduation requirements are fully aligned to the UC/CSU A-G course of study.	We are a single school LEA. As stated above, we are a full inclusion school, where all students have access to all classes and programs. Our graduation requirements are fully aligned to the UC/CSU A-G course of study.	Our schedule and graduation requirements are designed to ensure full access to programs and A-G classes. As a small school, we are able to provide flexible and creative solutions should any barriers arise.	We will continue to ensure access and equity as we increase our opportunities for dual enrollment on our school campus by careful review of the schoolwide schedule.	Met		27JUN2023	2023
23738660000000	Potter Valley Community Unified	7	PVCUSD is doing a review of the PVHS course catalog. The course catalog is being updated for policies, procedures, and required courses as necessary for graduation that are outlined in California Education Code. The course catalog includes courses for individuals with exceptional needs. PVCUSD has identified the following measures to assess the broad course of study available to students:  1. Graduation rate  2. The percentage of students meeting college readiness requirements in English language arts (ELA) and mathematics  3. The percentage of students taking high school CTE courses  4. The percentage of Graduating Class meeting A-G requirements.  These metrics, along with the CA Data Dashboard, informs the development of LCAP and our monitoring of LCFF Priority 7.	All PVCUSD students have access to a broad course of study and all students have access to classes to complete A-G courses.  The high school must balance the need to provide core content courses with elective options with a small staff of a necessary small school. A comment of concern from parents/guardians in community engagement meetings are the limitations of elective choices and access to higher level courses.  The PVHS students currently have access to the following CTE and dual enrollment classes that demonstrate the availability of a board course of study:  CTE Pathways: on-site pathways :  Ag Mechanics Plant and Soil Science Animal science Visual and Performing Arts  Online CTE Pathways partnerships with SCOE: - Entrepreneurship - Culinary Arts - Sports Medicine  On-site Dual Enrollment Classes with Mendocino College: - CCS 100  - HST 205, HST 206 - AGR 180	While all PVCUSD students have access to a broad course of study, the high school must balance the need to provide core content courses with elective options with a small staff of a necessary small school. A comment of concern from parents/guardians in community engagement meetings are the limitations of elective choices and access to higher level courses. The barriers of a limited master schedule and limited staff availability for courses continues because of nature of a small school.	In response, the trimester system was implemented to increase offerings. The high school also allows students to take college courses and dual enrollment courses. The primary limitation on the availability of electives is the ability to offer a large range due to the school size. Students with special needs also often are challenged accessing elective courses because their schedules are limited in space due to the courses required as part of their IEPs. PVCUSD will continue to review our policies regarding course availability in order to address parent/guardian concerns. We plan to continue and expand our existing partnership with SCOE and Mendocino College, work to expand dual enrollment offerings, looking to offer more CTE pathways, both on campus and online.	Met		29JUN2023	2023
23739160000000	Laytonville Unified	7	All students have access to core classes. All K-8 classrooms are self contained and all of those students enroll in a broad course of study. For high school students we review and track the number of students enrolled in CTE, A-G, AP and college courses annually. The master schedule is reviewed and revised to follow the number of course sections needed. CALPADS and AERIES data is reviewed for following grade spans, unduplicated students groups and individuals with exceptional needs.	Laytonville Unified School District has two main school sites: Laytonville Elementary School (TK-8) and Laytonville High School (K-12). All students at LES receive a broad course of study . Data reflects that fewer Hispanic and Native American students are completing A-G requirements and enrolling in college courses, though they do have access to them and are counseled to enroll in them. Family Liaisons will be hired as another strategy for addressing this gap. All high school students have access to a wide variety of courses including A_G, CTE Pathways, college courses, core courses and electives. An on line platform is also available that provides A-G courses, college courses and electives Prior to COVID there was a marked increase in the number of students completing A-G courses and CTE pathways.	Our small enrollment is the biggest barrier to providing more robust course offerings, though college courses, online and CTE classes help to broaden the opportunities.. Students at the elementary school are in need of more College and Career Readiness opportunities. More counseling services are now available to assist in this area.	District wide we have increased counseling staff with an emphasis on College and Career Readiness Skills, English Language Learner and Native American student needs. Additionally the high school has focused on refining and increasing CTE Pathway offerings. An online platform as been added to course offerings and the high school and counselors are encouraging enrollment in college, CTE, S-G courses. A college/career readiness course has been added to the Master Schedule at the high school For grades 6-8 efforts to reimplement and provide CTE introductory courses in underway Academic Talent Search, a program that provides guidance and support to students beginning in sixth grade and going throughout their high school experience has been implemented and will continue.	Met		22JUN2023	2023
23752180000000	Leggett Valley Unified	7	Our small school site and combined grade classrooms enable our teaching staff to review course offerings, class schedules, and school schedules to ensure that all students are enrolled in a broad course of study. We use Aeries to track course schedules at the secondary level. We have regular staff meetings to determine available and appropriate “elective” courses and ensure that our K-5, 6-8, and high school students have access to the required areas of study. Teachers are provided with Professional Development to develop their teaching skills and curriculum for addressing needs in students with a wide variety of needs. Teachers are evaluated to address their success in meeting student needs.  Evaluation allows teachers to become aware when measures are not successfully providing student access. Students are evaluated regularly using in class evaluation, both summative and formative, as well as STAR testing and Accelerated Reader in order to assess student success and the success of curriculum and teaching techniques in addressing a wide range of student needs. Students who are identified as struggling are then tested in the Edmentum curriculum and given targeted intervention in order to address learning gaps and exceptional needs. When in-class intervention and Edmentum intervention are not successful, further evaluations are given.	Students have access to and support in as broad of a course of study as our tiny, remote school can offer. We utilize our classroom teachers as well as community members to provide a full slate of courses. At the high school level, we ensure that all students have the opportunity to complete the A-G courses required for UC/CSU admission. We also crafted elective opportunities for students to pursue their broad interests via our Self-Directed Learning period in which students select projects of interest (academic, leadership, career path, art, music, etc.) that they pursue under the guidance of a classroom teacher and select community mentors. We also encourage students in our dual-enrollment program to take online classes at Mendocino College. Interventions are done on a case by case basis.	The natural barriers that prevent more options for students are our remote location and our size. The district does not fund an elective (art/music/etc) teacher at our site and so daily course offerings are limited to what our teaching staff can provide — we do our best to provide additional weekly opportunities by engaging community members and raising the funds to pay them. These courses are limited to the availability of “experts” in our remote area. We also have limited classroom/campus space—and a small student population. Leggett Valley Schools face many barriers when it comes to providing access to a broad course of study. Primarily, these relate to the size of the school. A small student body and a small faculty pool mean that it can be difficult to provide targeted instruction in some cases. This can also limit the number of electives or non-academic courses available to students at all grade levels. Another barrier that we have faced in the last few years is a struggle to create and enact a functional system for evaluations. This means that teachers are not always getting the support that they need to improve on their teaching and curriculum in response to student needs. Historically we have also lacked any broad and carefully applied intervention strategies for students who are either struggling or in need of increased academic rigor.	We have utilized online programs to expand electives and CTE class choices. Those programs have allowed us to offer French as Foreign Language and, historically, these online platforms have allowed students to take courses in computer tech and other CTE interests. We have been developing our relationship with Mendocino College’s dual enrollment program. We do our best to know our students (K-12) and match the elective offerings to areas of prime interest to our student body. We would like to continue to reach both into and beyond our remote community to find resources that support our desire to provide a relevant and broad course of study.  This year Leggett Elementary school has instituted an intervention program intended to target students in need who do not qualify for IEPs or SPED interventions.  With the arrival of new administrators, we are in the process of developing and implementing an evaluation process that will allow for administration to assist teachers in developing strategies and curriculum to target various learner needs and communities.	Met		21JUN2023	2023
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. Interventions 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 2022/23 school year. We will continue to expand CTE offerings for students in our Juvenle Court School. 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. Support classes were also offered to all identified students including those on independent study. Next year we will add a supplemental intervention program for students in all of our programs which times into their benchmark assessments and progress monitoring to provide support in the areas of reading and math at their instructional levels.	Met		20JUN2023	2023
24102490106518	Merced Scholars Charter	7	MSCS annually measures access to and enrollment in a broad course of study that includes the adopted courses of study per CA 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.  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 In the elementary program, each student meets with their teacher to develop an Individual Learning Plan (ILP) that includes both short- and long-term goals around education, career, and support opportunities. In middle and high school, students will meet with the school counselor to create the ILP. The ILP is the local measure to ensure students have access to a broad course of study. Further, high school students also develop a four-year plan to ensure they are on track and enrolled in the courses of study necessary to complete high school. Progress reviews of the goals on the ILP are conducted by counselors and teachers with students three times per school year (Initial, Mid-Year, End of Year). During these reviews, counselors, teachers, and students identify any barriers that may exist for accessing courses. Intervention and support are provided for students to access courses as needed.	There are no differences in 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 a 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		20JUN2023	2023
24102490138032	Come Back Charter	7	CBCS annually measures the extent to which students have access to, and are enrolled in, a broad course of study that includes the adopted courses of study per California Education Code 51210 (grades 1-6) and 51220 (grades 7-12), including the programs and services developed and provided to unduplicated students and individuals with exceptional needs. Annual reviews of the courses of study are conducted to inform the development of the LCAP. In grades 1-12, the LEA defines a Broad Course of Study as: •Courses with Board Approved Instructional Materials •Courses that provide students with opportunities to meet high school graduation requirements •Courses in Career Technical Education Each CBCS student meets with their teacher and/or school counselor to develop both short- and long-term goals around education, career, and support opportunities. The plan ensures students have access to a broad course of study. Progress reviews of the goals on the plan are conducted by teachers, counselors and/or other staff with students on a monthly basis. During these reviews, staff, teachers and students identify any barriers that may exist for accessing courses. Intervention and support are provided for students to access courses as needed.	There are no differences of access to a broad course of study among the student groups. (Note: As a charter school, CBCS is essentially a single site LEA, so there is no need to address access across multiple school sites.) Students who enroll in the school have access to the same curriculum and courses as that of their peers. Students are assigned the curriculum and courses based primarily on student credit deficiencies, student input, and teacher recommendation. Because CBCS students enroll into the program with a varying array of credit deficiencies, teachers regularly review grades, assessment data, and student feedback. All of this information is reviewed on a monthly and quarterly basis by the teacher, counselor, administrator and other agency representatives (i.e., Empower) to ensure students are in the proper courses of study to ensure academic progress and completion.	There are no barriers at this time in providing access to a broad course of study to all of our students.	To ensure access to a broad course of study for all students in a 21st century learning environment, CBCS has 1:1 technology devices for all students. Through the use of the 1:1 devices, students will be able to access the school’s online curriculum, as well as have access to online resources to better support the student in the home learning environment. Additional purchases of WiFi devices will allow students to have access at home, so they may maintain connectivity to the Internet even when not on school grounds.	Met		20JUN2023	2023
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 level, visual and performing arts will be addressed through a visual and performing arts teacher on special assignment, who will ensure interested students can experience a start to finish theater production. 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 arts program. Offerings of courses such as foreign language and career technical education are driven by student interest and are 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 working on schedules in the coming year to eliminate these barriers, and will be expanding STEAM, CTE, and arts education at our largest junior high school.	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 to meet course requirements and address limited time. For the visual and performing arts and fine arts, the District will, in the coming year, hire two teachers on special assignment who will provide these experiences to our students. Additionally, music education will be implemented for all grade levels. At the junior high level, students are polled for interest in electives and administration works to offer courses that will maintain high interest and develop skills that students will need in higher education and 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, specifically unduplicated pupils.	Met		27JUN2023	2023
24656490000000	Ballico-Cressey Elementary	7	Ballico-Cressey Elementary is a one to one school.  All students are given a chromebook and a charger that they bring to school every day.  All of the curriculum is digital and loaded onto their chromebook.  All students have access to their full curriculum at all times.  Ballico-Cressey Elementary also uses I Ready to assess and provided instruction for all students in both Math and ELA.  All students have access to this digital curriculum as well.	All students receive instruction in Math, ELA, History, Science, and PE.  Our 6th-8th grade students get 2 electives for the year that they receive instruction in.  Some of these electives are Creative Writing STEM, Art, Life Skills, Yearbook etc.  We hope to expand the amount of electives that we offer.  With our school being an Ag Charter, all students receive lessons in our school garden.  They are applying what they are learning firsthand in our school garden.	All of our students have access to a broad course of study.  We do not have barriers preventing us.	Ballico-Cressey Elementary will continue to provide all students with access to full curriculum.  We will continue to make sure students are receiving access to a broad course of study for all students by following our procedures that have done so already over the years.	Met		22JUN2023	2023
24656496025381	Ballico-Cressey Community Charter	7	Ballico-Cressey Community Charter has all of the students in each grade level complete a survey about how they feel about our school climate.  This survey has them share how they feel about school safety, support from teachers/staff, and express any concerns they have about their school.  The survey also provides them the opportunity to make suggestions on how school climate and safety can be improved.  Overall, the survey showed that students feel safe at school.  The strength that the survey showed is that students feel safe and supported by their teachers and school staff.  Many students expressed how they feel that the adults on campus are people they feel comfortable to talk to when they have a problem.  Overall, our school climate showed to be very positive based on the results from the survey.  Some areas of improvement/growth is to continue to work on how to keep our restrooms as safe as possible.  Some actions that we have implemented is having an adult assigned outside the restrooms (in the hallways outside of the restrooms) to supervise the amount of students that enter at one time.  This has helped deter behavior problems in the restroom.	All students receive instruction in Math, ELA, History, Science, and PE.  Our 6th-8th grade students get 2 electives for the year that they receive instruction in.  Some of these electives are Creative Writing STEM, Art, Life Skills, Yearbook etc.  We hope to expand the amount of electives that we offer.  With our school being an Ag Charter, all students receive lessons in our school garden.  They are applying what they are learning firsthand in our school garden.	All of our students have access to a broad course of study.  We do not have barriers preventing us.	Ballico-Cressey Community Charter will continue to provide all students with access to full curriculum.  We will continue to make sure students are receiving access to a broad course of study for all students by following our procedures that have done so already over the years.	Met		22JUN2023	2023
24656800000000	El Nido Elementary	7	El Nido ESD is a single school district that uses student information and academic monitoring to ensure that all students have access to and are enrolled in a broad course of study including students with exceptional needs.	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		27JUN2023	2023
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		28JUN2023	2023
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 2022-23 school year gave a score of 100%.	The self evaluation tool for the 2022-23 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		07JUN2023	2023
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 2022-23 school year gave a score of 100%.	The self evaluation tool for the 2022-23 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 26.20 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		28JUN2023	2023
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 will be expanding TK enrollment availability through the Universal Pre Kindergarten (UPK) program.	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 and tutors are available based on individual needs.   Elementary students have access to art lessons through a designated art teacher.  All middle school students have access to music per the master schedule. A seventh period was added to the master schedule to increase course opportunities for all students.	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.	LMS continues to partner 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 further developing a strong multi-tiered system of support (MTSS) to maximize student success across the district.  Tutoring and enrichment opportunities continue to be offered for TK-5 students.	Met		15JUN2023	2023
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-12 level is provided through state board adopted curriculum selected by LBUSD teachers through a rigorous adoption and pilot process. 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. LBUSD also identified students with disabilities (SWD) not having access to core instructional materials due to an overdependence at some schools on supplemental materials that were not at the appropriate grade level. As a result, LBUSD ensured that every classroom that served SWDs had a classroom set of grade level curriculum and that teachers of SWDs were provided professional development on instructional practices and core curriculum.	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.  This past year, LBUSD piloted new social studies curriculum (K-12) and ELA curriculum (7-12). The adopted curriculum will be used district wide beginning next year. During the 2023-24 academic year, LBUSD will pilot science curriculum (K-12) aligned to the NGSS and math curriculum (7-12). 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		15JUN2023	2023
24657630000000	McSwain Union Elementary	7	The locally selected measures used by the District to track the extent to which all students have access to a broad course of study are tracked by the District 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 District 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		27JUN2023	2023
24657710000000	Merced City Elementary	7	MCSD looks to continue utilizing the California Healthy Kids Survey, the California School Staff Survey, and the California School Parent Survey as well as conduct its annual Equity Survey in order to track student access to a broad course of study. In addition, it will run regular reports from its Student Information System (SIS), AERIES, and CALPADS in order to provide multiple opportunities to ensure students are accounted for.	All MCSD students have access to a broad course of study. Our annual Equity survey found that there was a 25% (64% to 89%) increase regarding improved promotion to All Courses and Extracurricular Activities to students with diverse backgrounds.	Potential barriers that may exist limiting students' awareness of specific courses include, but not limited to: chronic absenteeism, staff turnover, and limited promotion of all programs and courses to families.	MCSD will continue to promote its' courses to all students and their families and monitor enrollment through student information system audits that occur quarterly (AERIES queries).	Met		13JUN2023	2023
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. MUHSD provides a 7-period day schedule. This 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, 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. 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 the 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 tier two and three interventions at every site to support and ensure students are better prepared to be college and career ready. 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		07JUN2023	2023
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		08JUN2023	2023
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 2022-23 school year gave a score of 100%.	The self evaluation tool for the 2022-23 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		29JUN2023	2023
24658390000000	Snelling-Merced Falls Union Elementary	7	Services for the 2023-2024 school year will be improved or increased for foster youth, English learners, and low income:  Counseling services for recommended students to improve personal well-being and/or mental health will be offered two days a week for families or students that cannot access this service on their own.  The expected outcome is for students and/or families to have a healthy mental health.  Positive mental health contributes to students success in the classroom.  The expected student outcome is better mental health, thereby, ready to learn in the classroom. Designated ELD instruction will help English Learners become proficient in English reading, writing and speaking.  The outcome will be increased ELPAC performance and increase the Reclassification data.   Snelling School has had a difficult time with hiring additional staff and retaining staff.  We will continue our efforts through Edjoin.org to hire an additional support staff.     All teachers will be highly qualified per CTC by supporting Beginning Teacher Support and assessment. Two full time teachers were hired in order to maintain small classroom sizes.   Snelling School partners with Merced County Office of Education for our Resource Specialist that works with disadvantaged youth and provides an intervention program for at-risk students, or students that need additional support with CCSS to be successful in the classroom.	All students will be provided a broad coarse of study in all areas of curriculum.  We also include live performance arts, and partner with the local Multicultural Art Center to engage students in a six week art program from a credentialed art teacher.  All students are provided a 1:1 device, have access to the internet, and are provided a headset.	At this time we do not have any barriers preventing Snelling School from providing access to a broad coarse of study for all students.	Snelling Merced Falls Elementary needs to take an aggressive academic stance towards the 2023-2024 school years and beyond.  Teachers and support staff will continue to gain knowledge with ELA and math standards and best teaching practices, as well as building strong relationships with our students and families.  Areas of needs will be addressed and analyzed in order to best meet the needs of all students and their areas for improvement by individualized instruction practices.  Support staff will also attend professional development in order to compliment classroom teachers, support small group instruction and sharpen their academic strategies for all student groups.  Student assessments will be closely analyzed and the data will drive academic decisions through small group instruction, reteach opportunities, reading enrichment and possible interventions.  The core belief is to obtain optimal student success and growth with supported data, support the whole child learning environment that is enriched through music, art, hands on learning projects, technology enriched education and  positive relationship skills.   Per Stakeholder input, tutoring will be offered for Tier II students five days a week in ELA and math in small 1:1 or 1:2 instruction.  Per student input, more extracurricular in the arts will be offered in the 2023-2024 school year, including student-lead drama club.  Per staff and student, input soccer will be offered to all students in grades 4-8th.	Met		13JUN2023	2023
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		29JUN2023	2023
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 TK-5 are in self-contained classes whereas students in Grades 6-8 are in enrolled in courses by periods.  Using the student information system, AERIES, the district is able to track students’ enrollment, courses, and participation programs.  At the end of the year, a Course Section Completed is uploaded and certified in CALPADS.	Students in grades 1-5 at each of our elementary schools receive access to a broad course of study in their assigned self-contained class taught by teachers who are appropriately assigned and fully credentialed in the subject area and for the pupils they are teaching.  WSD offers music at each of the elementary school sites and allocates funding to enrich their Visual Arts and Performing Arts.  Students in grades 6-8 at middle school receive access to the following courses:  English, History/Social Science, Physical Education, Science, Mathematics, and Music.  The quantity of courses offered for students in Grade 6-8 is driven by student enrollment, English Learners and needs of students with disabilities subgroup.  In the spring, all students in Grades 6-8 enjoy Career Day on campus where different occupations are at the site for students to learn about.  Students in Grade 8 spend a week learning about career pathways and one day listening to presenters share their occupation.  The occupations presented are based on the students’ interest.  During the After School Education & Safety (ASES) Program, students receive access to instructional lessons, physical education activities and electives.	WSD may consider offering electives for Grades 6-8 students to choose from; however, this may impact the middle school’s master schedule by decreasing the number of minutes in English Language Arts, English Language Development, and Mathematics.  There is a lack of time during the regular school day that prevents our students to access the courses offered.    Students do not have access to Foreign Language Courses, Applied Arts, and Career Technical Education as WSD is only a TK-8 school district. There is also the barrier of finding teachers who are appropriately assigned and fully credentialed to teach a foreign language, applied arts, and Career Technical Education.	Winton School District (WSD) ensures students have access to and are enrolled in a broad course of study, students in grades TK-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.	Met		26JUN2023	2023
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-6, 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.  All students have access to standards aligned instructional materials as reported in the Williams Act visits by the county office of education. Established instructional minutes as identified in school schedule are ensured for all students. 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.  GHS 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 and designated ELD time. Special education teachers and instructional aides push into the regular education classes in order to provide support to Students with Disabilities as they receive instruction in the core classes. All students have access to a broad course of study, but not all students are enrolled in the courses of study. The high school has access and enrollment because they have appropriate staffing (credentials) and additional courses are offered.	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 experience performing arts, but not on a consistent basis.	The district provides World Language courses at the middle school level in grade 7. This allows 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 seeks to expand CTE pathway introductory courses at the middle school to provide as an elective course.	Met		28JUN2023	2023
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 7 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 school sites and student groups having access to, and 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 iPad device to access throughout the day as needed for the various programs used. The district also uses it funds to add additional student support by hiring extra instructional aides. The aides provide one-to-one small group support to students on IEPs or students identified as needing school-based services. The district does not have any students identified as Foster Youth but has identified services in the LCAP for students identified as Foster Youth.	There are no barriers preventing students from having access to a broad course of study. We are a single rural school district with one class per grade level with all classes being taught by a teacher with a multiple-subject credential.	Revisions, decisions, or new actions that will be implemented have 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 continue to ensure that all students have access to a broad course of study.	Met		19JUN2023	2023
24753170000000	Dos Palos Oro Loma Joint Unified	7	The District utilizes State and local data points to ensure that students have access to a broad area of study. Elements like class offerings go through a review on a regular basis.	All students have access to a broad course of study. The District currently analyzing how many students explore and enroll in rigorous course offerings that prepare them for college and career.	A barrier to expanding on the District's ability to broaden its course of study is its geographic location and staff turnover.	The District continues to explore how 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		27JUN2023	2023
24753660000000	Delhi Unified	7	DUSD will continue to ensure all class schedules in elementary grades reflect the core instructional program, including Physical Education, and Science for all students in grades TK-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 through the support of our RTI TOSAs. All three elementary schools continue to provide a strand of Dual Language Immersion (DLI) Program in grades TK-6. 2023-24 Rethinking Secondary Schools (Middle School and High School) • Realigning EdPark Leadership Structure: Department Leads, Intervention, AVID, and ELD Teams • Professional Development and collaboration time for counselors and teachers built into the academic year • Career and Technical Education: CTE Building finished; Exploring two new CTE Pathways and Expansion of the Ag Farm • 13 Combination of new courses and sections added • Focus on Thinking Classrooms Instructional Model for all content areas	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 offer a Dual Language Immersion Program.	DUSD 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 site leaders, alongside teachers, and district leadership work together to ensure that although each site is a separate entity, 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 our EL Newcomer students to address their 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 2022 Local Performance Indicator Self-Reflection for Delhi Unified School District Page 14 of 16 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-12 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. At the elementary level, implementing the SEAL Instructional Model in grades TK-5 will increase literacy and reduce the achievement gap of our low socioeconomic, English Learners, Foster Youth, and SPED Students. While in grades 6-12 ERWC will not only increase literacy, but also close the literacy gap that occurs as students move onto middle and high school."	Met		13JUN2023	2023
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		30MAY2023	2023
25658960000000	Surprise Valley Joint Unified	7	Our LEA is small, teachers at the upper levels see all students every day. The high school provides classes A-G, with also allowing students to take classes online through community colleges. The high school does the best to their ability to provide a variety of elective classes that will meet the district requirements.	Again, because of our. small size, students are taking all the same courses unless they are enrolled in a college course. Our high school students are able to complete 2 differenet CTE pathways and we are working on developing another pathway in the near future. College courses are available to all students in grades 9-12.	Barries for our district are our small numbers, make it more difficult to offer a wider variety of classes. Limited number of teachers also makes it difficult to provide variety.	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		27JUN2023	2023
25735850000000	Modoc Joint Unified	7	Modoc Joint Unified School District (MJUSD) 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 2022-23 school year 100% of MJUSD 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, music, and library. Our middle school has 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, and summer school classes. Students also have the opportunity for both music and art. CTE programs include welding, woodshop, video production, and 3-D design. In addition, all students have the opportunity to learn leadership through our high performing 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 STEAM teacher at our elementary school.	Met		13JUN2023	2023
25735930000000	Tulelake Basin 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  challenge. Due to the number of required courses, and small number of teachers 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  challenge. Due to the number of required courses, and small number of teachers 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  challenge. Due to the number of required courses, and small number of teachers students have many scheduling  conflicts which can prevent them from taking classes they would like.	The district/high school is working with College of the Siskiyous to offer dual enrollment to students. The district/high  school is also working on expanding their CTE pathways. However, this will take time to develop.	Met		31MAY2023	2023
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 in 2018 and 2021 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 at JWCS did not have the extra 5 credits of credit recovery built into the schedule due to the pacing of the curriculum. 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 22-23 school year, all of our students enrolled at Mono County Community Schools earned credits and we had 4 students meet their graduation requirements of 200 credits and graduate from our schools. All of our seniors graduated and we had no students drop out.	A new action implemented in the 2018-2019 school year was that our students also have access to core classes and electives online via Edmentum Courseware. Edmentum Courseware currently has 200 courses that meet the University of California A-G requirements. We continually look for ways to provide access to as many options for our students as possible. We have also continued to use video conferencing capabilities to allow for shared teaching opportunities across our campuses for our students to work on Project Based Learning together at SRCS and JWCS.	Met		29JUN2023	2023
26102640124990	Urban Corps of San Diego County Charter	7	UCCS serves a 100% unduplicated student population with every student having full access to all courses and curriculum.  As a credit recovery model type school, the course of study is limited to fundamental basic graduation requirements.  UCCS does not yet have a full A-G curriculum; however, funds are available to assist any student in accessing additional courses.	At UCCS the curriculum, courses offered and services do not vary between sites.  All students have full access and offerings at each campus.	Again, at UCCS all students have full access to the entire curriculum and course of study.	UCCS has not had to make any revisions or take any actions because all students have full access to the same course of study.	Not Met For Two or More Years		20OCT2023	2023
26736680000000	Eastern Sierra Unified	7	Students taking A-G courses Students with 1-1 technology (100% of ESUSD students) These measures are specified in the district's LCAP	Students taking A-G courses Students with 1-1 technology (100% of ESUSD students) These measures are specified in the district's LCAP	All students have access to every academic class offered in high school.	The district continues to try and offer additional electives when teachers' schedules allow.  Our two high schools are very small with limited staff, so this can be challenging at times.	Met		21JUN2023	2023
26736920000000	Mammoth Unified	7	The district monitors course access through audits of our master schedule and course enrollment in Aeries. In addition, course enrollment in secondary VAPA, CTE and concurrent/dual college enrollment is examined annually. Overall, it is difficult to offer a broad course of study for all students because of our small enrollment (1200 overall/375 at the high school). However, generous staffing ratios and teachers who are multi-credentialed, including teachers with Master's degrees who can teach dual enrollment courses, helps to increase the variety of courses all students can access. In elementary and middle school, all students take the same courses overall, with the only exception being music which is a stand-alone elective. Unfortunately, the Hispanic/Latino subgroup at the high school does not currently have completely equitable access to college courses. This year, 37% of our students overall took concurrent/dual enrollment college courses, while only 17% of the H/L students did.	Unfortunately, the Hispanic/Latino subgroup at the high school does not currently have completely equitable access to college courses. This year, 37% of our students overall took concurrent/dual enrollment college courses, while only 17% of the H/L students did.	To address the inequities, the counseling department is looking at ways to ensure that all students, regardless of demographic group, can access college classes. We have placed a full time bilingual EL Tech in the counseling department in order to improve access our families have to counseling and academic advisement. The high school has experienced increasing success in enrolling all students, and now more English Learners/bilingual students are enrolled in high level courses, such as AP Spanish. 65% of our high school students overall earned the Seal of Biliteracy this year. The high school counseling team has been working with a consultant to analyze data and make decisions to increase the number of H/L students who take college courses. With the leadership of their Instructional Leadership Team, MHS is developing into an Early College High School Program so that every student has an identified college and career pathway. The goal will be for every high school senior to graduate having taken at least one college course, with a chosen pathway: 1) exploration; 2) Associate's degree; 3) CTE /other certificate; or 4) IGETC completion for transfer to a 4-year university. Many aspects of the ECHS model have been developing historically  at the high school for a long time without formal designation. The development of MHS as an ECHS program will make college and career a focus for all students at MHS in the coming years.	In addition, Mammoth Elementary and Middle Schools are developing college and career exploration and readiness activities. Professional learning opportunities, instructional leadership teams, vertical content teams and professional learning communities will all focus on ECHS instructional strategies. Next year, elementary students will create a career exploration portfolio and middle school students will focus on Naviance, a college and career readiness tool which will allow students as young as 6th grade to begin a 4-6 year college and career plan. Increased student and parent engagement around courses and experience needed to attend college will start as young as kindergarten. Over the next 3-5 years, our goal is to increase our CA Dashboard College and Career Indicators at least 15% for all groups and 30% for all underrepresented subgroups.	Met		15JUN2023	2023
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 the 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.	Salinas Community School staff ensure that all students are enrolled as promptly as possible after  requesting enrollment in a community school program. Staff requests student transcripts from previous districts and develop a schedule and graduation plan that fits the students academic needs. All students have access to a variety of courses needed for graduation including A-G and CTE. Staff tracks and evaluates course placement through the student information system.	Salinas Community Schools develops an individualized learning plan for each student that ensures access to a comprehensive course of study. The high rate of transitions experienced by the at-promise youth of the LEA results in barriers to obtaining complete and accurate records from prior schools. Salinas Community School serves a population of students that has a high level of need. Instability in their households, frequent changes in academic placements and a history and sometimes continuing level of truancy affect access to a broad course of study.	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. The newly hired academic counselor supports college and career exploration opportunities and a creating a post-high school transition plan. The school has also worked on trauma informed practices to support safe and supportive environments and has hired a counselor to support students with more individual needs.	Met		28JUN2023	2023
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 transitional kindergarten through 8th grade. The MTSS 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 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(s) of Education, Education Specialists, Occupational Therapist, Speech and Language Pathologist, and the School Counseling Team. The multidisciplinary committee meets to share knowledge, collaborate, and coordinate services to ensure students are receiving equitable access to their education. The Intervention Team, composed of the Director(s) of Education, 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 and supports them with 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; 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 fiber arts, music, Spanish, woodworking, and blacksmithing. 7th and 8th grade students are provided electives classes including study hall, yoga/mindfulness, journalism, theater history, and songwriting. Students have access to extracurricular activities including theater, sports programs, and student government. Sports practices often take place during lunch or recess times to ensure that students have the opportunity to fully participate. Instructional aide support is provided from TK- second grades to facilitate the successful engagement of all students as well as provide further 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 group in an effort to keep students in class and engaged in learning. The MTSS group reviews the social-emotional learning program that provides students with social skills instruction to build resilience and conflict resolution skills to decrease lost instructional time and suspensions. The adoption of the Circle Up! curriculum further supports this goal. The counseling team develops an annual campaign based on student input or an identified need to promote each year. Teachers collaborate to ensure a broad course of study that is vertically aligned through the grades. The school is working on P-3 alignment based on new guidance from the state.	Met		20JUN2023	2023
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 and makes changes or adjustments to the graduation plan as needed. ODC only has one location so no site differences exist.	Open Door Charter specializes in ensuring that all students have access to a comprehensive course of study by developing individualized learning and graduation plans. Teachers and students then collaborate to  enrolling students in classes according to graduation needs and priorities.  Teachers ensure that students have access to the most up-to-date standards-based curriculum and that instruction or instructional support is available in all core subjects areas. Students struggling with access to curriculum have access to intervention with an instructor specialized in working with diverse learning needs. Students are also supported in  college and career preparation through course curriculum, dual enrollment, career and technical courses, and placements in internships or jobs in collaboration with local partners. As a school that supports students who are sixteen and over who are not attending school or who did not graduate, a barrier has been found in obtaining school records from schools that no longer exist or students that attended prior to the current SIS systems in each district.	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		28JUN2023	2023
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, 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 TK-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		14JUN2023	2023
27102722730232	Monterey County Home Charter	7	Monterey County Home Charter School ensures 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 an Individualized Learning Plan with the student to ensure the student understands the most effective path to graduation.  School staff tracks course completion, grades, and transcripts through the student information system.  Progress is monitored weekly at Teacher/Student meetings.	Monterey County Home Charter School ensures all students are enrolled promptly after onboarding and orientation. Staff request student transcripts from previous districts and develop an Individualized Learning 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.	Monterey County Home Charter School ensures all students have access to a comprehensive course of study by developing Individualized Learning Plans, enrolling them in classes according to what is needed to graduate, and ensuring the most up-to-date, standards-based curriculum and instruction are available in all core subjects, intervention, and college and career preparation.  A barrier exists in obtaining school records from various schools to comprehensively analyze the student's academic history and credit summaries.	Monterey County Home Charter School staff have established Professional Learning Communities that meet 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, intervention,  and virtual help. The school embeds college and career exploration opportunities to support students' post-high school transitions.	Met		28JUN2023	2023
27102726119663	Oasis Charter Public	7	Oasis Charter School serves students in grade K-6.  We use state approved curriculum to make sure we are addressing a broad course of study. We also include enrichment courses in cooking, art, music, dance, yoga, pottery, sewing, crafts, drama, debate, and gaming. All students take part in this broad course of study. Students with exceptional needs participate, some with a registered behavior technician. If students with exceptional needs have the need to have these courses in a different environment, we use our special education room for them. We have a full special education program using pull out time with an educational specialist. To assess students, we use NWEA /MAP testing three times a year. This data is used to provide intervention courses for ELA and math and for small groups within the classroom.	We are a one school LEA. Student groups are all involved in our broad course of study.	We provide a broad course of study to all of our students.  We adjust as needed based on individual needs but all students have access.	We do not plan any revisions at this time as our program is working to provide a broad course of study for all of our students plus enrichment classes.	Met		20JUN2023	2023
27659610000000	Alisal Union	7	The measures used by the District to track the extent to which all students have access to, and are enrolled in, a broad course of study include the following: *District-adopted instructional minutes for all students, which are specific to grade spans and instructional programs *Documentation required for the annual Williams review, specific to visited sites, but used to determine for students at all District schools. *Materials are accessible by students in all grade spans, unduplicated student groups, and individuals with exceptional needs. *In addition, all actions included in the Local Control Accountability Plan (LCAP) are intended to serve all students, including all grade spans, unduplicated student groups, and individuals with exceptional needs. *Furthermore, schools identified for Additional Targeted Supports and Interventions (ATSI) have additional actions to serve eligible groups. These are included in the site's Single Plans for Student Achievement (SPSAs).	All students in the Alisal Union School District have access to, and are enrolled in, a broad course of study without differences across sites or student groups.  The measures used by the District to track the extent to which all students have access to, and are enrolled in, a broad course of study include the following: *District-adopted instructional minutes for all students, which are specific to grade spans and instructional programs *Documentation required for the annual Williams review, specific to visited sites, but used to determine for students at all District schools. *Materials are accessible by students in all grade spans, unduplicated student groups, and individuals with exceptional needs. *In addition, all actions included in the Local Control Accountability Plan (LCAP) are intended to serve all students, including all grade spans, unduplicated student groups, and individuals with exceptional needs. *Furthermore, schools identified for Additional Targeted Supports and Interventions (ATSI) have additional actions to serve eligible groups. These are included in the site's Single Plans for Student Achievement (SPSAs).	The results of the locally selected measures have identified NO barriers preventing the District from providing access to a broad course of study for all students. All students in the Alisal Union School District have access to, and are enrolled in, a broad course of study without differences across sites or student groups.	No revisions, decisions, or new actions will be implemented to ensure access to a broad course of study for all students. All students in the Alisal Union School District have access to, and are enrolled in, a broad course of study without differences across sites or student groups.	Met		28JUN2023	2023
27659790000000	Bradley Union Elementary	7	The district will continue to seek input from all educational stakeholders.	The district will continue to seek input from all educational stakeholders.	The district will continue to seek input from all educational stakeholders.	The district will continue to seek input from all educational stakeholders.	Met		13JUN2023	2023
27659870000000	Carmel Unified	7	CUSD utilizes several tools to monitor enrollment including: CalPads & DataQuest, Aeries (SIS) Illuminate (Data Dashboard) College Board (AP reports).	CUSD Provides a Broad Course of Study as specified in the CA Ed. Code, and more! Grades 1-8: ELA, Mathematics, History/Social Science, Science, VAPA &, PE PLUS World Languages, Garden/Habitat, Library & Computer/Technology classes are accessible to all students. Grades 9-12: All of the above plus extensive elective, CTE, Dual Enrollment, and Advanced Placement (AP) offerings. CUSD has open access to sixteen (16) Advanced Placement courses. 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 Dual Enrollment course options to strategically provide more access to students. A Director of College and Career Readiness was recently hired to support, strengthen, and expand dual enrollment as well as career technical education offerings and pathways. A course master audit will be conducted to assure that courses are properly coded such that students receive credit(s) correctly. For example A-G course approval through the UCOP portal.	Met		21JUN2023	2023
27659950000000	Chualar Union	7	Chualar School District has approximately 279 students enrolled. Students are placed according to parent indication of home language on the home language survey upon enrollment. Students in grades Kindergarten through third grade have the option of enrolling in the Early Exit Bilingual Program. Grades (6-8) participate in rotation between teams of teachers by class. This guaranties that no single student is unscheduled in any subject area. CUSD serves individuals with exceptional needs through our special education program on a pull-out basis.   All teachers are participants in the professional development schedule outlined by the District.  As such all teacher receive training to improve their skill-set per grade level and curriculum areas.  Given this comprehensive training, the administration observes and evaluates the extent to which teacher are providing optimum instruction at all grade levels and curricular areas.  The 2022-23 Williams Settlement visit by the local Monterey County Office, indicated that one-hundred percent of the students had all of the District -approved instructional materials available to them per grade level and subject area. Per the California Department of Education (CDE) and the district and school pacing chart, all students participate in the following assessment schedules to assess their progress in their broad course of study:  ELPAC, SBAC, iReady assessments, Accelerated Reading, Amplify Science, CAST Science, Physical Fitness Tests.	Students are placed according to parent indication of home language on the home language survey upon enrollment. Students in grades Kindergarten through third grade have the option of enrolling in the Early Exit Bilingual Program. Grades (6-8) participate in rotation between teams of teachers by class. This guaranties that no single student is unscheduled in any subject area. CUSD serves individuals with exceptional needs through our special education program on a pull-out basis.   All teachers are participants in the professional development schedule outlined by the District.  As such all teacher receive training to improve their skill-set per grade level and curriculum areas.  Given this comprehensive training, the administration observes and evaluates the extent to which teacher are providing optimum instruction at all grade levels and curricular areas.  The 2022-23 Williams Settlement visit by the local Monterey County Office, indicated that one-hundred percent of the students had all of the District -approved instructional materials available to them per grade level and subject area. Per the California Department of Education (CDE) and the district and school pacing chart, all students participate in the following assessment schedules to assess their progress in their broad course of study:  ELPAC, SBAC, iReady assessments, Accelerated Reading, Amplify Science, CAST Science, Physical Fitness Tests.	Due to our small school enrollment, CUSD has limited fiscal resources. This limits our ability to have extensive opportunities and to attract highly certificated teachers.	Based on the information provided above, it is evident that one hundred percent of students have access to a broad course of study, and so no further revisions or actions are needed at this time.  The District plans to maintain and comprehensive professional development program that includes feedback from teachers and staff on areas for improvement or ongoing learning.  Additionally, we plan to implement an parent engagement program that includes four monthly meetings with agenda.  These meeting include school council and advisory committees. community forums that include themes and topics defined by the parent community.  To assist with the planning and coordination of a these meetings a parent liaison will be acquired to serve as a bridge for communication.  The pacing calendar outlined above will be monitored to ensure students are prepared and participate in all required assessments.	Met		28JUN2023	2023
27660270000000	Graves Elementary	7	Common Core curriculum, adopted by the Board of Education, is accessible for all students.  The district also provides intervention supports for Tier II and III students.  The LEA utilizes iReady and Renaissance Learning to track student access and progress for grade level standards in ELA and Math.  The LEA also offers a 30 day ELO program. The enrollment of both Foster Youth and McKinney-Vento students was zero during this school year.	The LEA is a one school district and all students have the same access to a broad course of study.	The identified barriers for student outcomes was the lack of funding to provide an outsourced means of SEL or the arts.	The LEA will be utilizing the Art and Music grant funding to provide access to all students. The LEA is seeking to partner with the Monterey County Behavioral Health organizations to provide on-going SEL in the classroom for all students.	Met		14JUN2023	2023
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.	We continuously analyze the outcomes of our past courses to meet student needs and interest all while aligning with the California State Standards.  We implement college and career access courses and have maintained the range of courses.  Our courses include 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		22JUN2023	2023
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.  Additionally, credentialing requirements of new teachers is creating barriers to providing access.	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.  We are providing financial incentives for teachers to complete additional certification requirements.  We are also closely monitoring the credential status of all teachers.	Met		21JUN2023	2023
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. Care Solace is a a program newly introduced to connect students, staff and families to mental health services 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.	Met		28JUN2023	2023
27660760000000	Lagunita Elementary	7	One selected measure to track student success and access to a broad course of student is reclassification, but we started the year with no English Learners. Two ELL students enrolled during the school year, and one was reclassified before graduation. This is a slightly lower reclassification rate from last year, when we reclassified 66% of enrolled ELLs. Our enrollment of both Foster Youth and McKinney-Vento students was zero during this school year. Other measures are use of adopted curriculum in the four core subject areas, plus participation in additional subjects. LCAP goal #2 supports our STEAM program, which also expands our course of study and further supports Art as an element of STEAM.	We are a single school district 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. Older student have access to online learning for electives as well.	Bringing guest speakers and other supplemental instruction was difficult in recent years. We are still  recovering from this, but this year the Arts Council returned, as well as the MBRCC. Our students went to Science Camp this year, and we hope to continue to expand and sustain guest teaching and supplemental instruction that expands access to a Broad Course of Study.	We are working with the parent club to sustain funding for art and music classes, and we built both STEAM and PE into our LCAP with our Community Partnerships goal. Additional funding for Art and Music is available from the state and we are excited to expand access to Art and Music using these funds as well as LCAP funds.	Met		27JUN2023	2023
27660840000000	Mission Union Elementary	7	Mission School District has adopted Instructional Minutes aligned to teaching all core subjects of ELA, Math, ELD, Social Studies/History, Science, Visual and Performing Arts (VAPA), and P.E. All teachers are committed to providing standards-based instruction using adopted curriculum and adding supplemental materials for instructional enhancement as needed. The District uses annual surveys of instructional materials to ensure 100% of students have access to the curriculum in all subject areas.	All students have access to grade level curriculum for all subject areas, as well as quality instruction in each grade and subject. A newly purchased and adopted curriculum for Social Studies/history and Science was purchased during the summer of 2023 to ensure instruction utilizes current standards-based instruction and materials. MissionUSD is also fortunate enough to have a local donor who has donated funding to provide a full-time Art and Music teacher for weekly instruction in the VAPA.	There are currently no barriers to providing access to a broad course of study for all students.	The LEA will continue to visit classrooms to ensure lessons are standards-based and students continue to utilize adopted curriculum as needed to learn the CCSSs. The LEA will also continue to collaborate with all teachers and Instructional Aides to ensure lessons are developed and provided for all students to access a broad course of study.	Met		07JUN2023	2023
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		27JUN2023	2023
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 catalog 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 catalog 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.	There are no barriers preventing us from providing access to a broad course of study for all students.	We will continue to use Edgenuity and supporting programs	Met		28JUN2023	2023
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.  ISM has integrated specific metrics for instructional minutes into its LCAP: Metric: Scheduled annual minutes of instruction ~ Target: 7,800+ for language arts, social studies, math, and science; 5,900+ for second language; 3,000+ for visual and performing arts, design, and PE/Health.	A broad course of study has always been a hallmark of ISM. All charter petition iterations have emphasized this breadth, including all subject areas targeted by the Ed Code (EC). In some cases, ISM uses different titles for the subjects, with some variations due to the 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. The minutes listed apply equally to all.	Simply put, there are no barriers. ISM has a 22-year history of offering a broad course of study. Moreover, because all students in a given class at a specific grade level experience the same subjects at the same time, actual enrollment “for all students” is a given.	Given its exemplary, long-term commitment to offering a broad course of study and ensuring that all students, regardless of background or ability, actually enroll in all subjects offered at their grade level, ISM plans no changes.	Met		13JUN2023	2023
27661340000000	Pacific Grove Unified	7	The High School will continue exploring ways to expand 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. 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 2023-2024. 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 to and are enrolled in all required areas of study as monitored through CalPads & Synergy student information system. Students have access to and are enrolled in a broad course of study including Health, Physical Education, Visual and Performing Arts, World Languages, Career Technical Education, Advanced Placement, 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 completed 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 addressed the disproportionate number of underrepresented students on the D/F list by examining grading practices. They will continue to implement practices described in the book Grading for Equity by Joe Feldman. Each department was responsible for implementing a practice during the second semester of 2022-2023 and analyzing what difference, if any, the equitable grading practices made for students on the D/F.	Met		01JUN2023	2023
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. All schools offer transitional kindergarten instruction while one school offers all day California State Preschool Program (CSPP) and six schools offer 14 half day CSPP 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 facilitates 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 engages and collaborates 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.	Supported by district administration, and 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 and/or similar 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.	Multiple measures of self reflection are in place, leading staff to identify a need for further development on the different content standards while continuing to provide access to a broad course of study. Over the past seven years, SCESD has provided staff development on adopted curriculum and on supplemental programs, but this has yet to transform into the deeper knowledge of academic standards that are desired. Additionally, COVID-19 has proven to be a barrier to deep and supported staff development actions over the past couple of years; especially since the LEA continues to struggle with finding applicants and substitutes that will cover and support classrooms while teachers collaborate professionally during the instructional day. 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.	In order to ensure students have deep instruction in a broad course of study, SCESD staff continue to work diligently on establishing a comprehensive district-wide professional development plan, that addresses the needs of staff (classified, certificated and administration), 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, Mathematics, History-Social Sciences and Next Generation Science Standards in 2023-2024, and on. 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. Additionally, the LEA will continue to implement Collaborative Continuous Improvement Teams with the goal of enhancing the level of rigor, engagement, and access to a broad course of study for all students, with a focus on unduplicated students, and especially those with identified special needs.	Met		20JUN2023	2023
27661590000000	Salinas Union High	7	Tools:  - graduation and A to G rates; middle school promotion rates and grades; on-track to graduation rates; 4/6 year course plans; CTE              completer rates; enrollment in advanced classes; college enrollment. - Reports are disaggregated by student groups and shared with stakeholders.	The presentation to the board referenced the LCAP update presented to the board prior to the June 27 local indicator data.  Specifically, the following data was summarized:  2022 Cohort Graduation Rate (SUHSD graduation requirements align with UC/CSU requirements) • 87.5% All • 63.6% EL • 68.9% SWD • 71.1% Homeless  2022 Cohort Graduates meeting A to G • 45.6% All • 20.7% EL • 13.6% SWD • 23.7% Homeless  2022-23 % Middle School students earning all Cs or higher both semesters for all classes 57.9% All middle schools 34.2% English Learners 38.3% SWDs 43.9% Homeless  2022 Cohort Graduates % of Cohort CTE Completers (Cohort)  • 27.0% All • 13.0 % ELs • 19.1% SPED • 18.0% Homeless  2022: 61.3% of 1615 students passed 1 or more AP exams  2022 cohort Graduates 64% enrolled in college in the Fall of 2022.  Enrollment in advanced classes 2022-23 • 22.5% All • 2.5% EL • 3.2% SPED • 9.2% Homeless	#NAME?	- ELD Newcomer curriculum; Integrated ELD; Designated ELD courses that allow access to core curriculum - Continued focus on effective co-teaching practices; investigate needs of dually identified students- ELs with IEPs - Engage parents in how to support students for college and career readiness, awareness of 4-6 year plans, etc. - Sheltered core content teachers will receive professional development throughout the year.	Met		27JUN2023	2023
27661670000000	San Antonio Union Elementary	7	The measures or tools used by the LEA will be a self assessment survey, classroom observations, and evaluation.	The LEA offers all students in the district the same opportunities to enroll in the offered course of study.	Barriers for the district is the rural area and the lack of resources in the community. Tapping into teachers interests and continued outreach in the community is needed to provide a broad course of study for all students.	New partnerships have been formed this year. Continued evaluation of students interests and varied course of study will be visited regularly through surveys, interviews, and observations.	Met		08JUN2023	2023
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.	Met		21JUN2023	2023
27661830000000	San Lucas Union Elementary	7	Ensuring students have access to a broad course of study is the focus of the LEA's LCAP Goal #2, ELO Plan, and ASES Plan. Students are exposed to 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, school climate results, and student work portfolios to track this.	"97.7% of families and students agree the LEA is meeting LCAP Goal 2. 78.5% of school staff agree that the LEA is meeting Goal 2, with the remaining 21.5% citing poor statewide test results as evidence that the LEA is not meeting Goal 2. Access to broad course of study is also confirmed through measuring student achievement outcomes. School climate results indicate over 90% of students are happy to come to school and feel school lessons are interesting some to most of the time. LEA would like to decrease the ""some of the time"" answers in favor of ""most/all of the time"" answers. For 23/24, school has invested heavily in providing extra staff to provide dedicated SEL time and dedicated ands on science instruction in a makerspace."	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. Students come to school exhibiting symptoms of living in chronic stress, and as a result, general retention of information learned is impacted. Students often need to be introduced to academic and social concepts multiple times in multiple modalities before remembering them. Feedback from staff on the LCAP survey cited that the LEA is providing nearly everything it can possibly provide to its students and stated a desire for more parent support.	In 23/24, LEA opened the year by offering courses to parents in communication, cyber awareness and security, and ways to increase literacy exposure at home.  LEA has changed food providers, offering meals from another SFA that has focused this year on farm-to-table meals, and school has a weekly visit from health and physical education instructor who teachers the health standards and provides students with self-reflection tools on personal health. School offers therapy, counseling, and a new model of classroom management where students are in mixed grade cohorts from grades 2-8 for SEL lessons that come out of the Franklin Covey Leader in Me series. LEA hopes that with increase attention on physical and emotional needs, stress levels will be better regulated, which will lead to stronger retention of academic learning and improved student outcomes.	Met		15JUN2023	2023
27661910000000	Santa Rita Union Elementary	7	All students in the District have access to Common Core aligned Board approved curriculum. All curriculum adopted by the Board of Education is done following thorough vetting and recommendation of the District Curriculum Council. SRUSD has adopted a State Board of Education-approved curriculum in all applicable academic areas. The district Curriculum Council also reviews supplemental instructional materials that may be adopted to provide Tier II supports for identified students. District leadership reviews school master schedules with site administrators before publication to ensure appropriate placement, class sizes, and content area alignment. SRUSD serves students in grades TK-8; equity access for all students to high-quality standards-aligned curriculum and instructional supports is critical to the District's instructional mission.	Ensuring equitable access to the standards-aligned adopted curriculum across all grade spans and school sites has been essential to the District's mission for improving instructional outcomes. All schools in the District serve a high percentage of unduplicated students; the District provides equitable access to appropriately rigorous instructional materials to meet the needs of district students through a majority teacher-comprised District Curriculum Council, which regularly convenes throughout the school year to review data, state frameworks and timelines, as well the adoption of new materials as applicable.	The District works to mitigate potential barriers to providing a broad course of study by securing instructional materials as early as possible, providing appropriate and ongoing professional development for teachers and instructional staff, and working with families to minimize chronic absenteeism and truancy.	The District will pilot a Social Emotional Learning curriculum during the 2023-2024 school year to supplement the adopted Tier I academic curriculum.	Met		28JUN2023	2023
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 students in the district have access to a broad course of study.  All TK-5 students (with the exception of SDC students) are enrolled in regular general education classes that teach the CA content standards.  Students who are pulled for additional supports (e.g. intervention, SPED, ELD, etc.) are pulled during non-core time.  All students receive art and music on a regular basis.    At the middle school, all students are enrolled in general education classes as well.  Students receiving SPED services, however, are placed in non-mainstream classes to receive specialized academic instruction.  7th and 8th grade students have the choice to take either Spanish or Literature based on their ELA progress and parental preference. All students also select their top three choices for activity which range from art to leadership to intervention...	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, at the middle school, students must select three choices for an activity class. Depending on a student's choice and need, this could limit their exposure to more traditional enrichment classes like art, etc.  Last, after school enrichment opportunities can be limiting due to factors such as cost, transportation, and sign ups.	The site principals and SPED/ELD/Intervention  departments collaborate to determine the best, non-core instruction time to pull students for additional support. The district is also attempting to increase the participation rate of unduplicated students involved in enrichment opportunities by allocating a certain number of sign up slots per activity for unduplicated students.  This can be found in the LCAP under Goal 2.	Met		22JUN2023	2023
27662330000000	Washington Union Elementary	7	All students are assigned to highly qualified teachers who use Common Core, standards-based curriculum that is board adopted.   Use of annual feedback from the parent and staff surveys, district advisory council (DAC), strategic planning committee, instructional leadership team (ILT), and monthly school board meetings continue to help drive and track accessibility and enrollment for students in a broad course of study.	The master schedules at all three school sites reflect student access to highly qualified teachers with their CLAD credential, English Language Arts, Mathematics, Social Studies and Science.  The LEA has made it a priority to continue it's offering of  quality art and music programs, which all TK-8 students experience on a regular basis or have access to as an extra curricular class or club.	Based on survey results as well and knowledge and information about the district, there are no barriers that prevent us from providing access to a broad course of study for all students.	All students in the Washington Union School District are provided access to all subject areas in the least restrictive environment. Students who need remediation and additional support do not miss out on academic classes, to the greatest extent possible and additional time in the school day is provided for remediation and support. All students have access to an Art Docent and music program. All students are given explicit art instruction two times per month and music one time per week at the minimum. Students are also given opportunities for physical education biweekly at the elementary school level and daily at the middle school. There are no differences across school sites and student groups in regards to access and there are no identified barriers preventing the district from providing access to a broad course of study.	Met		14JUN2023	2023
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 have the opportunity to enroll in a 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 Ed 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, languages in addition to Spanish, Business/Financial Literacy focused courses, 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, the expansion of course options to meet A-G and graduation requirements, and offering a fifth year of study in high school to provide additional opportunities for all students to complete all requirements and desired courses. Instructional schedules have also been modified to incorporate additional courses, supports, and teachers to support intervention, acceleration, and credit recovery to meet graduation requirements. In addition, our District has expanded Dual Enrollment opportunities for students to earn college credit for specific courses taken in high school leading to both fulfilling General Education requirements and college/career pathways. We are also developing an additional student leadership strand that will lead to earning the State Seal of Civic Engagement.	Met		21JUN2023	2023
27751500000000	Big Sur Unified	7	The tool used to track how students have access to broad course of study is done by manually calculations; as student enrollment is at 17.	100 percent of students have access to a board course of study.	There are no barriers at this time.	No revisions are necessary at this time.  Further monitoring will continue to ensure 100% access is maintained.	Met		07JUN2023	2023
27751500118349	Big Sur Charter	7	All students at Big Sur Charter School (TK-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 (TK-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.	As a hybrid non classroom based charterer school, we do not have the facilities to provide performing arts or music classes.	No actions will be taken.	Met		14JUN2023	2023
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 continue 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).  This year, we have also been able to begin a CTE course at our middle school, that is in alignment to our offerings at the high school; it exposes our students to 5 different pathways currently available at the high school.  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.  Additionally though we previously only offered our secondary teachers to the opportunity of becoming certified trainings in Constructing Meaning, a support for integrated and designated English language development, we are fortunate to have been able to add trainers at the elementary level.  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.  Our partnerships with local colleges and university's has strengthened, thus we will be able to use their data analysis resources and strategically collaborate to enhance access to a broad course of study for all students.  Our current partners include UC Santa Cruz, CSU Monterey Bay and Gear Up."	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 93.5%, 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.  We will also begin looking at our data sooner in year and will begin interventions at an earlier time during a student's high school career.	Met		27JUN2023	2023
27754730000000	Gonzales Unified	7	The middle school and high school master schedules are designed to ensure that students have access to a broad range of study. The high school focused on ensuring students are aware of the A-G requirements that make them eligible to apply to college. The middle school provides a core curriculum enhanced by exploratory classes. Elementary school teachers design daily schedules to ensure that students have access to a broad range of study. Each site works with the special education department and teachers to create inclusion and push-in learning opportunities for students with learning and other disabilities.	All students have access to a broad range of study. During master schedule planning specific attention is given to provide opportunities for all student groups to be able to take the classes they need. There are occasions when scheduling conflicts between courses do exist.	The high school recognizes that there are some scheduling conflicts between ELD and A-G courses. School administration, teachers, and district office staff are actively working on providing an alternative opportunity to ensure that each student has opportunity to take the classes they need for A-G completion.	The Gonzales Unified School District is in the process of reviewing the board adopted policy and reclassification criteria for English Language Learner students. A review of the ELD curriculum and instructional strategies is also under review.	Met		27JUN2023	2023
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 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		13JUN2023	2023
28102800142034	Mayacamas Charter Middle	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
28662410000000	Calistoga Joint Unified	7	We use the master schedule, transcripts, course selection process, and Aeries reports from Calistoga Junior/Senior High School as our tool for identifying the extent to which all high school students have access to and are enrolled in a broad course of study.	Every high school student has access to a board course of study except when they have to choose between classes that are only offered once in the master schedule. This is due to the fact that we are a small school of approximately 250 high school students. If students are in need of remediation in the subjects of math or English, they are placed in a strategic support class which can also limit their participation in other courses. Our English learners are provided with English Language Development courses so they are transferred into A-G courses once they reach language proficiency.	Our school’s small enrollment is the biggest barrier to provide a large variety of course offerings. We have some courses that are only offered once in the master schedule and at times can be a conflict. Students who need academic intervention, special education services or English language support sometimes have limitations on their course offerings.	Our school provides intervention classes simultaneously with A-G courses, as much as possible, in order to keep students on track for college and career. Offering a seven period day schedule facilitates access to a board course of study for all students.	Met		05JUN2023	2023
28662580000000	Howell Mountain Elementary	7	Howell Mountain ESD is a small, single-school district. Self-contained classes are taught in grades TK-8. All students have access all subjects, including fine arts. 100% of HMESD students have access to a broad course of study.	Howell Mountain ESD is a small, single-school district. Self-contained classes are taught in grades TK-8. All students have access all subjects, including fine arts. All students participate in art, music and PE on a daily basis.	"The nature of the size and location of the district limits access to ""in-person"" foreign language."	Howell Mountain ESD will continue to recruit staff to teach foreign language.	Met		12JUN2023	2023
28662660000000	Napa Valley Unified	7	NVUSD assures that students are enrolled in a broad course of study by reviewing Advanced Placement (AP) enrollment, Career Tech Ed (CTE) participation, and reviewing standards-aligned core 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 high schools.	In Napa Valley Unified, Advanced Placement (AP) enrollment has steadily increased from just over 217 students in 2017-2018 to 1178 in AP courses districtwide in 2022-2023. AP Courses are offered at all 3 of NVUSD’s largest high schools(Computer Science, English Language Arts, World Language, History/Social Studies, Math, and Science). Of all AP courses, Hispanic/Latinos represented roughly 39%, Whites represented 36%, and Asian and Pacific Islander populations represented 16%. High schools offer CTE courses based on their local community interest. American Canyon High, which serves students in families who work primarily throughout the North and East Bays, offers classes in Business Administration, Culinary Arts, Sustainable Construction, and Sports Medicine. Napa High, which serves families throughout Napa proper, offers courses in Engineering and Robotics, Manufacturing and Product Development, Medical Sciences, and Sustainable Construction. Vintage High, which has a community linked to agricultural arts, offers Animal Science, Business, Culinary Art, Multimedia Production, Printing and Graphics, and Woodworking.   New Technology High School, focusing on technology, has computer science and digital design courses. In 2021-2022, all students in grades Kindergarten through 8th have fully implemented Mathematics and ELA adoptions. High schools are not required to adopt, however, teachers can use the adoptions as supplemental materials in their classrooms, as appropriate.	While there are minimal barriers to local standards-aligned adoptions, because they have been secured for all eligible grade levels, including Tier 2 intervention materials for reading, there appear to be barriers to secondary participation in Advanced Placement courses and CTE by Socioeconomically Disadvantaged students. While the reasons for this are not entirely clear, in all likelihood there are a number of factors; i.e. interrupted schooling often experienced by low-income students whose families have high rates of mobility, lack of academic support available within 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		22JUN2023	2023
28662660108605	Stone Bridge	7	See below	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 head (Thought), hands (Will), and heart (Feelings). Our curriculum by nature and design is well-rounded and contains aspects that are sometimes missing in the traditional classroom; art and music serve as examples.	See below	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 core 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.  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		27JUN2023	2023
28662820000000	Pope Valley Union Elementary	7	Pope Valley Elementary offers a uniquely personalized learning environment and educational program for students. All core content courses are fully-aligned to the California State standards and the CA Ed Code, and are continuously updated and revised on an annual basis with the help of the PV teachers and staff for all student groups, including unduplicated student groups and students with special needs.	All students have 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.	PV Elementary does not have any barriers preventing the LEA from providing access to a broad course of study for all students at this time.	PV Elementary does not have any barriers preventing the LEA from providing access to a broad course of study for all students at this time, and will continue to ensure access to a broad course of study for all students supported by highly-skilled teachers.	Met		22JUN2023	2023
28662900000000	Saint Helena Unified	7	The various selected measures presented are used for tracking access to, and enrollment in, a broad course of study are as follows: Master schedules from all four school sites and the Course Catalog at the HS presented to the school board are reviewed by the district administration to make sure a broad course of study is provided to our students. In addition, there is a thorough review of the following pieces of data to further determine access and opportunity for all students.  The data matrixes include 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) per student subgroup, 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-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 (excluding our 180 alternate graduation credit requirements starting in 11th grade for incoming students from other districts, newcomers, and other limited exceptions plus another new 130 credit requirement for students with severe exceptional needs alternative HS diploma pathway).	As a district, we have been focused on removing barriers for any student to academically achieve at the highest level.  Part of our pursuit for equity includes balancing enrollment in our HS advanced classes to meet our percentages within the student population.   In 2022-2023, we have increased our enrollment in AP classes and have done a better job of balancing our enrollment in those classes to where we have 31% Hispanic and 44% White enrolled in AP classes. In addition, we have 44% White and 31% Hispanic enrolled in college-level dual classes.  Last year we had 47% of our Hispanic students received a Seal of Biliteracy, as well as, 53% of White students.  Below is a typical course of study for students enrolled in St. Helena Unified School District.  Grades TK-2 students have enrollment on average in the following classes per week: Mathematics-5 days a week: 425 minutes per week English Language Arts/English Language Development- 5 days a week: 450 minutes per week Science-2 days a week for 40 minutes each time History-Social Studies-2 days a week for 40 minutes each time Physical Education-200 minutes every two weeks Spanish Instruction-40 minutes per week Bilingual Science Technology Engineering Arts Mathematics (BSTEAM) class-40 minutes per week Music class-40 minutes per week  Grades3-5 students have enrollment on average in the following classes per week: Mathematics-5 days a week: 425 minutes per week English Language Arts/English Language Development- 5 days a week	St. Helena Unified leaders feel confident that all students have access to a broad course of study at this time moving forward.  We are removing the last barrier of placing some students in a pre-integrated 1 math class by having all students enrolled in integrated 1 math (remove pre-integrated) with support and differentiation provided within the classroom setting starting in 2023-2024.  At the high school level we no longer charge students to take the SAT, the district pays for any student that needs financial support.  As a district, parents no longer need to pay for SAT Test Prep, we offer that service through one of our teaching staff at the high school.  This has taken away the financial burden for both the testing and the test prep.  Any student can enroll for PSAT and SAT test-taking at the high school.  In addition, prerequisite course restrictions to take honors, 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 2023-2024, the district will continue reviewing with educational partners' current practices and policies within our entire TK-12 school system around access and 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 out the Professional Learning Community (PLC) structure from TK-12 in order to use multiple measures to inform instruction and provide interventions and enrichment sooner 2. Continue the professional development of staff on 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 A-G graduation requirements by offering a summer English class for students who received a ""D"" or ""F"" in any of their English courses while at the HS to meet A-G plus offer an additional section of ELA next year at the HS for any student continuing to need to improve their ELA grade   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"	Met		15JUN2023	2023
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 for 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		21JUN2023	2023
29102980114314	Bitney Prep High	7	All Bitney students are able to enroll in college preparatory coursework throughout their school careers at Bitney. We have additional supports in place, especially in the challenging subject of mathematics to help improve student learning. All of our students work with their Advisors on a yearly basis to plan for the coursework that they will need to graduate and become career and college ready. Bitney has a high percentage of students with IEPs. We will be at almost 30% IEPs for the 2023-2024 school year. Access to curriculum and support to help these students succeed are the hallmark of Bitney's Resource Specialist Program. Internships that help students learn about the workplace and explore career opportunities help connect these students to their coursework studies. Lastly, Bitney has worked with Sierra College and the Nevada County Superintendent of School office to offer a Dual Enrollment CTE Pathway in Entrepreneurship/Self Employment. In its first year we 10% of our students complete the CTE Pathway.	One of the measures that we are focusing upon is increasing the number of students who graduate from Bitney having met the one of the Career and College Preparedness measures from the School Dashboard when they graduate from high school. A significant portion of our students struggle to complete all of the course requirements on the UC AG course requirements, especially in the areas of Mathematics and Foreign Language. These students have a greater potential to meet the College and Career Preparedness measures for the CTE Pathway and College Coursework measures from the School Dashboard. Through our Advisory Program we are working with our students to choose one of the preparedness measures and work towards meeting it.   We consider our Internship Program to be an avenue through which students at a small school can increase their access to a broad course of study. During the past year over 85% of Bitney students participated in an internship that lasted at least one-half of a year. Having placed students in well over 200 businesses and organizations for internships we consider that the learning opportunities are far greater for our students than we could hope to provide through classroom based courses.	Successful completion of a full course of college preparatory mathematics, including Algebra I, Geometry, and Algebra II is a challenge for a significant number of Bitney students. We have many students entering into 9th grade who have mathematics learning delays and have not yet mastered the Pre-Algebra skills needed to be successful in these more advanced courses. When students do not advance past Algebra I, they may complete the California Minimum State Requirement in Mathematics, but we know that their learning in mathematics has not been as broad or deep. The same is true for our graduation requirement in Foreign Language. For students who struggle to complete coursework in English Language Arts requirements, a foreign language is sometimes too much of a stretch.   During the last four years, students everywhere have experienced many educational impacts caused by the disruption of the Covid Pandemic. For students who graduated up to the class of 2022 the CDE had in place policies that required high schools to waive graduation requirements for students who did not necessarily complete all of their requirements specific to their school, but were able to meet California State Minimum Requirements. While we agree that this policy was appropriate to support these students, we also know that they did not experience as broad a course of study as they would have without needing the waivers.	The first goal in Bitney's LCAP is to improve students' learning and success in both Mathematics and English. This past year we saw significant improvement in English achievement on the CAASPP and some improvement in Mathematics. Among other things, we are providing additional learning support for students in both Pre-Algebra and Algebra I classes. We are also offering specialized Pre-Algebra and Algebra I classes for some students with IEPs. We are working to support a greater number of our students to be prepared enough to move into mathematics coursework beyond Algebra I. We are not offering a CTE Pathway in Entrepreneurship/Self Employment that gives our students an optional path to graduation that does not include the Foreign Language component.   We are working to reduce the number of students who need graduation waivers through earlier intervention with 9th and 10th grade students. Also, as Bitney's enrollment in these grades improves we will have less space for students who want to transfer into Bitney. Many of these students are credit deficient and struggle to meet all graduation requirements.	Met		20JUN2023	2023
29102980114322	Yuba River Charter	7	YRCS efficiently monitors student access to and enrollment in a diverse range of courses using the School Pathways system. The school's communication system can target unduplicated student groups in order to streamline direct communication processes. In terms of services for students with exceptional needs, YRCS employs a comprehensive approach, utilizing various programs tailored to specific support requirements. These services are consolidated through weekly in-person meetings, ensuring effective coordination and cohesive support for these students.	YRCS is a single site LEA and therefore additional measures are not needed to identify differences across sites.	YRCS effectively ensures access to a broad course of study for all students without encountering significant barriers. As a small school, the advantage lies in the close-knit community where every student is familiar to all faculty and staff. This familiarity enables personalized attention and tailored support to ensure students' enrollment in and access to a diverse range of courses. While student status is tracked through School Pathways, YRCS operates with the advantage of having a limited number of students, thereby eliminating the challenge of students missing out on valuable opportunities.	No new revisions are needed at this time.	Met		14JUN2023	2023
29102980114330	Nevada City School of the Arts	7	For academic access NCSA uses the Orton-Gillingham curriculum, iReady for ELA and math, and Diverse Literature for ELA/Writing, and we are adopting the SFUSD Open Source Math Curriculum. Teachers use the State History Standards, the Learning for Justice Social Justice Standards, and the Next Generation Science Standards as guides for teaching those subjects. NCSA integrates the Arts into all academics and students have access to multiple art classes including weekly dance and movement classes. To ensure students have physical access to a broad course of study we use parent surveys regarding safety, our FIT review, student surveys regarding diversity and bullying, staff surveys, and attendance rates to determine if all students are able to access their education on a daily basis.	All students are progressing well in academics including our unduplicated pupils (please see LCAP for details). According to our surveys 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' chronic absenteeism which increased even after Covid protocols were lifted.	We will focus on these groups in 2023 by giving them priority access to our Counselor and by giving their parents priority access to the Parent Resources Coordinator, and implementing an attendance incentive program for families, and utilizing a new app for parents to easily coordinate carpooling.	Met		15JUN2023	2023
29102980126219	Forest Charter	7	Forest Charter school does not have a specific tool to track student access to a broad course of study. As a non-classroom based school 100% of our students have access to every course in our course catalog. Further if a student discovers that a course does not exist in our course catalog the school will work with the family to see if the course can be added to the current list of course offerings.	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 has developed one more pathway (game design) that was launched in the Fall of 2022. Currently most Pathways are only offered online, but in the 2022-23 school year, FCS offered 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, to create more options for participation, and to improve the number of completers.	Due to Forest Charter School’s non classroom based structure there are no barriers to student access. All students have 100% access to all courses offered through Forest Charter School. The costs and logistics of running our own CTE program are possible barriers to expanding the existing CTE program.	The only new actions will be the expansion of the current CTE program and the expansion/addition of some A-G courses.	Met		13JUN2023	2023
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. During the 2022-2023 school year, 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.  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.  TRHS teaching staff are in the process of looking at possibilities for additional ELA and Math curriculum that meet the state standards.	Met		20JUN2023	2023
29102980130823	EPIC de Cesar Chavez	7	NULL	NULL	NULL	NULL	Not Met			2023
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		14JUN2023	2023
29663160000000	Chicago Park Elementary	7	All students are tracked based on access and enrolled in a broad course of study by teacher tracking textbook and online curriculum data sheets. Every teacher at every grade level fills out textbook checkout logs at the beginning of the school year.  District provides teachers with master schedules which ensures a broad course of study takes place.	District provides textbook tracking sheets to all staff to ensure broad course study takes place district wide, at all sites, for all students. District's technology team, tracks online curriculum that is used on site to ensure all students have access to the curriculum.	All students have access to a broad course of study.	District already has a process to ensure all students have access to a broad course of study and will continue to have the same process to keep access at 100% of the LEA's population.	Met		22JUN2023	2023
29663160125013	Chicago Park Community Charter	7	All students are tracked based on access and enrolled in a broad course of study by teacher tracking textbook and online curriculum data sheets. Every teacher at every grade level fills out textbook checkout logs at the beginning of the school year.  District provides teachers with master schedules which ensures a broad course of study takes place.	District provides textbook tracking sheets to all staff to ensure broad course study takes place district wide, at all sites, for all students. District's technology team, tracks online curriculum that is used on site to ensure all students have access to the curriculum.	All students have access to a broad course of study.	District already has a process to ensure all students have access to a broad course of study and will continue to have the same process to keep access at 100% of the LEA's population.	Met		22JUN2023	2023
29663240000000	Clear Creek Elementary	7	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. 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.	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.	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. 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.	Met		13JUN2023	2023
29663320000000	Grass Valley Elementary	7	We work to 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		27JUN2023	2023
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		27JUN2023	2023
29663400000000	Nevada City Elementary	7	We are able to measure using tools such as our district Student Information System (SIS) as well as shared internal spreadsheets to support and track course offerings, and enrollment to offer enrollment in broad courses to all students. This system is able to track individual student schedules, as well as master schedules to ensure that all students are offered,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 TK-6 English Language Arts, 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 Language Arts, 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. With the recent Extended Learning Opportunities Program funding, the district is able to implement even broader courses of study and enrichment beyond the school day.  This funding has allowed for increased courses ranging from archery, martial arts, and theatre to mountain biking and cooking courses. Over 30 courses are offered each trimester and the additional funding has allowed us to increase enrollment substantially removing barriers to the program.  Administration and management endeavors each year to create a master schedule that enables students the opportunity to engage in a wide range of electives that go well beyond the basic courses.	Leadership and management will regularly and at least 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.	Met		20JUN2023	2023
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.)”.  Within the same survey, families are asked to self-identify any special factors or status that could identify discrepancies between access from various subpopulations. 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 the education code and board policy, and to ensure access to high-quality, standards-aligned curriculum and instruction and student equity."	In response to the 2023 survey question articulated above, 87.3% of parents, 88.8% of students, 83.9% of certificated staff, and 78.4% of classified staff, and 57.2% of community members report students have equal access to a variety of courses and programs, with an average of 79.1%. This is up 3.2% from the 2022 survey, 10.6% from the 2021 year, even reflecting a more positive perception particularly by the student and parent groups than the pre-pandemic survey (+8.1%). Improved access could be attributed in part by the 4x8 bell schedule that is now in effect at both of the district’s largest comprehensive high schools and has built-in opportunities for intervention, extension, and credit recovery, while also enabling students to engage in more elective courses, such as VAPA and CTE.	The 2022-23 academic year was described by many students and staff as the first year that felt like a return to “normalcy” and this included a return to all the pre-pandemic course offerings, in addition to new course offerings that were afforded to those students attending two of the District’s largest comprehensive high schools and one independent study school, which all made the move from a 6 period day to a 4x8 schedule. This change in schedule also removed a significant barrier to access of programs and electives which had been in existence for many years prior when students who needed additional support classes lost access to elective choices because their schedule was full.	With the transition of the District’s second comprehensive high school (Bear River) to the 4x8 bell schedule this past year the District is still weighing the overall positive impact with the fiscal cost and long-term sustainability, given current budgetary constraints. The District will continue to evaluate student, family, and staff feedback, particularly that of underrepresented populations in determining what additional steps can be taken to ensure access to all and has implemented some small shifts in departments such as CTE, where staff and administration promote the CTE programs, most of which offer A-G or dual enrollment options at both the middle school level, as well as within the EL classes so all students can feel informed when making course selections.	Met		21JUN2023	2023
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.	Based on the needs of students, any barriers preventing students access to a broad course of study are overcome through an individualized and supportive plan for 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		22JUN2023	2023
29663730000000	Pleasant Ridge Union Elementary	7	PRUSD uses a variety of metrics to track how students progress through the curriculum, which is aligned with the state standards. At the elementary schools, students are assessed using DIBELS to understand early literacy growth. Coupled with DIBELS is 95% Phonics Group that has formative assessments so teachers can intervene when students are not progressing with their classmates. Renaissance STAR assessment is used to measure reading comprehension. The elementary school teachers also give unit assessments to gauge academic achievement once the lesson is complete. In the intermediate grades, students are given NWEA MAPS assessments to determine growth. Students are given both NWEA MAPS and Renaissance STAR at the middle school level. Teachers use unit or end-of-the-chapter assessments to determine growth after instruction on individual units is completed. PRUSD identifies all students who struggle with continual academic growth and provide them with intervention and/or intensive support throughout the school day. If the intervention is unsuccessful, the student study team will convene to address the gaps.	All students have access to a broad course of study. For those that struggle with access, we provide intensive intervention. Students are pulled out during PE time for intensive intervention at the elementary level. At the middle school level, students are provided that support in a class (Academic Workshop). Middle schoolers can take 0-period PE so students can select an elective class when Academic Workshop is assigned. Both models work, but the middle school is looking for an adaptive curriculum to support the individual's needs to support continued growth.	No barriers.	All TK-8 students have access to a broad course of study. We use our 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 can do it 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 need 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 34% 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 identified on the EWI (Early Warning Indicator) list, including 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.	Met		27JUN2023	2023
29663730136424	Arete Charter Academy	7	Families are able to choose from a huge variety of curriculum and instructional materials allowing all students to have access to a broad course of study regardless of which student group they are in or if they have exceptional needs.	Families are able to choose from a huge variety of curriculum and instructional materials allowing all students to have access to a broad course of study regardless of which student group they are in or if they have exceptional needs.	There are no barriers preventing Arete students from having access to a broad course of study.	All students have access to a broad course of study.	Met		27JUN2023	2023
29664070000000	Union Hill Elementary	7	Union Hill utilizes three methods to ensure student have access to a broad course of student. First, the principal develops a master schedule in collaboration with our grade level teams, counselor, Director of Special Education and our Dean of Students. Second, students are randomly placed into classes. Grade level teams and Special Education case managers meet to review all students including our unduplicated students and students with exceptional needs as the priority to ensure student equity. Third, case managers, the Dean of Student, Director of Special Education and the principal continuously monitors intervention programs and individual students to ensure that students have equitable access to a broad course of study.	Evaluating our local measures which includes out Student Information System and master schedule, all students have been placed in a broad course of study.	There are no barriers to providing a Broad Course of Study to all students.	1. 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, parent/student surveys collect data that provides input and informs decisions as well as collaborative grade level teams with Special Education and administrative oversight. 2. 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. 3.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. 4. 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. 5. Our LCAP states, we will be investing in, and developing additional educational opportunities for our students that are inclusive of all subgroups.	Met		20JUN2023	2023
29664076027197	Union Hill Elementary	7	Union Hill utilizes three methods to ensure student have access to a broad course of student. First, the principal develops a master schedule in collaboration with our grade level teams, counselor, Director of Special Education and our Dean of Students. Second, students are randomly placed into classes. Grade level teams and Special Education case managers meet to review all students including our unduplicated students and students with exceptional needs as the priority to ensure student equity. Third, case managers, the Dean of Student, Director of Special Education and the principal continuously monitors intervention programs and individual students to ensure that students have equitable access to a broad course of study.	Evaluating our local measures which includes out Student Information System and master schedule, all students have been placed in a broad course of study.	There are no barriers to providing a Broad Course of Study to all students.	1. 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. 2. 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. 3.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. 4. 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. 5. As our LCAP states, we have invested in, and developed additional educational opportunities for our students that are inclusive of all subgroups including our ELOP program supporting intervention and enrichment opportunities as well as broadening our elective choices for students including full-time music program.	Met		20JUN2023	2023
29664150000000	Twin Ridges Elementary	7	"TRESD employs an unsophisticated measure of access to a broad course of study. Students have access to a limited elective program that includes art, music, and PE. Students also pursue each of the core four subjects in their enclosed classrooms, ELA, Math, Social Studies, and Science. The latter two are not measured as well as the former two here. Additionally, appropriate grades receive comprehensive health education in the Spring. The ""measure or tools"" that the LEA employs to determine this are the school's schedule as well as standards based testing. The latter can determine if students are accessing this content (by measure performance). This can be extended to our our students with special needs, as Grizzly Hill operates a learning center resource model, with all students with IEPs / exceptional needs having regular if not full access to their respective least-restricted general education classroom."	"There is no differences between school sites and / or student groups to the current access to a broad course of study in Twin Ridges. The current challenge is offering the depth and breadth of content (particularly in the electives that include CTE, World Languages, Physical Education and other content that often defines ""broad course of study"") for the entire school body."	The identified barrier is simple: a school of 115 students is not of the scale to offer a broad electives program. Physical Education for example is provided by the classroom teachers. In a larger school district or school, a credentialed physical education teacher, who specialize in this instruction / curriculum is a likelihood. The same can be said for the self enclosed classroom and combination grades. A larger school can hire specialized academic / single subject qualified teachers to specialize in science, music, art, math etc. In a small school, this becomes compressed, and also broadens the prep for teachers, increasing the scope of what they teach and reducing the amount of time they have to plan this instruction. This barrier may never be overcome, but TRESD will continue to be innovative, employ its classified staff, and be as creative ass possible. This year the principal taught art (credentialed in VAPA) and our Chief Business Official taught a Tech class. The school also hired outside providers to assist in Art, and Physical Education this year, in an attempt to carve out time for teacher preparation.	TRESD will continue its diligent efforts to expand access to a broad course of study, however limited or non- traditional.	Met		20JUN2023	2023
29768770000000	Penn Valley Union Elementary	7	All students in grades TK -8, including unduplicated student groups and individuals with exceptional needs have access and utilize Renaissance Learn and other measuring tools as a locally selected research-based measure and tool to monitor students as they progress through their broad course of study.  This includes but is not limited to: English Language Arts, Mathematics, Science, Social Science, Physical Education, Art, etc.	All students at all sites have the same consistent access to a broad course of study and the tools necessary based on our selected tool for measurement.  There are no differences throughout the District.	The District does not have any identifiable significant barriers that prevent from providing consistent access to a broad course of study for all students, including unduplicated student groups and individuals with exceptional needs.	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 Renaissance 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 from providing 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 stu	Met		20JUN2023	2023
29768776111371	Vantage Point Charter	7	Vantage Point Charter School is now using Renaissance Learn aka STAR360 for the measures and tools for ELA and Math.  This is the program that PVUESD uses which allows VP staff to attend rich collaboration and training as necessary.	Using the locally selected measures and tools, 100% of Vantage Point Charter School students have access to or are enrolled in a broad course of study.  This includes our students with special needs, socio-economically disadvantaged, and English learners.	The barrier identified based on anecdotal information indicates consistent attendance to access the broad course of study is a concern for the school to address.	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, Renasaunce 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.  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		20JUN2023	2023
30103060000000	Orange County Department of Education	7	Upon enrollment, student transcripts are evaluated to determine the coursework needed for high school graduation and ensure that each student has access to a broad course of study. Our goal is to provide all students- which includes English Learners, Foster Youth, and socio-economically disadvantaged students- additional layers of support necessary to ensure appropriate program placement, identify any barriers they may face in accessing a broad course of study, such as basic skill levels, patterns of truancy, etc, that require intervention and resources, and the identification of staff who will partner with students and their general education teachers to monitor their courses work and related progress.  Students with exceptional needs enroll in our schools through the IEP process, which ensures their access to a broad course of study and provides a process to measure student progress through subsequent IEP meetings. Additionally, all students complete an Individual Learning Plan (ILP) with their teachers to provide an opportunity for student input in setting their academic plans and goals.	All students have access to the core curriculum and electives necessary for graduation, including Career Technical Education (CTE) courses, delivered through online classes, hands-on experiences, certification courses, and work-based learning programs. In 2022-2023, we introduced a Plant and Soil CTE pathway in partnership with Special Schools at HLC South, set to officially launch in September 2023, in addition to the Building & Construction pathway at ACCESS Juvenile Hall. We also implemented Exploring CTE Labs by Paxton Patterson at seven community schools, to provide students with real-world, problem-solving activities. All courses are taught by CTE-credentialed teachers and students can earn up to four industry certificates: ServSafe, iCEV Express Employment Professionals Career Preparedness, iCEV Southwest Airlines Professional Communications, and iCEV Center for Financial Responsibility Personal Financial Literacy. Students can participate in an 8-week paid internship or mentorship program at OCDE. We are implementing an internship model to offer academic credits linked to a CTE standards-aligned professional internship course. Additionally, students can take online CTE courses through eDynamics or Edgenuity, and engage in entrepreneurial projects, participating in OCDE events where they create, advertise, and sell products. We are currently working to expand high-quality CTE programming to all sites within the next two years, ensuring accessibility for all students.	Barriers we have encountered are applicable to all students due to the geographical scope of our sites, which are located across Orange County in order for us to adequately support them.  The opening of larger, “hub” sites has been very helpful in providing space and, thus, expanding the accessibility of all courses for our students.  Another challenge is the rolling enrollment of students throughout the year, which is a natural reality in our alternative programs. To address this, we continue to review and revise our course assignment process during enrollment.  By doing this, we anticipate greater success in not only offering courses to all students but also ensuring that students enroll in and complete them, as well. We are also working with our student information system team (Aeries) to maximize the tools available to provide regularly scheduled reports on courses assigned and completed.  This data will inform present and future plans and goals in this area.	The LEA continues to research evidence-based, 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 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.  To provide timely data to monitor progress and guide our work, we are investing in the development of a database which will provide information to support the work that is being done as we measure our success throughout the year.  Analysis of this data will provide staff with evidence-based professional development to ensure instructional practices that support and engage all learners and address needs identified from the progress monitoring.  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 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.	Met		21JUN2023	2023
30103060126037	Samueli Academy	7	Currently, Samueli Academy serves approximately 803 students in grades 7-12 with the following demographics: 83% Hispanic, 5% White, 6% Asian, 3% Two or More Races, 1% African American and 1% Filipino, of which 13% Students with Disabilities (SWD), 16% English Learners, 2% Foster Youth, 1% Homeless, and 76% Socioeconomically Disadvantaged.  Samueli Academy believes that 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, 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 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 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		27JUN2023	2023
30103060132613	Vista Heritage Global Academy	7	All students at Vista Heritage have access to highly qualified teachers in core classes as evidenced by our master schedule. Students with disabilities participate in our fully inclusive Special Education program and receive pull out and push in services as evidenced by service logs. English Learners receive integrated an instruction on a daily basis as evidence by lesson plans.	All students at Vista Heritage Global Academy have access to a broad course of study. All core classes have a curriculum which students have digital access to. Aside from core classes, teachers are committed to cross curriculum lessons that expose students to various disciplines ranging from engineering, technology and the arts.	Students at Vista Heritage Global Academy do not have any barriers preventing them from accessing a broad course of study.	At this time all students have access to a broad course of study. In essence, this will directly positively impact student achievement and will promote academic discourse across all grade level spans.	Met		12JUN2023	2023
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. New adoptions are being evaluated for EL curriculum with adoption of these books in the Fall of 2023. Previous curriculum adoptions have continued to be successful. With the Discovery Science courses, a blended learning model was implemented to included textbooks and Canvas course. CCPA continues to use the Savvas Realized and Pearson enVision Algebra books. For online classes, CCPA has seen success with the LMS system, Imagine Learning (formerly 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 Imagine Learning 2022-23 first semester report, 120 students were assigned classes online, 291 classes were taken, 86% of students stayed on pace, there was a 73% completion rate, and an overall 75% grade point average. Because of these continued successful outcomes, CCPA will continue to promote the online courses in favor of student achievement.  CCPA students also have the opportunity to take advantage of Career Education courses offered within the OCDE’s Alternative Education program at various sites, and online courses to support their career interests.	3. 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		21JUN2023	2023
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 a 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 STEAM elective wheels will be available for grades 6-8.	Met		20JUN2023	2023
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. NWEA testing is also used to track student progress in the subjects of Math and English.	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.  There were 13 students enrolled in their first college course in our dual enrollment program this year (College Counseling 101 at Santiago Canyon College), 39 students (50%) enrolled in college courses in Spring ‘23 and there are 15 students taking a college course this summer.	One significant issue is the lack of awareness among both parents and students regarding the available educational opportunities. Moreover, low enrollment rates makes it challenging to justify creation of new courses.	Continued education for all involved, building relationships, hands on experiences and marketing. Field trips, school clubs and partnership with local communities  will continue to be a focus for Unity MCHS.	Not Met		23OCT2023	2023
30103060133983	Ednovate - Legacy College Prep.	7	To graduate from Legacy College Prep , students must meet more rigorous requirements than the A-G requirements. This ensures that students are enrolled in a broad course of study, including core subjects and electives. In addition, to be promoted to each grade level and  graduate, students must meet requirements across six areas, our Annual College Readiness Indicators. Three, help measure and ensure students’ success in courses of study.   College Rigor metric- academic focused and enables the school to measure student progress across subjects and grades. Quarterly interim assessments are administered, which measure student learning and growth in core subjects. Analysis of data across all subgroups help to identify support students need.  Critical Thinking metric- is built around project-based learning. Students must complete PMC Journeys to synthesize their learning in class with real-world and/or creative applications. These projects annually, culminating in 12th grade with a capstone. This helps our students make connections across subjects and outside of the classroom.  Purpose metric- tracks the ten required community service or internship hours each student must complete each year. This helps to broaden students’ exposure outside of the classroom and make connections between the skills they’re building and their impact on the world around them.   Across all of these metrics, the school ensures appropriate support is in place for all students.	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 and Honors courses in response to student performance and interest. Courses relating to career readiness, have also been added to expand the broad course of study. Additional supports based on areas students show needs in have also been established, such as FLEX blocks.  Legacy College Prep also provides 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		15JUN2023	2023
30103060134056	Orange County Academy of Sciences and Arts	7	The Charter School examines local measures to ensure all students have access to, and are enrolled in, a broad course of study.  The teachers, counselor, and administrators monitor benchmark assessments to ensure that all students are making progress toward proficiency in grade level standards. OCASA teachers created a Scope and 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 disabilities and develop a plan to meet their goals each year. Teachers and staff are also provided a list of English Learners specifying their levels and those students receive integrated English instruction during their core content instruction as well as designated English Language Development daily. OCASA keeps records to track the progress of all students toward meeting grade level standards and individualized goals.  In addition, all students are included in a broad course of study to include STEM, Visual Arts, Performing Arts, Peaceful Playground, Physical Education, and Spanish.	The Charter School provides all students with high-quality instruction and a rigorous State Standards aligned curriculum in an inclusive environment that provides relevant learning experiences that encourage student engagement. The Charter School ensures access to restorative practices, Peaceful Playground, Second Step, Character Counts, and a Calming Corner in every classroom.  All staff has been trained in Restorative Practices and Verbal De-Escalation and will attend MTSS Training this year.  Furthermore, Instructional Assistants attended a Restorative Behavior Technician course.. English Learners receive integrated English Language Development and designated English Language Development at their level daily.  Students with Disabilities receive Designated Instructional Services determined by the IEP team.  All students participate in 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, as well as core SEL standards.	The Charter School examines local measures to identify barriers preventing the school from providing access to a broad course of study for all students.  The greatest barrier is low student attendance and high chronic absenteeism for identified students.  The second greatest barrier related to attendance is the need to increase students’ sense of belonging and relationships with peers. Finally, the third greatest barrier is the academic achievement of students who are achieving well below grade level.  The Charter School has hired a Counselor to address these barriers and support the students and their families.  The Charter School has identified a need for increased attendance by implementing a culture of positive on-time attendance five days per week through attendance incentives, positive recognition, and awards to ensure positive daily attendance, implementing the Attendance Policy through parent phone calls, parent meetings, attendance contracts, letters, and home visits, and implementing a prioritized system for identifying and serving students for are chronically absent based on results of each student’s average daily attendance.  The Charter School has identified a need for more focus on social emotional well-being to include 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 sch	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/Latinx, White, Two or more Races and Socioeconomically Disadvantaged Students supported by teachers and additional support staff.  The Charter School purchased Spire curriculum to support reading instruction and Reveal curriculum to support math instruction.  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, increase attendance, 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.	Met		27JUN2023	2023
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		23JUN2023	2023
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.	Met		13JUN2023	2023
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 2022-23 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. The student information system shows that at a minimum, there were English Learners, low-income, foster youth, exceptional needs students, and different grade levels completing the required coursework, during the first semester of 2022-23.  Enrollment for interventions was evident for all grades, exceptional needs students, and unduplicated students for core subject areas. Driver education, CTE, and foreign language courses had the lowest enrollment for exceptional needs and foster youth students.  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 foreign language courses and none in drivers’ education. 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 online courses. English learners are receiving ELD courses. Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts.	We believe that students should participate in coursework that ensures their graduation and enhances their career-readiness. We made participation in career technology education (CTE) an action in LCAP Goal 2 - College and Career Readiness. Enrollment in CTE and Professional Skills courses are tracked and reported to our educational partners. 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		06JUN2023	2023
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. Homeschool students have access to HELLO courses taught by credentialed teachers. 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 assessments. 8th-grade students have access to high school-level math and language courses. School counselors advise 9th- 12th-grade students to take courses required for graduation to ensure that students are enrolled 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 Geometry math course. 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. We are focusing the K12 Strong Workforce Grant funding to add CTE teacher support, dual enrollment opportunities, and work-based learning options to increase SWD and EL student participation. 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 Learning Management System (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-Calculus, 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. We are continuously creating new courses with embedded interventions to support all learners and address any learning loss. 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 Vista Higher Learning (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 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		06JUN2023	2023
30103060137000	Vista Condor Global Academy	7	All students at Vista Condor have access to highly qualified teachers in core classes as evidenced by our master schedule. Students with disabilities participate in our fully inclusive Special Education program and receive pull out and push in services as evidenced by service logs. English Learners receive integrated an instruction on a daily basis as evidence by lesson plans.	All students at Vista Condor Global Academy have access to a broad course of study. All core classes have a curriculum which students have digital access to. Aside from core classes, teachers are committed to cross curriculum lessons that expose students to various disciplines ranging from engineering, technology and the arts. Additionally, all students participate in music class, weekly, and art. Students will also attend weekly Mandarin classes which strive to promote an awareness of varied languages of communication, enhance empathy towards others, and incorporate opportunities to develop an appreciation for the arts.	Students at Vista Condor Global Academy do not have any barriers preventing them from accessing a broad course of study.	At this time all students have access to a broad course of study. The professional development delivered to staff enhances the level of collaboration among educators across Vista Schools. In essence, this directly and positively impacts student achievement and will promote academic discourse across all grade level spans.	Met		12JUN2023	2023
30103060137976	Tomorrow's Leadership Collaborative (TLC) Charter	7	Tomorrow’s Leadership Collaboration (TLC) Charter School, a WASC-accredited school, and currently serves 187 students in grades TK-6 with the following demographics: 74% Hispanic, 18% White, 2% African American, 2% Asian, and 2% Pacific Islander, 17% Students with Disabilities (SWD), 25% English Learners (EL), and 65% 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		20JUN2023	2023
30103060138800	Suncoast Preparatory Academy	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
30103060139352	Sycamore Creek Community Charter	7	The Charter School examines local measures to ensure all students have access to, and are enrolled in, a broad course of study.  The teachers and administrators monitor benchmark assessments to ensure that all students are making progress toward proficiency in grade level standards. SCCCS teachers created a Scope and Sequence that incorporates all Common Core State Standards, NGSS standards, and CA Social Studies standards with Waldorf 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 disabilities and develop a plan to meet their goals each year. Teachers and staff are also provided a list of English Learners specifying their levels and those students receive integrated English instruction during their core content instruction as well as designated English Language Development daily. SCCCS keeps records to track the progress of all students toward meeting grade level standards and individualized goals.	The Charter School provides all students with high-quality instruction and a rigorous State Standards aligned curriculum in an inclusive environment that provides relevant learning experiences that encourage student engagement. The Charter School ensures access to Waldorf. English Learners receive integrated English Language Development and designated English Language Development at their level daily.  Students with Disabilities receive Designated Instructional Services determined by the IEP team.  Every student plays an instrument, learns concepts of physics, chemistry, biology, loves math, speaks up to two world languages, participate in handwork and fiber arts, engages in visual and performing arts (drama, music, choir), and celebrates the diversity in the community and in the environment.	The Charter School examines local measures to identify barriers preventing the school from providing access to a broad course of study for all students.  The greatest barrier is low student attendance and high chronic absenteeism for identified students.  The second greatest barrier related to attendance is the need to increase students’ sense of belonging and relationships with peers. Finally, the third greatest barrier is the academic achievement of students who are achieving well below grade level.  The Charter School has identified a need for increased attendance by implementing a culture of positive on-time attendance five days per week through attendance incentives, positive recognition, and awards to ensure positive daily attendance, implementing the Attendance Policy through parent phone calls, parent meetings, attendance contracts, letters, and home visits, and implementing a prioritized system for identifying and serving students for are chronically absent based on results of each student’s average daily attendance.  The Charter School has identified a need for more focus on social emotional well-being to include 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 has identified a need for more academic intervention	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 supported by teachers and additional support staff.  The Charter School purchased curriculum to support reading instruction, upgraded supplemental online curricular resources, and ELD Coordinator to provide designated English Language Development.  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, increase attendance, 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.	Met		22JUN2023	2023
30103060139469	International School for Science and Culture	7	Basic curriculum is very broad which includes special programs, language. There is no activities that are selective. Students receive grades focused on participation in each subject, in addition to the mastery scores. We use School Pathways, Google Classroom, physical binders, and ClassDojo to ensure access to all for information regarding the academics. We ask parents to sign off on Binders on a daily basis to ensure they are aware of the communication from the school and are able to use the same binders to communicate back to the school staff.	All courses are offered to all students except the CTE which is only offered to 3rd grade up students.	None.	No changes.	Not Met For Two or More Years			2023
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 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.	At OCCA, all students in every grade level 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 foundational 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.	Intervention has been effective through our Study Hall and After School Hours Intervention Club. The support from Instructional Assistants has been great. After the Needs Assessment discussion with our instructional staff, it is very clear our present MAP/NWEA system is giving us the necessary actionable data we require for interventions. Going forward we will be including measures to help capture behavioral and school attendance measures to supplement and guide MTSS discussions and resulting actions.	Our regular meetings among administrators, Education Specialist, School Psychologist, and our Business Manager have been very effective, ensuring 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.	Met		26JUN2023	2023
30103060140822	Irvine International Academy	7	We employ various measures such as teacher credentials, classroom schedules, and master schedules (PowerSchool) to ensure a well-organized educational system. All students, including those in unduplicated groups and individuals with exceptional needs, are granted access to essential subjects such as Math, ELA, Science, and Social Studies, along with Physical Education (P.E.). We make sure that all students, regardless of their unique needs, have the opportunity to participate in this coursework. If required, additional supports are implemented to facilitate the participation of students with exceptional needs.	We strive for equitable access and enrollment for students at all grade levels, including those from unduplicated groups and students with exceptional needs. As an inclusive school, we address any barriers to participation that may arise for students with exceptional needs through processes such as the Individualized Education Program (IEP), 504 plan, Student Study Team (SST), or Response to Intervention (RtI). Depending on the specific needs of each student, we provide appropriate supports and resources to ensure their ability to engage in a comprehensive range of academic subjects.	The school ensures unrestricted access to a wide-ranging curriculum for all students, without any barriers hindering their educational opportunities.	We are fulfilling this requirement by consistently offering students a comprehensive curriculum and will continue to provide necessary supports to students whenever they are required.	Met		30JUN2023	2023
30103060141978	Vista Meridian Global Academy	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
30103060142026	Oxford Preparatory Academy - Middle	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
30103060142224	California Republic Leadership Academy Capistrano	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
30103063030723	OCSA	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
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.	Students have access to a broad course of study: mathematics, English Language Arts, Science, History/Social Science, PE, and a variety of enrichment and support opportunities such as time with a certificated music teacher for choral instruction at the elementary level with courses offered in 7th and 8th grade. 5th and 6th grade students have access to band. Students have access to technology to develop keyboarding skills, learn about digital citizenship, and integrate tech into rigorous learning in developing 21st century skills. STEAM labs have been developed at each elementary site: Ozobots, Strawbees, Spheros, a green-screen set up, Breakout boxes, supplies for art, and furniture where needed.  A STEAM pathway at Rancho includes AP Computer Science. The award-winning Flex program at Rancho provides enrichment opportunities ranging from learning calligraphy to cooking along with a Music Production course, Drama, Art, Choir, Band, Drumline. The GATE program includes identification, training for all teachers, and enrichment opportunities open to all interested students while focusing on meeting the needs of our GATE students. Dual Immersion and the Spanish elective for Rancho continue to support the development of offerings around World Languages. We will continue to provide structured art opportunities with visiting artists at each grade level for elementary with an art course offered at Rancho.	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.) Funding from Prop 28 will allow for this personnel to support expanding programs within the school day while we continue to offer opportunities through ELOP before and after school. One of our biggest growth areas continues to be the Dual Language Immersion (DLI) Program.	With the continuation of ELOP funding, we are fine tuning 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 in 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. Both the Prop 28 funding and the Arts and Music Block grant have allowed the district to hire additional personnel to support the expansion of some offerings and the development of the Lowell Joint Youth Theater.	Met		26JUN2023	2023
30664230000000	Anaheim Elementary	7	A combination of student outcome data (such as those reported on DataQuest and the Dashboard), survey data, implementation data, attendance rosters, 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.	Our 22-23 data collection indicates that, while schools are fully operational and provide access for students to engage in an extended, 9-hour day, portions of our community are still reeling from the physical, financial, and social-emotional effects of the pandemic. -Our attendance rate, though improved, continues to be low at 91.3% with 32% of students chronically absent, making it difficult to systematically ensure that all students receive thorough access to grade level content. -The increasing mental health needs of our students is evidenced by the increase of students At-Risk on the BEISY from 13% in 2021-22 to 14% in 2022-23.  The number of threat assessments conducted doubled from 269 in 2021-22 to 541 in 2022-23.  -Walk-through data shows a need to build on students’ life experiences and interests to make the content relevant and meaningful to them while building on their linguistic and academic strengths and needs.   -During the regular school day, all students have access to an e²STEAME-D curriculum that includes engaging, equitable instruction in Science, Technology, Engineering, Arts, Music, Math and DLI. -About 75% of our students participate in the Expanded Learning Opportunities Program (ELOP). -On average students participated in 2.3 authentic presentations to relevant public audiences such as Play-Code-Compete, Scholar Talks, Readers’ Showcase, 100 Mile Club, or the Music, Arts, & Creativity Festival. -Math continues to be the greatest academic area of need.	Our biggest challenges are related to student attendance, student engagement, and substitute teacher availability.	In 2023-24, response to our findings includes -A Tier 1 Attendance Outreach & Support initiative will be implemented in order to build relationships with families and better understand and adapt to the attendance barriers that they’re facing. -Each school will continue to have a COST team that supports students and staff with tier 2 and 3 level behaviors and mental health needs.  -Through differentiation, tier one instruction and formative assessment practices will be adjusted to accommodate students with 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. -Summer Math Institute will be offered to all teachers to provide time and technical support in identifying essential standards for their grade levels, create a year-long plan that effectively addresses the essential standards, and create daily lessons plans that incorporate high priority strategies, social emotional learning, and Integrated ELD.	Met		14JUN2023	2023
30664230131417	Vibrant Minds Charter	7	At 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 and classroom teacher, 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 and 2022-2023 school years involves attendance issues that limit our scholars' access to a broad course of study. For the past two school years, 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 communicated 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 provided weekly 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 received letters on a trimester basis. We will fully implement our SART (School Attendance Review Team) and SARB (School Attendance Review Board) in 2023-2024. 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		21JUN2023	2023
30664236027379	Palm Lane Global Academy	7	All students at Palm Lane have access to highly qualified teachers in core classes as evidenced by our master schedule. Students with disabilities participate in our fully inclusive Special Education program and receive pull out and push in services as evidenced by service logs. English Learners receive integrated an instruction on a daily basis as evidence by lesson plans.	All students at Palm Lane Global Academy have access to a broad course of study. All core classes have a curriculum which students have digital access to. Aside from core classes, teachers are committed to cross curriculum lessons that expose students to various disciplines ranging from engineering, technology and the arts. Additionally, all students participate in music class, weekly, by El Maestro which incorporates music and dance. Students also attend weekly American Sign Language (ASL) and art classes which strive to promote an awareness of varied languages of communication, enhance empathy towards others, and incorporate opportunities to develop an appreciation for the arts.	Students at Palm Lane Global Academy do not have any barriers preventing them from accessing a broad course of study.	At this time all students have access to a broad course of study. The recent merger with Vista Public Charter Public Schools will increase the professional development delivered to staff and enhance the level of collaboration among educators across Vista Schools. In essence, this will directly positively impact student achievement and will promote academic discourse across all grade level spans.	Met		12JUN2023	2023
30664310000000	Anaheim Union High	7	The AUHSD has several measures for measuring student access to a broad course of study:   To graduate from AUHSD, all students must complete the State Core requirements, but also  requires a Fine Art or a World Language, a career education course, and several elective credits of the student’s own choosing.   The University of California (UC) A-G completion status is the “default” curriculum  Access to exploratory CTE pathways at the junior high that then continue into the  feeder high school as CTE Industry Pathways, and for some, further articulation with our feeder  community colleges. AUHSD offers career pathways across 12 of the 15 officially recognized industries.  A wide array of World Languages to all students, including courses for heritage language speakers, Advanced Placement (AP), and International Baccalaureate (IB). AUHSD also offers the  California Seal of Biliteracy to any students who complete the State criteria.   An extensive offering of Visual Arts & Performing Arts (VAPA) programs. All students have access to pursue the VAPA field of their choice. The VAPA programs align the junior high offerings to the high school offerings.   The required Physical Education 7-10 grade level courses, but also offers electives that  complement the PE courses, these are: Athletics (14 separate sports, boy and girl teams), Lifetime  Fitness, Song & Cheer, JROTC, etc.  A broad set of Dual Enrollment courses, in partnership with North Orange County Community College District.	In 2017, a Predictive Analysis was conducted. The results showed a discrepancy of student enrollment into a broad  course of study across the District. Students with Disabilities (SWD) and English Learners (EL) were identified as the  groups that are not earning A-G status or graduating at the same rate as other groups.  Much work has been done to monitor and support students in the following groups: -Students with Disabilities  -English Learners  -Students in Foster Care  -Students who is homeless/unaccompanied minor  -Student who was formerly incarcerated  -Student who is of a military family  -Student who is a migratory child or participating in an English language proficiency program for newly arrived  immigrant students.   -Staff, including administrators, counselors, case carriers, and others have continued to build their capacity and  monitoring systems including:  -Transcript evaluation  -IEP Audit   -Site Teams developed for SWD, EL. Foster Youth. Each site meets to review data, set goals and monitor progress of these student groups.  To ensure progress over time, data is collected by the Education Division and is consistently monitored and shared with key stakeholder groups, especially site administration responsible for the educational placement and experience of all  students.	The identified barriers to all students having access to a broad course of study is:  -Inconsistent implementation of a six year Academic Plan  -Some sites/ create a “gate keeper” approach to placement recommendations  -Master schedules are not built with underrepresented student groups in mind  From the systems lens, there is a disconnect between tying the students’ interests & strengths to their six year plan, which ties to course selection, which then connects to the master schedule. This disconnect limits the  ability of students to take A-G course work, complete a CTE Pathway, earn the Seal of Biliteracy or take a Dual  Enrollment course.   Additionally, the mindset of some sites limits students taking the full A-G courses, believing that A-G is for  college-going students only. Other identified barriers are grading policies of teachers that result in a high D/F  rate and discourage students from trying to earn the A-G status; poor attendance, and a high mobility rate.	Site and district level task force teams that focus on the student groups: SWD, EL, and Foster Youth. Some of the LCAP recommendations for these groups include:  Master schedule teams that focus on reducing barriers and conflicts for all student groups.  Professional development includes leveraging the master schedule process to build a positive  school culture and to expand access to course work for student groups.  District level transcript and IEP audits are being used to identify gaps and trends in student  placement.  A standardized 6 year academic plan was developed for sites.  Through the LCAP process, recommendations have been made for our student groups. All sites are expected to  implement these recommendations and monitor the progress through their site teams. Some examples of the  recommendations are:  1. Review placement and transcripts of students annually  2. Targeted Saturday Academy, after school seminars, and summer bridge programs.  3. Expand access and enrollment in A-G course work, world languages and CTE pathways. 4. District-wide agreed upon EL best practices, such as Intentional lesson design allows EL students to speak approximately  30% or more of the period.  5. Intentional lesson design that embeds SWD accommodations, modifications, and instructional strategies that support  students’ needs.	Met		08JUN2023	2023
30664490000000	Brea-Olinda Unified	7	To track student access and enrollment in a broad course of study, BOUSD will use the following measures to examine participation of unduplicated student groups, students with exceptional needs, and student groups: - Academic performance through an analysis of D and F grades and report card marks. - Enrollment in Career Technical Education pathways. - A-G course sequence on-track status. - Enrollment in Honors and Advanced Placement (AP) courses. - Consistent monitoring of the Aeries Student Information System and enrollment trends year over year. As the district has committed to its mission, vision and values, BOUSD 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 2021-2022 California Dashboard has given BOUSD valuable data. Analysis of identified metrics indicate that while the district’s overall performance presents as “high” or “very high” in many areas, many significant inequities exist that predated the COVID-19 Pandemic. Gaps are present as it relates to the performance of significant subgroups in English Language Arts and Mathematics. Specifically, while the overall district performance in Mathematics was “high,” performance by Hispanic, African American, socioeconomically disadvantaged students and students with disabilities was “low.” A similar trend exists in student performance in English Language Arts: the district’s overall performance was “high” but the same significant subgroups that performed “low” in Mathematics performed similarly in ELA. Graduation rates for Students with disabilities was “low” and “medium” for Hispanic students while the overall graduation rate for the district was “high.” The district’s robust Career Technical Education Programs have greeted opportunities for many students, and while significant subgroups are represented in CTE courses, there is work that could be done to improve recruitment and retention of students in this area.	BOUSD is a district that has a wide and deep set of socioeconomic strata across the community, ranging from highly affluent schools to others that qualify for Title I funding. We are also a district with a low UPP, allowing for some supplemental funding beyond the base grant, but no concentration funding. At the elementary and middle school levels, existing barriers have been identified to include the lack of equitable access to challenging material, varying applications and adherence to state standards and district adopted texts, and varying degrees of commitment to a data driven culture for analyzing student performance. This remains an identified barrier: all students need to be consistently challenged to ensure that they are prepared to take on the later challenges of secondary level coursework, including honors and Advanced Placement classes and a robust A-G curriculum. Key actions and metrics in the district’s LCAP are the provision of consistent and coherent Tier 1 SEL and academic experiences for all students, regardless of the school they attend. 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 progress has been made in this area, certain student groups in BOUSD still do not have equitable access to a broad course of study due to societal and institutional forces that impact execution.	BOUSD is continuing its efforts described in its LCAP to close achievement gaps, promote equity and access, and offer a guaranteed and viable curriculum to all students. A horizontally and vertically articulated set of counseling services across all TK-12 schools in the district, ongoing analysis of student performance data through purposeful PLC practices, and early intervention though ELA and Math diagnostics are a few initiatives to promote the highest levels of student achievement. Recent efforts that will continue in the coming year include development of a process to monitor progress towards CTE pathway completion and timely intervention by counselors/teachers in a proactive manner when a student is struggling. Schools within the district that have been identified for Additional Targeted Assistance, Support and Intervention (ATSI) and the district’s continuation school’s status as needing Comprehensive Support and Improvement supports have motivated the district to take purposeful actions to address gaps that exist between the overall performance of students and the performance of specific subgroups, especially Hispanic students and students with disabilities. The actions in these areas will include ATSI and CSI Plans, the expansion of Designated and Integrated ELD instruction, and the dedication of resources to specifically address the underperformance of students with disabilities that have placed the district into significant disproportionality.	Met		29JUN2023	2023
30664560000000	Buena Park Elementary	7	All students participate in a broad course of study for core classes. All students also have the opportunity to participate in our passion programs available at their site. To determine enrollment in all classes at the middle school level, the District uses Aeries SIS. Data is able to be extracted for measuring purposes. At the elementary level, all students participate in passions programs that are offered at their school site.	All students participate in a broad course of study for core classes and a passion program classes depending on the specialty of their school site.	The primary barrier the District has is that not all sites are able to offer the same passion classes. While each site offers activities in the general subject area, each site will specialize or deepen learning in a strand. This is due to budget restrictions, appropriate staffing and instructional time constraints.	All sites have a broad course of study. Grants could be explored to address the barrier of budget and staffing.	Met		26JUN2023	2023
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%). 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. Updated analysis in 2022-2023 shows that although there has been continued a-g progress for the All Students group and some gaps are closing, there are still gaps in several student groups regarding a-g completion rate.	Although A-G completion rates have been slowly increasing over the years, there are still large gaps in the student group data. Compared to the All Students average, the socioeconomically disadvantaged student group has a gap of 22.1%, the students with disabilities group has a gap of 47.3%, and the English learner group has a gap of 48.6%. The foster youth group is still too small to qualify for a group percentage.	One of the barriers to a-g completion was the English II ELD course was not an a-g approved course in the past. This course was approved during the 2022-2023 school year and was retroactively credited for all current students who have taken that course.	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 October, 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.  More information at www.capousd.org	Met		14JUN2023	2023
30664640106765	California Connections Academy Southern California	7	California Connections Academy is committed to offering a broad course of study to all students. Course offerings are evaluated each year to ensure staff credentials are best utilized and student interests and needs are balanced. Course offerings are also brought to the Board for their review. Additionally, access is readily available to students when considering the online nature of our school. Courses are not assigned to specific class periods or specific room locations making all courses virtually available to all students at any given moment in the school year. Being fully aware of the realities of graduation rate, the high school staff has continued the implementation of an internal credit recovery program called Project Success. Since its implementation, pass rates for this program have significantly increased to reach 93% on average in the 2021-2022 school year. These successes are providing the justification and motivation to continue and expand these programs. As an initiative to further improve graduation rate and address the potential for learning loss due to the pandemic, our organization continues to run its own in house summer school program since the summer of 2020. This was the first in its history. Prior to the summer of 2020, credit deficient high school students were sent to a third party program with a success rate of an average of around 50% pass rates. Summer of 2022, our course pass rate increased to 85%.	This area does not pertain because each charter in the organization is a single school site charter school and individual Local Educational Agency. All students in each school have access to all curriculum and instructional tools provided and have an individualized program to meet their educational needs.	While teacher credentialing and student interest are the primary driver of the diverse offerings, there are a handful of instances courses may need to be removed from the catalogue. In the instance of a lack of student need or interest, the removal of a course offering will be considered. In the instance where a teacher with a specialized credential leaves the school, every effort will be made to replace the credential area. If such a replacement is not possible in a given year, school staff work closely with students and their families to find a suitable alternative. This is especially important at the high school level.	The high school electives department and counseling created an informational electives website containing course description and information to help students navigate their elective options with the help of the counseling team. This, along with the Student Course Selection Data View allows students access to all available high school electives. In addition, the use of UC Scout and FlexPoint Education courses have been incorporated since the 2022-2023 school year to ensure all high school students have access to a broad range of courses. Additionally, California Connections Academy is in a College and Career Access Pathways Partnership Agreement with Saddleback College for the purpose of offering expanded online dual enrollment opportunities to all high school students.	Met		21JUN2023	2023
30664640123729	Community Roots Academy	7	Community Roots Academy (CRA) is a WASC-accredited public school serving approximately 783 students in grades K-8 with the following student demographics: 67% White, 13% 2+ Races, 14% Hispanic, 5% Asian, 1% African American, 13% Students with Disabilities (SWD), 3% English Learners (EL), and 11% 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, Orchestra (Gr 5), Library (K-8), Garden (K-8), Art (K-8), 100-mile club, Green Champs (Gr 3-5), Junior Coaches (Gr 3-5), Choir (Gr 5), Student Leadership Team (6-8), and Algebra 1 (in addition to Math 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. 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		22JUN2023	2023
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 a 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 STEAM elective wheels will be available for grades 6-8.	Met		20JUN2023	2023
30664640140061	OCASA College Prep	7	The Charter School examines local measures to ensure all students have access to, and are enrolled in, a broad course of study.  The teachers, counselor, and administrators monitor benchmark assessments to ensure that all students are making progress toward proficiency in grade level standards. The Charter School teachers created a Scope and 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 disabilities and develop a plan to meet their goals each year. Teachers and staff are also provided a list of English Learners specifying their levels and those students receive integrated English instruction during their core content instruction as well as designated English Language Development daily. The Charter School keeps records to track the progress of all students toward meeting grade level standards and individualized goals.	The Charter School provides all students with high-quality instruction and a rigorous State Standards aligned curriculum in an inclusive environment that provides relevant learning experiences that encourage student engagement. The Charter School ensures access to restorative practices, mindfulness, and instructional strategies. English Learners receive integrated English Language Development and designated English Language Development at their level daily.  Students with Disabilities receive Designated Instructional Services determined by the IEP team.  All students participate in 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, as well as core SEL standards.  OCASA College Prep is proud of the broad access to courses it is able to offer.  It includes Art Exploration, Film Studies and Visual Productions, Yearbook and Graphic Design, and Design and Modeling.  In addition, OCASA College Prep offers clubs like  E Sports, Robotics, Theater, Chess, Surf, and Student Council.	The Charter School examines local measures to identify barriers preventing the school from providing access to a broad course of study for all students.  The greatest barrier is low student attendance and high chronic absenteeism for identified students.  The second greatest barrier related to attendance is the need to increase students’ sense of belonging and relationships with peers. The third greatest barrier is the academic achievement of students who are achieving well below grade level.  Finally, the fourth greatest barrier is the facilities to address the needs of a middle school and high school program. The Charter School has identified a need for more focus on social emotional well-being to include 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 has identified a need for more academic intervention in ELA and Math for all students to include receiving intervention during the school day, after-school tutoring, and ensuring that all teachers are using culturally responsive strategies to teach ELA and Math. The facilities and the size of the school make it difficult to appropriately equip a chemistry laboratory, equip a soundproof music room with instruments, build a theater with curtains, stage, lights, sound, backs	The Charter School will provide intensive and strategic interventions for students in Reading Intervention for comprehension for ALL students focusing on the significant subgroups of Hispanic/Latinx students, White students, Students with Disabilities, and Socioeconomically Disadvantaged Students supported by teachers and additional support staff.  The Charter School offers Edgenuity for credit recovery which is offered in addition to a full course load or scheduled as a stand-alone class.  For students with disabilities, it is an IEP Team decision the requirements for graduation. OCASA College Prep also hired a TOSA to support teachers to provide rigorous instruction.  To ensure students are connected to the school, OCASA College Prep hired an Athletic Director to support a CIF Athletic Program.  In order to ensure that the students are safe and healthy, the Charter School has partnered with Tilly’s Life Center to Pilot a Social Emotional Learning (SEL) program for free on How to Deal with Conflicts and Restorative Practices. The approach to SEL has been found to decrease suspension rates, prevent violence, increase attendance, 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.	Met		27JUN2023	2023
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.	#NAME?	Expanding specialty class offerings for ALL students, including access to Farming, Cooking and Spanish as new courses.	Met		15JUN2023	2023
30664646120356	Opportunities for Learning - Capistrano	7	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 and Sped staff 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.  Students interact with content using multiple forms of instruction depending on their preference and need. The student activity workbooks ensure CCSS and NGSS alignment for the independent study designed curriculum, and Edmentum has provided CA state aligned maps to guarantee their courseware is aligned to the CCSS and NGSS. As of the 2022-23 SY, all English and Mathematics courses are aligned to the CCSS and all available Science courses, including Biology, are aligned to the NGSS. Students have access to over 60 core courses and 100 elective courses. 90% 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 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.	The school was able to continue to diversify its course offerings, expand modality of courses, 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		28JUN2023	2023
30664720000000	Centralia Elementary	7	100% of Centralia Elementary School District (CESD) students have access to a broad course of study, including music and the arts. CESD utilizes 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. All students 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 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. 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. Students who are identified for the school’s intervention programs are invited to participate in intensive programs during the school day and or after school. In addition, CESD is committed to providing a free and appropriate public education for all students with special needs in the least restrictive environment. Placement and services for students with disabilities are based on assessment results in accordance with a student's unique needs as determined by the Individualized Education Program (IEP) Team. Services are implemented in a continuum of program options ranging from the general education environment, Special Day Class (SDC) placements and out of district placements. All students with IEPs are assured access to the general education curriculum and participation in the general education environment, as appropriate.	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.	CESD 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		07JUN2023	2023
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		14JUN2023	2023
30664980000000	Fountain Valley Elementary	7	In grades TK-5, FVSD utilizes the following measures to define a broad course of study: access to Board-approved instructional materials, daily instruction in all four core content areas (ELA, Math, Science, and History/Social Studies), English Language Development for students identified as English learners, physical education instruction meeting or exceeding the state-required instructional minutes, access to intervention support during the school day, arts-related instruction, and STEM-related 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 academic core content areas (ELA, Math, Science, and History/Social Studies), English Language Development for students identified as English learners, physical education instruction meeting or exceeding the state-required instructional minutes, access to intervention support during the school day, arts-related instruction, and STEM-related instruction. To ensure equity and access, FVSD staff engage in the analysis of middle school master schedules to review the number of students enrolled in each section and the demographics of those students. Students are provided with the opportunity to provide input regarding their schedules and identify electives that are of high interest. The ongoing analysis of these tools helps inform FVSD as to the ongoing progress being made to ensure equitable access to programs.	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. Through the District's itinerant music program, 100% of TK-5th grade students participate in weekly music instruction, while classroom teachers also ensured that students are engaged in ongoing visual-arts-related instruction that is connected to standards-based content area instruction. FVSD continued to focus on providing early reading intervention programs for students in the primary grades (K-2). For students in grades 6-8, an 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 were enrolled in physical education courses. A review of middle school master schedules showed that students at Masuda Middle School and Fulton Middle School had access to foreign language classes. Across all three middle school campuses, 100% of students had access to courses that encompass performing arts, visual and applied arts, leadership, academic intervention electives, and STEM/Career Technical Education courses.	Although the analysis of the results demonstrated convincingly that students in FVSD encountered 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 remains committed to expanding opportunities for content that students encounter during their TK-8 experience in the school district and connecting 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. FVSD continues to provide resources to address needs related to materials that support the ongoing expansion of robotics programs, provide resources for instrumental music programs across the District, and launched an elementary physical education program utilizing fully-credentialed PE teachers for elementary students during the 2022-23 school year.	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 broad course of study accessibility for all students. In order to accomplish this, FVSD engages in an ongoing process of reflecting on current practices, identifying opportunities to improve, seeking out research-based practices to address any barrier(s), reaching out to stakeholders to gather input related to the broad course of study offered in FVSD, and implementing solutions that improve student achievement. At the elementary level, our part-time reading intervention teachers work in partnership with classroom teachers, principals, and the District’s TOSAs to build intervention schedules. For the 2022-23 school year, FVSD is expanding the reach of intervention supports to provide additional staffing that will be dedicated to supporting intervention across the elementary grade levels. At the middle school level, FVSD will continue to pursue opportunities to extend learning beyond the confines of the traditional school day by offering high-dose tutoring for targeted students during and outside of the school day. Finally, FVSD continues to dedicate resources through the LCAP to procure instructional materials to support the expansion of robotics programs at both the elementary and middle school levels. Through continued analysis of a variety of metrics, FVSD will reflect on and refine practices to ensure students bene	Met		22JUN2023	2023
30665060000000	Fullerton Elementary	7	FSD utilizes the CALPADs system to track student course enrollment in order to ensure compliance with Ed Codes, and we implement required courses across all grade levels for all students, including unduplicated student groups and students with exceptional needs. Additionally, we offer a range of courses based on site-specific initiatives, including Arts, STEAM, academic interventions, and more. Administrators access student progress data through Powerschool and Illuminate to make informed course placement decisions. These systems provide insights into student achievement by subgroups such as EL, GATE, SES, Ethnicity, and Gender, enabling school sites to create intervention groups and monitor progress. Student assessment involves various measures, including iReady diagnostic assessments, Reflex Math screening (grades 2-6), GATE assessments, DIBELS assessments, common formative assessments, and classroom grades. These assessments inform tiered interventions and GATE/Honors placement. The Blackboard system is utilized for community outreach through text messaging, email, and phone calls to communicate enrichment opportunities within the district. At the junior high level, students rank elective classes based on course descriptions to inform elective placements. These rankings are utilized to guide elective placement within the scopes of the provisions outlined in Ed Code and relevant regulations.	Access to a broad course of study including English Language Arts, Math, Social Studies, Science, STEM, PE, and the Arts is present at every FSD school. Exceptional students are identified and accommodated so that they can participate in ways that meet their needs. FSD provides TK-8th grade students access to a tablet or laptop that is integrated into learning. Our digital wellness lessons build competencies regarding technology and safety. Many of our junior high elective offerings are carefully selected to prepare our students for college and career. Four of our schools offer dual immersion programs: 3 in Spanish and 1 in Korean. Our PATHFinder philosophy focuses on our belief that students need to have access to a wide variety of fields in order to identify their interests. Exploration is followed up with opportunities for growth and impact within interests. Junior high students are also eligible to participate in Middle College, where they can enroll in courses and earn college credit. All school sites offer students opportunities for enrichment and interventions. Students needing intensive intervention at each school have access to ELA and/or math Response to Intervention teachers. Additionally, students in need of additional support or enrichment have opportunities to attend summer academies. Our Encore! after-school program at 19 sites, including 9 of which have an ASES program, provides enrichment and reinforcement of content for students.	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, labor market assessments, and student needs.	Working with industry partners, FSD aligns our curriculum with industry skills and knowledge and the needs of future projections of the job market. We stay informed on industry trends and technological advancements to inform our course offerings. Our partners include Apple, North Orange County Regional Occupational Program, Cisco, UC Irvine, CSU Fullerton, and educational vendors. Among our new offerings for students are Cisco Networking classes, Entrepreneurial Mindset courses, coding curriculum from UC Irvine for elementary students, broadcasting clubs, drone clubs, VEX robotics clubs, and the Tiny Home Project. Our broad scope of study embeds critical thinking and interpersonal and technical skills in order to create a strong foundation so that students can be prepared for high school, college, and career. We continually examine our curriculum and course offerings to integrate technology as well as career and college-ready practices.	Met		20JUN2023	2023
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 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		13JUN2023	2023
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 Local Control and Accountability Plan (LCAP).    Process measures include: the placement guidelines (including appropriate supports for unduplicated student groups and individuals with exceptional needs), a-g course alignment, California College Guidance Initiative (CCGI) implementation in grades 7-12, 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. Student placement based on the matrix and placement patterns is monitored annually.  Additionally, course audits are used to review the number of sections and number of students enrolled in all courses.	GGUSD’s 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.    GGUSD: 92.2% (2016); 91.7% (2017); 90.4% (2018); 92.7% (2019); 94.0% (2020); 92.9% (2021); 91.4% (2022) Orange County: 91.0% (2016); 88.8% (2017); 89.2% (2018); 89.7% (2019); 90.4% (2020); 90.8% (2021); 92.4% (2022) California: 83.8% (2016); 82.7% (2017); 83.0% (2018); 84.5% (2019); 84.3% (2020); 83.6% (2021); 87.0% (2022)  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 data analysis.  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.  Additionally, we can determine necessary growth areas 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 focused on offering teacher professional development to support English learners and has developed new progress monitoring systems to track English learner achievement 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, social-emotional resources, programs, supports, and services utilizing a coherent framework. ? Growth mindset: The district has increased awareness on the impact of personal skills (‘non-cognitive’ skills) by ensuring all students are familiar with GGUSD’s Strategic Plan and its three goals. Presentations for teachers, parents and students in this area have been developed and delivered.  Both quantitative and qualitative data on this topic is collected via the annual Strategic Plan Survey administered to all stakeholders.	Met		20JUN2023	2023
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 2022-2023, middle school re-examined and restructured math courses to increase access to accelerated courses for all student groups.	There are no barriers preventing students access to broad course of study.	HBCSD will continue to monitor students with IEPs to ensure that the most appropriate and rigorous placement occurs for each student, during each term of the school year.	Met		20JUN2023	2023
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		15JUN2023	2023
30665480000000	Huntington Beach Union High	7	a. UC/CSU ‘A-G’ subject requirements  b. Four-year cohort graduation rates  c. College readiness [College and Career Indicator (CCI) and Early Assessment Program (EAP)]  d. D/F rates and 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 (dual enrollment and concurrent enrollment) g. Advanced Placement exams  h. HBUHSD annual 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. The number of students taking Advanced Placement Exams in 2022-23 was 3,316. Our AP pass rate was 74.76%. Co-teaching classes continue to offer Students with Disabilities access to general education classes.  English learners are provided access to the standard instructional program.  We continue to identify and remove barriers to increase the A-G completion rates for all students and subgroups. The 2021-22 four-year cohort graduation rate was 95.1% for all students.  To summarize the differences across school sites, our range of graduation rates at our six comprehensive high schools ranges from 89.1% to 97.7%.  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. Progress monitoring support c. Providing early intervention opportunities for students in need d. Students completing credit recovery  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. Support progress monitoring and expand implementation of early intervention plans c. Continue to provide intervention and enrichment opportunities, including online tutoring d. Expand college credit course offerings and support related communication and outreach efforts e. Continue release periods for Multi-Tiered Systems of Support (MTSS) lead teachers  f. Continue to support co-teaching classes and other inclusive practices g. Continue to support programs for English learners  h. Districtwide school climate initiatives	Met		27JUN2023	2023
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 2023 High School graduation rate is 98.9%, and 82% of graduating seniors met UC A-G requirements. Of the LBUSD graduates, 60% passed at least one AP Exam and 32% earned the State Seal of Biliteracy. 34% of high school students enrolled in a CTE pathway in 2022-23, while 37% participated in AP testing. In 2022-23, there were 553 world language enrollments at the high school level. LBUSD will continue efforts to increase the number of students with disabilities, English Learners,  and economically disadvantaged students in Honors, AP, CTE, and college courses through outreach.	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		25MAY2023	2023
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 2023-2024 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		29JUN2023	2023
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 Transitional 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		22JUN2023	2023
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 • 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 approach. 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. 2021-22 Five-Year Graduation Rates: District: 92.9%; English learners: 82.0%; Low-income: 89.2%; Students with disabilities: 77.4% Students Meeting UC/CSU Requirements (A-G Requirements): All graduating seniors: 64.6%; English learners: 24.1%, Low-income: 46.9%, Students with disabilities: 20.1%	Barriers preventing the district from providing access to a broad course of study for all students include: • For students with multiple Fs, schedule limitations to both make up credits and continue to earn original credits. • 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 challenges in understanding the content delivered in core courses.	• Continue to provide a broad course of study as the default program for elementary students and an A-G aligned course of study for secondary students, to the extent that it is possible. • Continue to provide CTE pathways to meet high levels of career and college readiness. • For students who struggle in reading and mathematics, continue to provide elementary push-in, secondary intervention, credit recovery, and tutorial support at the secondary schools. • Continue to provide K-12 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. • Provide access to content area courses (delivered in English) using scaffolds and supports (Integrated English Language Development). • 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 rostered as general education students, included in classrooms with grade-level peers, supported by push-in special education instructional staff, in addition to providing pull-out targeted instruction in areas of deficit. • Consistent collaboration between general education and special education teachers ensures students access to a broad course of study.	Met		20JUN2023	2023
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 to ensure all are enrolled in core classes, including English Language Development for Emerging Bilinguals and 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 consider 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 confirm all Special Education staff have access to core instructional materials, except our moderate/severe population who use Unique Learning System (ULS) to deliver instruction. ULS is an online, interactive, standards-based curriculum designed for special-needs students. 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.	No barriers exist. All students have a broad course of study.	Met		27JUN2023	2023
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.  After gaining input 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 707 in 2021-2023, access to new CTE pathways, 7030 students enrolled in a CTE pathway course in 2021-2022, 503 students took at least one dual enrollment class in 2021-2022, Early College Academy at Orange High School, AVID districtwide, variety of AP and dual enrollment course offerings, and expanded Inclusive Schooling.  We have a counselor from Santiago Canyon College on campus a few days a week who can help students understand their dual enrollment options.  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 providing differentiated supports that meet the needs of diverse learners, especially in math. We have two Math Teachers on Special Assignment who have provided training and on-going support to help teachers meet the needs of diverse learners.  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.  We are working to make classrooms 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 training on non-work days and after work hours as well as providing in class coaching.	OUSD is committed to meeting the needs of all students through a Multi-Tiered System of Support (MTSS). Reflective, collaborative discussions around data 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.  Teachers meet in teams to analyze data, align curriculum, design instruction with necessary scaffolds, and reflect on instruction. Co-taught classes allow special education students full access to rigorous, relevant, standards-based curricula. There is a need for all teachers to implement small group instruction to fill the identified gaps in learning. We have TOSAs to help support teachers in meeting students’ needs.  We also are working directly with our counselors and school administrators to ensure students are aware of all the courses that OUSD has to offer. Our goal is high achievement for all students.	Met		20JUN2023	2023
30666216085328	Santiago Middle	7	The counseling and administrative team at Santiago do a great job of tracking and ensuring students are in a broad course of student and, for students in need of support, are provided the least restrictive environment.	As a school, Santiago is constantly adjusting course offerings to support the students' needs and interests. The following examples are recent adjustments to the course offerings to better support the Santiago family:  - The addition of Pre-AP Biology, Pre-AP History and Pre-AP English to the core content courses - The expansion of Career Technical Education courses to include courses in eight different industry sectors - The expansion of support courses and opportunities to ensure students have access to, and are successful in, all courses	Being an independent charter, authorized by a big district, Santiago's challenges fall in the alignment of courses at associated elementary and high schools. Santiago's goal is to be able to provide students with courses that will give them an advantage at the high school level and working to align course pathways is very important.	Santiago regularly meets with feeder schools/programs and will continue to solicit meetings with stakeholders to ensure access to programs for all students.	Met		28JUN2023	2023
30666216094874	El Rancho Charter	7	All El Rancho students have access to, and are enrolled in, a broad course of study.  Our board course of student is evidenced by our master schedule and course selections.	El Rancho is a single school site serving grade spans of 7-8. All El Rancho students have access to, and are enrolled in, a broad course of study.	El Rancho is able to provide a broad course of study for all students.	El Rancho will continue to provide a broad course of study for all students.	Met		10MAY2023	2023
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 analyzed annually for all grade spans. Student groups also disaggregate this data. In addition, our teacher contract was amended to ensure all elementary general education class size maximums are inclusive of mild/moderate special day class students to provide access to the least restrictive environment (LRE).	In 2023, there has been notable progress in completing A-G course requirements among various student groups in grades 7 through 12. Here are the completion rates and changes from the previous year:  All Students: 59.5% completion rate, with a significant increase of 4.2%. Low-Income Students: 42.9% completion rate, showing a positive increase of 2.3%. English Learners: 24.3% completion rate, demonstrating substantial growth of 3.6%. Foster Youth: 44.4% completion rate   For students in grades 7 through 12, the Broad Course of Study encompasses a range of subjects, including English, Social Sciences, World Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education. A comprehensive enrollment and completion data analysis was conducted over the past two years to ensure equitable access and completion. The results revealed the need to enhance the percentage of Unduplicated Pupils (UPs) who complete a variety of A-G course offerings.  Recognizing this need, PYLUSD made it a focal point last year, prompting a thorough root cause analysis and the development of strategic actions to address this challenge. As evidenced by the data presented, our efforts have yielded positive gains for Unduplicated Pupils. However, it's essential to acknowledge that gaps persist between the overall student population and our UP student group.	The District has looked at VAPA course offerings at the middle school grade spans to ensure access to this content area. With the additional VAPA offerings at the secondary level, students are accessing courses for this content at a broader 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 is committed to ensuring equitable access to a broad course of study for all student groups through a series of practices and activities, including (1) Collaboration with School Counselors to address the disparity among A-G completion rates to ensure our UPs are enrolled as appropriate, (2) Development of an articulated school counseling plan for grades 7-12 to address the College Readiness domain., (3) Communicating the benefits of A-G completion with families and collaborate with high school counselors to address disparities in A-G completion rates and ensure appropriate enrollment of unduplicated pupils, (4) Implementing systems of support at each campus to increase academic success in core classes, (5) Refining our English Learner Progress Monitoring protocols, procedures, and thresholds, and (6) Reducing the financial impact on families for AP/IB test fees	Met		20JUN2023	2023
30666700000000	Santa Ana Unified	7	To track the access to a broad course of study for all students, the following school and district-level data sources are monitored by school counselors and site/district admin.:  *Transcript Evaluation Services  *A-G course review *Master schedule meetings                                                                *HS Individual Academic Plan pilot   *CA College Guidance Initiative (CCGI) College and Career Planning Tool *State reports:  4-year cohort graduation rate -AP, IB, Dual Enrollment courses, A-G course enrollment/completion rates  *National Student Clearinghouse postsecondary enrollment/persistence data   Cross-collaboration within Ed Services supports student access to a broad course of study. Disaggregated student group high school data include grad. rate, A-G completion, AP, IB and dual enrollment participation. The Arts Dept. works closely with the research and evaluation staff and site administrators to ensure that all 6-12 students have access to A-G-aligned arts courses and pathways. The Arts Department looks at PK-5 student data to determine needs and plan instruction so that all students receive music instruction consistently. The arts educators are implementing strategies to support learners of all abilities including English learners (EL)  and students with IEPs/504s. EL progress is measured by monitoring reclassification rates and the EL Progress Indicator (ELPI). ELs and Reclassified ELs are monitored and provided intervention where necessary.	SAUSD’s CA standard-aligned broad course of study meets requirements per CA Ed. Code 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 identify access barriers and add targeted programs to support student needs for identified schools and student groups *Post Secondary Status Survey of CTE Completers identifies student post-secondary persistence for students with IEPs/504s, English Learners (ELs), and students who 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, and Arts courses and pathways. Elementary students have access to career awareness lessons. Secondary students may pursue 40 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: *Limited access to elective courses for students with IEPs/504s and newcomers who receive additional intervention/support period *Limited availability of hard-to-fill designated and single-subject credentialed teachers to support programs *Competing demands as students choose programs and electives, including compacted 10th-grade schedules, while balancing their time for extended learning, academic pull-out programs, and sports *Lack of uniform schedules across sites/levels creates barriers to offering programs to students outside their home site *A need for more updated courses that are motivating, engaging, and relevant	*Curriculum and program specialists, teachers, instructional coaches, CLAS, and support staff support standards-based instruction in all content areas *The Arts Dept. supports VAPA access throughout the district.  *The College and Career Readiness Dept. supervises 205 site school counselors to support student course access and success. *Provide training to expand and improve access to Datahub *Implement TES  *Implement SAUSD's MTSS (COST) data wall to allow for tailored interventions to address individual student needs *Increase access for students with IEPs/504s to pre-employment training to transition to post-secondary options, Career Technical Education pathways, and Santa Ana High School's JROTC  *Provide AP course teachers with training about accommodations and UDL training to increase support and access for students with IEPs/504s *Increase access to students with IEPs/504s access and completion of college credit courses with a grade of C- or better. Encourage IEP teams to work with counselors to ensure appropriate access to the Seal of Biliteracy programming *Increase credit recovery opportunities at comprehensive schools so that students can meet graduation and *A-G requirements.  *Professional development for schools and AP teachers to increase student access to AP courses and improve AP exam outcomes *Creative strategies within the master schedule must be put in place so that all students with intervention supports to also access a broad course of study	Met		27JUN2023	2023
30666700101626	Edward B. Cole Academy	7	Edward B. Cole Academy is a WASC-accredited tuition free charter school that serves approximately 438 students in grades TK-5 with the following demographics: 99% Hispanic, 0.7% White, 0.2% African American, 0.2% Asian, 9% Students with Disabilities (SWD), 61% English Learners (EL), 1% Foster Youth (FY), 1% 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		19JUN2023	2023
30666700106567	Nova Academy Early College High	7	Locally selected measures/tools include course selection presentations for each grade level, one-on-one counselor meetings, student scheduling within A-G classes aligned with graduation requirements, English Language Development support classes for EL students at each grade level, Special Education academic support classes, and Dual Enrollment classes via the College Opportunity program.	Students have consistently been enrolled in A-G coursework, tracked on an ongoing basis via Aeries SIS. Students may select from college prep, honors, and/or AP courses.	CTE programming is offered indirectly through community college dual enrollment. Due to the relatively small student count, a comprehensive onsite program has proven logistically and fiscally challenging to implement.	The LEA will continue providing information to parents and students regarding Broad Course of Study options via afterschool Parent University event programming and Academic Counseling presentations.	Met		22JUN2023	2023
30666700109066	Orange County Educational Arts Academy	7	All students at OCEAA have access to, and are enrolled in, the school's core Two Way Bilingual Immersion and arts program. In grades TK-8, English learners, Spanish learners, and students with disabilities learn all subjects together in heterogeneous classrooms, with the exception of designated ELD in which students are grouped by English proficiency level. OCEAA also procures a variety of tools and resources for students with disability or exceptional needs.	All students at OCEAA have access to, and are enrolled in, the school's core Two Way Bilingual Immersion and arts program. In grades TK-8, English learners, Spanish learners, and students with disabilities learn all subjects together in heterogeneous classrooms, with the exception of designated ELD in which students are grouped by English proficiency level.	N/A	N/A	Met		14JUN2023	2023
30666700135897	Advanced Learning Academy	7	To track the broad course of study, ALA conducts A-G course review, collaborates on master schedule, counselors have a 4 year individual academic plan with each student at HS, CA college guidance initiative is used as a college and career planning tool, transcript evaluation services, and data from the national clearinghouse postsecondart enrollment is considered. High School data such as graduation rates, A-G completion, AP, and dual enrollment participation. All students have access to the arts. Pk-5 students receive music instruction and grades 6-8 have access to A-G aligned arts courses and pathways. Arts instructors are trained in EL strategies to support our English learners and studnets with IEPs/504s. EL progress is monitored by reclassification rates and the ELPI.	ALAs standards aligned broad coarse of study meets requirements per CA Ed. Code for all tK-12 grade students. ALA high school offers a broad course of study with courses that meet graduation and A-G eligibility. The SPSA and ATSI plans identify barriers and add targeted programs to support student needs for identified student groups. All ELs receive integrated and designated ELD to maximize core content access and language development. Dual enrollment is a large part of opportunities at ALA where students can choose different courses to expand core academics, CTE, and Arts courses and pathways. Elementary students have access to career awareness. ALAs counselor supports expanded access for all students, at ALA all students take AP and any student wanting to take dual enrollment can pusue this.	Barriers can include limited availability of hard-to-fill designated and single-subject credentialed teachers to support the program, competing demands as students choose programs and electives, schedules for classes can conflict with classes at home site, a need for more engaging courses for student motivation.	ALA uses a COST data wall to allow for tailered interventions to address individual student needs. ALAs counselor supports student course access and success. In addition, ALA counselor works with a CTE counselor to ensure students are enrolled in dual enrollment and monitored on their progress. SAUSD arts department supports our VAPA access at ALA; including expanding music offering this year to middle schoolers. Our AP teachers attended training on UDL to increase support for AP for all at ALA.	Met		27JUN2023	2023
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 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.	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.	El Sol Science and Arts Academy will continue to work with teachers and teacher leaders in the implementation of 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 and students succeed. Additionally, the implementation of site based instructional leadership teams will help build teacher capacity and improve the instructional core to a sustainable level of ongoing data driven program improvement	Met		08JUN2023	2023
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		27JUN2023	2023
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.   All WSD have full access to a broad course of study.  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.	Our new offerings include instructional interventions to mitigate learning loss.  Each Elementary school has been staffed with 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 in the process of adding AVID strategies districtwide, increase parent involvement, and promote specialty programs districtwide.	Met		22JUN2023	2023
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 21-22, we saw more students completing college courses (321 to 360). 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 2022, our graduates' A-G completion rate was 52.2%. A-G rate for our ELs was 8.1%, and SED was 30.4%. 488 students (7.4%) completed a CTE pathway. The percentage of students that completed both A-G and a CTE pathway was 49.1%. In 21-22, 2,041 AP students took 3,605 AP exams. The AP students took 1.7 exams. 23.7% of high school students participated in the AP program. 37.8% of seniors scored 3 or higher on at least one AP Exam at any punt during high school. 76% of all AP exams were passed with scores of 3 or more. Scholar Award Highlights include 40 AP Capstone Diplomas Awarded (exclusively at El Toro High School), 320 AP Scholars (granted to students who receive scores of 3 or higher on three or more AP Exams), 129 AP Scholars with Honor (granted to students who receive an average score of at least 3.25 on all AP Exams taken, and scores of 3 or higher on four or more of these exams), and 223 AP Scholars with Distinction (granted to students who receive an average score of at least 3.5 on all AP Exams taken, and scores of 3 or higher on five or more of these exams). 365 graduating seniors earned the State Seal of Biliteracy increasing from 15.3% t	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 the 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		15JUN2023	2023
30736430000000	Tustin Unified	7	In Tustin Unified, a Broad Course of Studies for students in grades 1 through 6 includes English, Mathematics, Social Sciences, Science, and Physical Education courses and access to Visual and Performing Arts and Wellness education.   A Broad Course of Studies for students in grades 7 through 12 includes access to English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education courses.  To ensure equitable access to a wide array of courses, the District analyzes and disaggregates metrics by subgroups, enabling a closer examination of students' enrollment in and access to a diverse curriculum, always taking into consideration individualized student needs. These metrics include State and Local Assessments, CALPADS, UC/CSU preparedness, SARC, College Board, District Checkpoints, the California Dashboard, graduation rates, attendance rates, discipline rates, parent and student surveys, enrollment in special programs, and the utilization of technology resources such as Aeries, College Board, Illuminate for Local Assessment Data, and Naviance.	TUSD is dedicated to promoting achievement among all students by offering challenging curricula, personalized instruction, and a wide range of courses.  All students have access to a board course of study at the elementary and secondary levels taught by highly qualified teachers.  TUSD is extremely proud of its 2022-2023 cohort graduation rate of 95.8%, which exceeds county and state rates. Students exceed high school graduation requirements by completing the rigorous A-G coursework required by UC/CSU systems, with approximately 66% of high school seniors meeting A-G requirements.   The percentage of students, especially from underserved communities, taking AP exams and scoring a 3+ remains stable. In the 2022-23 school year, 4,091 AP exams were taken, and the percentage of exams with 3+ scores was 68.7%.   There are no significant gaps between our three comprehensive high school sites regarding cohort Graduation Rates, with the variance between the highest and lowest Graduation Rates being approximately 2%. However, there is a persistent gap between sites for the percentage of students meeting A-G requirements. The district is working hard to target support and resources to meet the needs of our unduplicated students to remove barriers to accessing a broad course of study. The gap has been steadily closing since various MTSS systems have been implemented in response to learning impacts caused by COVID-19 closures.	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, the achievement gap between English Language learners, socioeconomically disadvantaged students, homeless students, and foster students, compared to our ALL student group, persists.   These subgroups experienced a slower growth trajectory since the pandemic in 2019-2020 on state and locally gathered assessment data. The achievement gap shows in grades, standardized test scores, local assessments, dropout rates, and college completion rates, among other success measures. This achievement gap was exasperated due to all of the unfinished learning that was caused by school closures, loss of student engagement due to Chronic Absenteeism, and overall engagement of students and their families. TUSD has and will continue focusing on student and family engagement and providing access to timely interventions and support to overcome the barriers to access.	In response to the findings, increased services and support will continue or be added to increase access to a broad course of study. To ensure student success within the broad course of study offered through Tustin Unified School District for all students, the District addresses the performance gaps identified through various measures.   To begin, all schools will continue to refine and implement Multi-Tiered Systems of Support during the 2023-24 school year, ensuring timely interventions and support are provided to students to narrow the achievement gap. All schools will continue to provide designated and supplemental supports for English Learners, targeted academic interventions for at-risk students, and after-school expanded learning opportunities for K-8 students will remain available to at-risk student populations at all schools through ELOP. Additionally, the district will continue to provide all 11th-grade students free access to the PSAT, while socioeconomically disadvantaged students were offered highly discounted access to the SAT.   There will be an emphasis on teacher professional development through learning series and study of best practices for Tier 1 instruction to provide high-quality first instruction for all students. Furthermore, all TUSD schools are working hard to revive Professional Learning Communities, which focuses our school teams on continual analysis of student performance data and standards aligned instruction.	Met		26JUN2023	2023
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 (94.5%)  c. College/Career Readiness (not reported on CA Dashboard)  d. Career Technical Education Pathway Offerings and Completion Rates (15 Pathways, 3,956 Participants, and 397 Students completing at least 1 CTE Pathway( Completers))  e. Visual and Performing Arts (VAPA) opportunities at all levels TK-12   f. IUSD Annual Survey results	IUSD has focused resources and time on improving access for all students to a broad course of study. 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, Socioeconomically Disadvantaged, and Students With Disabilities. AVID was implemented at 1 middle school, 1 K-8 school, and 2 high schools, and is expanding next year to include more secondary sites.  The implementation of AVID will close the opportunity gap by preparing all students for College and Career readiness and success in a global society.  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 and development of new CTE pathways have also expanded 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 increased access for middle school students 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 three-fourths of student respondents (71%) indicate that they have access to Advanced Placement and advanced classes, ROP, blended learning and electives, athletics, clubs and organizations.	Barriers to providing access to a broad course of study for all students includes: a. Staff workload and grading practices  b  Limited prevention and early intervention programs  c. Program/Class enrollment size  d. Prerequisites to classes	The District will explore the continued actions below to ensure access to a broad course of study for all students:  -Equal Opportunity Schools (EOS)  -AVID in pilot schools with expansion occurring in subsequent years -Increase and expand access to Paper, an online 24/7 tutoring opportunity for upper elementary, 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.	Met		27JUN2023	2023
30736500142232	Irvine Chinese Immersion Academy	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
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 3-8, 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 80%. The goal is for all students to complete A-G requirements by the time of graduation and the District currently has an A-G completion rate of 74.7%.  In the graduation class of 2022, Los Alamitos High School had 43.7% of students qualify for the State Seal of Biliteracy, which was an increase of 1.7% from 2021.  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 22-23 school year Los Alamitos High School offered seven different pathways for students that included video production, biomedical, engineering, sports medicine, computer science, theatre production and fire technology.  The District has a board goal of every student completing Algebra II by graduation.  In grades K-5, the District uses Fountas & Pinnell assessments to measure students reading levels.  The Fountas & Pinnell assessment as well as other metrics are used to place students in the appropriate structured intervention.	Los Alamitos Unified School District prides itself in offering 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, free of charge.  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 2022, the District enrolled 6% of students for summer school in grade K-5, 4% in grades 6-8 and 7% in grades 9-12.  Of the 17% of students enrolled in summer school 27% of the students were socioeconomically disadvantaged.	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.  In addition, the District has an A-G counselor who specifically works with unduplicated pupils at LAHS.  This counselor connects with each family and provides multiple resources.	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 and fully implemented in the 22-23 school year.  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 is adopting a new EL support curriculum for newcomers for implementation in the 23-24 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.  The District has adopted a new Tk-5 NGSS curriculum that will be fully implemented for the 23-24 school year.	Met		27JUN2023	2023
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 and 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.  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.  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.	1) MSA-Santa Ana provides students with 4-year plans and support programs to ensure timely high school graduation, ensuring satisfaction with UC/CSU requirements.   2) We also provide all other academic programs and services outlined in our charter petition. For example, we provide CCSS-aligned ELA and math intervention classes to all students who need additional support.   3) We provide students with opportunities to take Advanced Placement (AP) courses based on student needs and interests.  4) 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-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.   5) In middle school, we offer Power English and Power Math to support our ELD students. In high school, we offer designated ELD classes to support students. 6) Our Sped teachers all push into the classes of the students on their caseloads, taking care of the SAI minutes daily. Teachers also have extra tutoring times and a place for the students to go when they need a quiet place to take a test or when they need a place to calm down.  7) We also partner with our local community college and offer Dual Enrollment.	One of the barriers that prevents us from providing access to a broad course of study for all students is our communication with families. We have Parent Square, which translates into all home languages, but parents are not using it with fidelity.	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 a 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. 1) We are now offering Dual Enrollment classes three afternoons a week on our campus. This is much easier for parents so they don't have to drive to the college campus. 2) We allow students to take classes at the college that we don't offer.  3) We offer online credit recovery courses for the students who have failed classes in the past. 4) We have all of our textbooks online so that students can access them anywhere.	Met		22JUN2023	2023
30768930130765	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 and 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.  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.  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.	1) MSA-Santa Ana provides students with 4-year plans and support programs to ensure timely high school graduation, ensuring satisfaction with UC/CSU requirements.   2) We also provide all other academic programs and services outlined in our charter petition. For example, we provide CCSS-aligned ELA and math intervention classes to all students who need additional support.   3) We provide students with opportunities to take Advanced Placement (AP) courses based on student needs and interests.  4) 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-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.   5) In middle school, we offer Power English and Power Math to support our ELD students. In high school, we offer designated ELD classes to support students. 6) Our Sped teachers all push into the classes of the students on their caseloads, taking care of the SAI minutes daily. Teachers also have extra tutoring times and a place for the students to go when they need a quiet place to take a test or when they need a place to calm down.  7) We also partner with our local community college and offer Dual Enrollment.	One of the barriers that prevents us from providing access to a broad course of study for all students is our communication with families. We have Parent Square, which translates into all home languages, but parents are not using it with fidelity.	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 a 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. 1) We are now offering Dual Enrollment classes three afternoons a week on our campus. This is much easier for parents so they don't have to drive to the college campus. 2) We allow students to take classes at the college that we don't offer.  3) We offer online credit recovery courses for the students who have failed classes in the past. 4) We have all of our textbooks online so that students can access them anywhere.	Met		22JUN2023	2023
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 on 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.	The Court School typically serves students for less than one year.  Less than three percent of PCOE Court School students are enrolled for 90 days or more.  The course needs of Court School students can be highly variable due to the transient nature of the student population.  Most students who attend this program are not enrolled long enough to complete a Career Pathway or the UC/CSU requirements.	All students enrolled in the PCOE Court School have access to a broad course of study through in-person and online instruction.	Met		15JUN2023	2023
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 on 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 a broad course of study.   The elementary school offers access and enrollment in the seven areas identified as a broad course of study prescribed by the Education Code and Board policy. All students, including unduplicated and students with special needs, have access to and are enrolled in a broad course study.      The Pathways Charter secondary school typically serves students for less than one year. Students are placed in specific programs due to a court order, expulsion, probation referral, or voluntarily through the School Attendance Review Board (SARB) process. The course needs of Pathways Charter students can be highly variable due to the transient nature of the student population. Most students who attend these programs are not enrolled long enough to complete	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.	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		15JUN2023	2023
31667610000000	Ackerman Charter	7	Locally ACSD uses surveys, Aeries, and Google to ensure that students are enrolled in a broad course of study. In middle school parents and students are informed of elective offerings using Google Slides to give a brief overview of the courses offered each trimester. Then surveys are completed by students of their top 3 choices and then enrollment is tracked through Aeries for all students.	ACSD offers all grade level courses to all students. Using Aeries all students are enrolled within their grade level all subjects offered. Students are given performance grades for each subject offered. Being a one school district all students of all groups have access to a broad course of study.	As we are a one school district, ACSD does not have significant, identifiable barriers that prevent any student from accessing a broad course of study.	ACSD continues to inform our families with many different forms of communication about the programs offered at our school. At this time our only barrier that has been identified is our lack of instruments for our Band program. This barrier has been remedied by reaching out to our community, they responded with donations of both instruments and monetary donations to build our inventory of instruments.	Met		21JUN2023	2023
31667616031009	Bowman Charter	7	Locally ACSD uses surveys, Aeries, and Google to ensure that students are enrolled in a broad course of study. In middle school parents and students are informed of elective offerings using Google Slides to give a brief overview of the courses offered each trimester. Then surveys are completed by students of their top 3 choices and then enrollment is tracked through Aeries for all students.	ACSD offers all grade level courses to all students. Using Aeries all students are enrolled within their grade level all subjects offered. Students are given performance grades for each subject offered. Being a one school district all students of all groups have access to a broad course of study.	As we are a one school district, ACSD does not have significant, identifiable barriers that prevent any student from accessing a broad course of study.	ACSD continues to inform our families with many different forms of communication about the programs offered at our school. At this time our only barrier that has been identified is our lack of instruments for our Band program. This barrier has been remedied by reaching out to our community, they responded with donations of both instruments and monetary donations to build our inventory of instruments.	Met		21JUN2023	2023
31667790000000	Alta-Dutch Flat Union Elementary	7	The tools used for access include teacher and administrative observation and input. Our small school offers a comprehensive K-8 program based on the size of our school (90 students). We support exceptional needs through a school-based special education program and individual teacher programs supporting achieving students.	All students are offered the program which is delivered in a small-class setting with intensive support. The size of our single-school, school district doesn't lend itself to disaggregation of data.	We have a small student population with a school that is configured in a non-specialist combination grade span organization.	The school continues to explore education partners to expand our offerings.	Met		21JUN2023	2023
31667870000000	Auburn Union Elementary	7	Auburn Union Elementary School District ensures all students have access to and are enrolled in, a broad course of study that includes adopted courses specified by California Education Code 51210 in English Language Arts/English Language Development, Mathematics, Social Studies, Science, Health, Music, Art, and Physical Education as prescribed by the Board of Trustees in our Local Control Accountability Plan (LCAP) and Strategic Plan. Auburn Union Elementary School District uses common assessment data, local assessments, and standardized test data, informing areas the District and school sites can improve services and support to ensure equitable access for all student groups.  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, systematic reading instruction training, effective instructional strategies, Next Generation Science Standards (NGSS), Illuminate Education data management, a wide variety of technology training, Califor	In AUSD all students have access to, and are enrolled in, a broad course of study across school sites.  Each of our elementary sites provide enrichment and intervention services to students through our Multi-Tiered System of Support (MTSS) data roundtable process. Students are provided with instructional plans that are individualized based on identified needs and strengths. Each student has access to Tier 1 instruction through their daily schedules within core content subjects. Daily intervention time is built into master schedules to provide students with Tier 2 and Tier 3 interventions and supports based on need and development of individualized educational plans developed within the MTSS process. Our two Title 1 schools have additional reading intervention teachers to provide additional support in the development of reading and comprehension. Two of our elementary sites have Project Lead the Way (PLTW) opportunities for students.   Individualized Education Plans are developed by Special Education staff leveraging student strengths to address students’ unique needs. Students with disabilities are provided access to the general education curriculum in the least restrictive environment.  Teachers modify and adapt the general education curriculum to further provide access and equity for this student population.  Students who are identified under McKinney Vento (Foster Youth/Homeless) are identified through a collaborative partnership with the Placer County Office of Education	Auburn Union School District recognizes barriers that may prevent all students from access to a broad course of study through the Multi-Tiered System of Support (MTSS) framework. The implementation of MTSS Data roundtable meetings at each of our school sites, three times a year, provides a detailed look into each student's need by name. Potential barriers are discussed, from attendance, transportation needs, food and clothing, community resources and support through mental health and welfare needs, social-emotional needs, and academic and behavioral needs. Through the MTSS process potential barriers are discussed and individualized instructional plans are developed for each student. These plans provide actions to support students based on the specific needs addressed within the MTSS process.  Additional barriers to providing access to a broad course of study for all students include staffing and providing training for staff.	Auburn Union School District will continue to refine our practices around professional learning communities and MTSS data roundtables. AUSD will provide professional development through the Instructional Coaching program to provide all classrooms teaching English with a variety of tools to support the instruction of reading, which can include; CRLP strategies and routines, small-group reading instruction, phonics instruction, and literature circles. To support students' achievement, AUSD continued implementing Mathematical Number Talks to ensure students are talking about math to make meaning and continued to support the implementation of Sight Word Busters and Sight Word Buster buddies, before and after school intervention. AUSD will also be providing a deeper dive into mathematical number sense, the use of manipulative, small groups instruction, and formative assessments through professional development with the UC Davis Math Project. staff will also receive additional training from Area 3 Writing with topics surrounding writer's workshops and ways to incorporate writing across disciplines.	Met		14JUN2023	2023
31667950000000	Colfax Elementary	7	Priority 7: Met A primary goal of Colfax Elementary School District is creating opportunities for students to access a broad course of study through daily learning opportunities and through after-school clubs and activities. At CESD, all students are given access to the same broad course of study. For example, all middle school students participate in an enrichment wheel, and all primary students learn science and engineering from contracted professionals. All students in third through 8th grade receive weekly instruction in the visual and performing arts from a certificated teacher. Likewise, all students in grades TK-8th grade receive weekly physical education instruction from a certificated teacher. To measure the impact of our school district’s broad course of study on our students, we use the California Healthy Kids Survey to measure student and family perceptions of student experiences in these areas.	All students at Colfax Elementary have access to and are enrolled in the same broad course of study. The broad course of study does vary depending upon the grade span of students in the school. For example, students in TK-8th grade receive weekly physical education instruction, and students in 4th through 8th grade receive weekly visual and performing arts instruction. Students do not have to qualify, complete prerequisite courses, or provide specific qualifications to participate in the broad course of study offered at the school and district. Depending upon grade span, all students are provided with the same broad course of study.	Based upon parent and student responses to the California Healthy Kids Survey, student access to a broad course of study could be improved. 60% of 5th grade students and 46% of 6th grade students reported participation in interesting activities while at school. 40% of 7th grade students and 34% of 8th grade students reported participation in interesting activities. 59% of parents reported that the school has quality programs for their child’s talents, gifts, or special needs. While Colfax Elementary has provided many opportunities for students to experience a broad course of study, this data reveals the need to continue to increase opportunities for students to participate in a wide range of learning environments. These increased opportunities for a broad range of study include instruction in the areas of music, foreign language, and technology. The barriers to providing increased access to these areas of study include the limitations of recruiting and hiring teachers with these areas of expertise and credentialing in the rural community of Colfax Elementary school.	Colfax Elementary continues to respond in creative and innovative ways to address the barriers of providing a broader course of instruction for all students in our rural community. In 2022-2023, Colfax Elementary partnered with the Placer Repertory Theater to provide extended learning opportunities for all students in grades TK through 8th grade. This partnership will continue in the 2023-2024 school year with Placer Repertory Theater providing a Visual and Performing Arts Academy after school. Also, Colfax Elementary will create new ways to partner with Colfax High School to provide students in upper elementary and middle schools with opportunities to experience mechanical arts and political science. The Colfax Elementary middle school team will provide an enrichment wheel four days a week with study in the area of foreign language, robotics, and technology.	Met		14JUN2023	2023
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. Aeries 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.	DCJESD places great emphasis on ensuring that all students have access to, and are enrolled in, a broad course of study. Each of our school sites, catering to both TK-5 and 6-8 grade levels, strive to create an optimal learning environment where students receive intervention or enrichment services to improve or increase access. A fully implemented Tier I program covering the required standards-based programs is available at every school site, with additional Tier II and Tier III supports offered to ensure that students can meet proficiency. Our seven Title I school sites have additional staffing to support students in achieving grade level proficiency, while schools with high numbers of English Learner students provide designated English Language Development (ELD) instruction within the school day. DCJESD also recognizes the importance of Career Technical Education (CTE) at the high school level, and thus, has built a pathway to connect students to CTE courses. All 6-8 grade students have access to Project Lead the Way (PLTW) courses that align with our feeder high schools' courses. This initiative ensures that students are prepared for future education and career paths. A total of 1,247 students are enrolled in PLTW courses, and we monitor the number of unduplicated students enrolled in these courses.	The District is dedicated to removing obstacles that may prevent our students from accessing a diverse range of courses. These barriers may include socio-economic status, English learner needs, special education requirements, homelessness, and irregular attendance. To ensure that students have equal opportunities to participate, DCJESD provides a multitude of support services. These supports include interventions and enrichment programs during school hours, Student Study Team (SST) processes, increased access to technology resources, counseling services, transportation, attendance support, and after-school academic assistance. For English learners, specific support services are offered such as 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 special needs receive support in general education courses through co-teaching.	To ensure all students have access to their courses, DCJESD will continue implementing student supports through its District-wide Multi-tiered System of Supports (MTSS), which includes both Academic and Social-Emotional tiered supports. Funding will be provided to sites to offer specific programs and supports to address the needs of EL, SED, Homeless, Foster Youth, and at-risk students. A universal screener will be used to monitor student progress throughout the year, and the summer Academic Bridge program will extend learning time for at-risk and unduplicated students. DCJESD will also implement multiple attendance awareness and support programs to engage students and provide access to curricular content. Social-emotional supports, including counseling, Restorative Practices, and PBIS, will be put in place to ensure students are engaged and have a sense of school connectedness. Professional learning opportunities will be provided to build general education and EL specialist capacity to teach ELD, including training on the ELD standards, strategies, lesson design, and use of the Road to Reclassification process. EL specialists will also participate in meetings to address program improvement, strategies, and resource building within the team. Additionally, staff and students will be provided with technology tools and access to enhance and support the curriculum. Enrollment and schedules will be closely monitored to ensure student access and participation.	Met		13JUN2023	2023
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 (Gifted and Talented Education).  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. For example, for 2022-23, all ELs and SED students are enrolled in at least one elective.	The following have been noted: GATE (Gifted and Talented Education) program has manifested increased enrollment for SpEd, ELs and traditionally underrepresented students. For 2022-23 of the 227 students in GATE, 11% of EUSD’s population, 15 are ELs, 7 RFEPs (Reclassified English Proficient), and 11 SpEd students.  EUSD provided free Spanish Enrichment at Excelsior before school for all students, i.e. anyone interested. Excelsior has the highest rates of EL and SED students in EUSD.  ELOP (extended learning after school) was implemented at all TK-3 and 4-6 sites with ELs and SEDs prioritized.  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 .   Funding is always a barrier, as increasing access and options ultimately mean additional personnel and materials.  A Spanish Program continues to be offered at Maidu for all TK-3 students at the site. Parent and staff feedback indicate >95% support for the program.  All TK-3 students were provided access to a STEAM enrichment class for 22-23. Feedback from staff and community indicate overwhelming support for the program.  Our music program requires continuous investment in equipment, which EUSD has committed to, as well as opportunities for our instructors to collaborate and attend professional development.	Budget remains a barrier for EUSD as the district remains as the lowest funded elementary public school district in the county.  Eureka Schools Foundation help fund some enrichment opportunities but sustaining such programs remain a challenge for EUSD as one-time funds expire.	EUSD commits to continuous program monitoring to ensure that underrepresented students have access to all enrichments and electives that the district is offering.  Translated flyers and emails are utilized to communicate with families regarding these opportunities. ELOP has fortunately allowed EUSD to leverage additional resources to support enrichment programs for its subgroups. EUSD improved access to GATE testing via site-based testing so families do not have to come to a separate location during a weekend.  EUSD also utilizes a culturally-agnostic tool (NNAT-3) to identify eligibility in GATE.	Met		14JUN2023	2023
31668370000000	Foresthill Union Elementary	7	For students in grades 1 - 6, a Broad Course of Study includes courses in English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education, and Social-Emotional Learning. For students in grades 7-8, a Broad Course of Studies includes courses in English, Mathematics, Science, Social Sciences, Physical Education, Visual and Performing Arts. At this time, the district does not offer World Languages, Applied Arts or Career Technical Education. Tracking the extent to which all students have access to, and are enrolled in, a broad course of study at Foresthill Divide School, begins with appropriately assigning highly qualified teachers in the areas above, the master schedule which highlights when each subject is offered in each grade level and available to all student groups, Aeries Student Information System (attendance and grade reporting), and local / state summative assessments.	While 100% of FUSD students have access to and are enrolled in a broad course of study, the district believes that improvements to the offerings and timing of such breadth in courses such as Visual and Performing Arts can be improved to more consistently include students with disabilities. With funding from Proposition 28, FUSD has partnered with a neighboring district to recruit an arts teacher who provides art instruction to FUSD students two days/week.	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 partnering between neighboring small districts to share contracts.	At present, the district's curriculum adoption is not current in History/Social Science, but plans are in place, as documented in the 2023/24 LCAP, for adoption in this subject 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. Finally, the district does not currently offer World Language courses, which it would very much like to add to its offerings.	Met		22JUN2023	2023
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		12JUN2023	2023
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 ensure access to a broad course of study, LBCS adds additional courses annually as elective options for students. In addition, LBCS continues to focus on tiered social-emotional learning.	Met		12JUN2023	2023
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.	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. 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 four years,  all students have had increased access to Spanish classes as they have expanded the grade levels which they  cover. Music class was a funded position that was left unfilled due to a lack of staffing. The position remained open  all year, and multiple attempts were made to follow up with any qualified candidates interested in the position, but  none led to filling the course with a credentialed teacher.	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 2022 Local Performance Indicator Self-Reflection for Newcastle Elementary School District Page 13 of 18 additional evaluation of grade level coursework to ensure students are receiving college and career lessons and  many of them are integrated into the English language arts, mathematics, and science curriculum. And while  performing arts is a class for all TK-5 grade students, there is additional evaluation to ensure visual arts are taking  place in the classroom and that 6-8 grade students are receiving performing arts integrated into the subject specific  curriculum. These are reflected in lesson plans and observation notes taken each trimester and are also reflected in  development of the LCAP annually.	In response to the results that have been analyzed by the district, few revisions will need to take place. A district form has been created to ensure access and equability to course access for all students in all grade levels, similar to that of a master schedule in other districts. This master schedule will also need to be reviewed with the Director of Special Education to ensure IEP students have not been denied the opportunity to engage in any learning activities because of pull-out support (which the district has been successful at accomplishing so far). The Coodinator of State and Federal Programs will work on a deeper review of CTE standards and will need to create a spreadsheet showing alignment of CTE standards and current curriculum to identify any gaps that may need to be addressed.	Met		28JUN2023	2023
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.	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. 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 four years,  all students have had increased access to Spanish classes as they have expanded the grade levels which they  cover. Music class was a funded position that was left unfilled due to a lack of staffing. The position remained open  all year, and multiple attempts were made to follow up with any qualified candidates interested in the position, but  none led to filling the course with a credentialed teacher.	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 2022 Local Performance Indicator Self-Reflection for Newcastle Elementary School District Page 13 of 18 additional evaluation of grade level coursework to ensure students are receiving college and career lessons and  many of them are integrated into the English language arts, mathematics, and science curriculum. And while  performing arts is a class for all TK-5 grade students, there is additional evaluation to ensure visual arts are taking  place in the classroom and that 6-8 grade students are receiving performing arts integrated into the subject specific  curriculum. These are reflected in lesson plans and observation notes taken each trimester and are also reflected in  development of the LCAP annually.	In response to the results that have been analyzed by the district, few revisions will need to take place. A district form has been created to ensure access and equability to course access for all students in all grade levels, similar to that of a master schedule in other districts. This master schedule will also need to be reviewed with the Director of Special Education to ensure IEP students have not been denied the opportunity to engage in any learning activities because of pull-out support (which the district has been successful at accomplishing so far). The Coodinator of State and Federal Programs will work on a deeper review of CTE standards and will need to create a spreadsheet showing alignment of CTE standards and current curriculum to identify any gaps that may need to be addressed.	Met		28JUN2023	2023
31668520120105	Creekside Charter	7	All of our students have access to all California Standards in all grades. We utilize Iready internal testing and state testing to support our MTSS students that need extra support.	All Creekside students are enrolled in all CA required courses, including: English, math, science, social studies, PE, health, Spanish and art.	There are not barriers. All students are enrolled in a broad course of studies.	We have a small school, with a maximum of 22 students per grade. Our teachers are required to address all CA core subjects. Additionally, our unduplicated students outperformed non-unduplicated students in growth targets. Our special education population is given the same interim and state assessments. Our interim assessments set clear growth targets for all subgroups and we use these to set appropriate goals for all students.	Met		20JUN2023	2023
31668520121608	Harvest Ridge Cooperative Charter	7	Because of the small size of the school population, with all students in grades TK-8 totaling just over 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 slightly improved due to the lifting of COVID 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 after-school programs. 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		21JUN2023	2023
31668520127928	Rocklin Academy Gateway	7	Rocklin Academy Gateway 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.	All students at Rocklin Academy Family of Schools have access to, and are enrolled in, a broad course of study. There are no differences across school sites or student groups. This has always been the practice at Rocklin Academy Family of Schools.	There are no barriers preventing Rocklin Academy Family of Schools from providing access to all students in a broad course of study. Therefore, all students have equal access to and are enrolled in a broad course of study.	Rocklin Academy Gateway 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.	Met		20JUN2023	2023
31668860000000	Placer Hills Union Elementary	7	All teachers at PHUSD are trained in each of their curricular areas, as well as in integrated ELD practices, and how to meet the needs of students with disabilities.  Training has occurred at curricular addoptions, yearly inservice days and supplementary information to reinforce best practices.  All classrooms have daily visual schedules, interactive flat panels, and voice amplification units.  Additionally, PHUSD Universal Designs for Learning/Accessible Curriculum for All practices, Sonday, and SIPPS as districtwide tools to increase access to academic standards.  All adopted curriculum is state adopted. In a small district all students have access to all courses offered. PHUSD utilizes several local and state assessment tools in order to measure student’s progress towards meeting state standards. One assessment tools, i-Ready diagnostic, measures the progress and provides data in areas in order to drive appropriate instruction and interventions.  PHUSD has also increased its access to remediation and enrichment opportunities outside the school day, including STEM, intervention, dance, and  athletic activities.	All PHUSD students have access to the following: Core instruction in English Mathematics, Social Sciences, Science, Health, and Physical Education. In a limited capacity, both school sites have some instruction in Visual and Performing Arts.  Within these courses of study personalized technology components and structural interventions  provide individualized educational opportunities. As a part of the current LCAP, PHUSD is committed to increasing access to it courses of study, including continuous visual and performing areas of study. We are also finalizing the next generation science standards instructional materials.	Small districts have greater challenges due to smaller numbers of students, but Placer Hills Union School District works diligently to provide opportunities for all students to have access to a broad course of study. Our low unduplicated numbers also limit LCFF supplemental funds to provide more course opportunities.	PHUSD has identified monies and grants available to hire staff that would expand the course of studies into required courses.  Increasing attendance will also provide some relief financially by raising the ADA rates in the district.  PHUSD also is partnering with local foundations (PHEF) staff, families, and organizations to provide services, monies, and other resources to expand course studies.	Met		14JUN2023	2023
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 2022, 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 counselors at each site conduct	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		20JUN2023	2023
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.	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.	As a virtual school, there is a high level of flexibility in offering different courses.  The one limitation is being able to provide an in-house CTE offering.  However, we have begun the process by hiring a CTE teacher and will have multiple pathways by next fall.	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.	Met		20JUN2023	2023
31669100000000	Roseville City Elementary	7	School counselors, administrators, and registrars are critical in student scheduling. They meticulously examine student transcripts, i-Ready data, state assessment data, and teacher feedback to ensure students are positioned in stimulating, challenging courses covering a diverse subject range. At middle schools, counselors concentrate on unduplicated students, utilizing the mentioned measures for apt course placements. They also partner with families, aiding their understanding of their child's course placement and opportunities at the feeder high schools. This collaboration has been particularly advantageous for RCSD students, promoting their comprehension of the State Seal of Biliteracy's importance and requirements. It has also facilitated strategic planning and execution of Career Technical Education courses that align with the feeder high schools.	RCSD employs multiple data points and evidence to track and supervise grades 1-8 course access. Administrators, teachers, and counselors continuously assess each student's placement to serve their needs best. For example, middle school counselors utilize various measures, like direct conversations with unduplicated students, to confirm their enrollment in engaging, rigorous courses. Considerations include student interest surveys, site data, and teacher and parent input. Biennially, middle schools survey students, review annual requests, evaluate satisfaction with current courses, and collect useful suggestions for course and program enhancement. Our middle schools offer IB, Pre-AP, music, CTE, and world language courses. Data remains integral in RCSD's ongoing improvement planning and resource allocation to satisfy our students' needs.	RCSD staff regularly collaborates with neighboring districts, including the high school feeder district, to ensure our courses align with pathways like Career Technical Education (CTE). Throughout 2022-2023, RCSD held several joint meetings with the high school district, ensuring all students, especially those with unique needs, were enrolled in stimulating, challenging courses with the necessary support for success. These courses encompass core subjects, Visual and Performing Arts (VAPA), and world languages.	Our professional development, counseling, Multi-Tiered Systems of Support (MTSS) structures, and credentialing are in place to remove obstacles, ensuring a comprehensive course of study for all students. With the Local Control Funding Formula (LCFF) and the Local Control Accountability Plan (LCAP), we've facilitated continual goal-setting, funded and scheduled initiatives, and data monitoring for effective implementation.	Met		21JUN2023	2023
31669280000000	Roseville Joint Union High	7	Local measures for LCFF Priority 7 include the graduation rate and the College/Career Indicator.	100% of RJUHSD students are enrolled in a pathway towards graduation, with access to graduation requirements unless their IEP specifies otherwise.   100% of RJUHSD students are enrolled in a pathway towards one or more methods of scoring “prepared” on the College/Career Indicator.	While 100% of our students have access and are enrolled in these pathways, we are seeking to increase student access to multiple pathways to score “prepared” on the College/Career Indicator and to increase the success metrics of scoring “prepared.”	As a result of our review of the data, including the goal of expanding access to pathways to score “prepared” on the College/Career Indicator, we have taken the following steps:   A-G Audits, including with feeder districts  Increase pathways for dual enrollment with Sierra College  Implement four-year graduation paths in Aeries Advertise and market the various pathways to College/Career readiness, including AP/IB/DE program outreach, CTE, and the Seal of Biliteracy	Met		08JUN2023	2023
31669280121418	John Adams Academy - Roseville	7	Local review of Course Catalogs, AERIES data, A-G enrollment and Pass rates are evaluated to assure access to a broad course of study.	John Adams Academy delivers a world-class Classical Education by facilitating scholar engagement with the greatest books of the Western Tradition. We seek to inspire our scholars to become life-long self-learners who have the ability to identify, understand, seek, and share what is true, noble, and good. 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 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 show sites that have strong connections to the home achieve these goals at a higher rate. We will continue to grow strong connections with all of our Educational partners.	In order to ensure access to a broad course of study we will 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.	Met		15JUN2023	2023
31669280141622	New Pacific School - Roseville	7	We are a small TK-5th grade school and all students have access to and are enrolled in a broad course of study.	We have a single school with all students mainstreamed in multiple subject classrooms.	We have no barriers to providing access to all students to a broad course of study	As we expand to a middle school next year, we will need to ensure that all students continue to have access to all core subject areas.	Met		08JUN2023	2023
31669440000000	Tahoe-Truckee Unified	7	TTUSD 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, class rosters, graduation rate, A-G readiness, and CCI results are utilized as tools as well as subgroup data to support EL, Hispanic, SED, and SWD students so that they can fully access and successfully meet high school graduation and CCI: Prepared requirements.	100% of students in TTUSD in grades 1-6 1st-6th grades have access to: English, Math, Social Science, Science, Physical Education, Visual and Performing Arts, Health, and other studies that may be prescribed by the governing board.    100% of TTUSD students in grades 7 and 8 have access to English, Math, Social Sciences, Science, Visual Performing Arts, and Physical Education courses. All students have access to all required subject areas in grades 9-12 including CTE and World Language.	NA	Per CA Ed Code, 100% of students in TTUSD have access to: Grades 1-6 English Mathematics Social Sciences Science Visual and Performing Arts Health Physical Education Other studies that may be prescribed by the governing board This is measured by annually reviewing school master schedules and class rosters  Grades 9-12 English Social Sciences Foreign Language Physical Education Science Mathematics Visual and Performing Arts Applied Arts Career Technical Education  This is measured by annually reviewing school master schedules, class rosters and at the high school level reviewing graduation and CCI results. These results indicate a need to further support EL, Hispanic, SED, and SWD students so that they can fully access and successfully meet high school graduation and CCI: Prepared requirements	Met		21JUN2023	2023
31669440121624	Sierra Expeditionary Learning	7	All students at SELS have access to a broad course of study. All core subject areas (literacy, math, science, social studies) are extensively tracked for every student, and all have access to non-core topics as well (art, music, theater, dance, Spanish). Tracking student access and progress is both formative and summative, happening in every classroom throughout every week. Larger assessments are conducted and recorded either quarterly or bi-annually, and under-performing students are identified and provided RTI/intervention.	All students have access to a broad course of study.	All students have access to a broad course of study.	All students have access to a broad course of study.	Met		05JUN2023	2023
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.  These include, but are not limited to school schedules through Powerschool and EduClimber.  Internal audits and allowing students to move through an intra process to select pathways at a different school site.   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 6 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, seven high-quality CTE pathways (Agriculture, Biomedical Sciences, Computer Sciences, Construction, Education, 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. AVID serves approximately 12% of our high school students.	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 (and supporting low-income students with fee waivers to take AP tests) - adding several work-based certification and/or internship programs for students who choose a particular career path	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 elective 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, ant 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 continues to expand one grade- level per year going forward. We are also starting an exploratory CTE “Wheel” class at the middle school level, beginning in 2023-2024.	Met		20JUN2023	2023
31669510135871	John Adams Academy - Lincoln	7	Local review of Course Catalogs, AERIES data, A-G enrollment and Pass rates are evaluated to assure access to a broad course of study.	John Adams Academy delivers a world-class Classical Education by facilitating scholar engagement with the greatest books of the Western Tradition. We seek to inspire our scholars to become life-long self-learners who have the ability to identify, understand, seek, and share what is true, noble, and good. 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 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 show sites that have strong connections to the home achieve these goals at a higher rate. We will continue to grow strong connections with all of our Educational partners.	In order to ensure access to a broad course of study we will 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.	Met		15JUN2023	2023
31669513130168	Horizon Charter	7	Horizon uses multiple measures to ensure students have access to and are enrolled in  a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs. State approved standards-based curriculum orders are tracked through the Curriculum Resource Center. As an independent study charter school, each student’s master agreement is tracked through the school’s student information system to ensure access and enrollment in a board course of study for all students. For grades 8-12, A learning management system additionally tracks student access to curriculum and instructional needs by course of study. The guidance department annually updates a course catalog that includes elementary, middle and high school courses and requirements. Additionally, the course catalog contains all information relative to the graduation requirements, HS course pathways, dual enrollment and CTE offerings, Advanced Placement, , and CSU/UC admission requirements.	Participation in all high school programs are tracked by the guidance counseling department. Counselors develop  4 year course plans for all high school students. A full sequence of UC and NCAA approved courses are offered to high school students along with 7 Career technical Education (CTE) Pathways (an increase of 2 additional CTE pathways year over year)Horizon grad surveys are distributed and tracked by the counseling department annually. Data is reviewed by the school community annually. Vendor and enrichment activity participation is tracked through the contract programs department in collaboration with the online purchasing system (OPS).	Horizon faces a few barriers that i[act access to a broad course of study for all students. Student geography, transportation, and parent participation have been identified as key areas of focus by the school. Horizon’s primary method of ELD English Language Development is an online platform. If students struggle with internet connectivity their ELD instruction may be impacted. Horizon enrolls students across six counties. All physical buildings operated by the school including the learning centers, administrative offices, curriculum resources center, Lincoln Montessori and warehouse all reside within Placer County. This barrier could impact students who lack reliable and consistent transportation.	Given the impacts of COVID-19, on in person opportunities, Horizon Charter Schools has pivoted their efforts to make learning accessible through more online opportunities. MiFis and Chromebooks are accessible to all students and area shipped if transportation is an obstacle. Additional online learning platforms have been vetted and made available, but more importantly, the access to synchronous instruction and live interaction for all students with a credentialed teacher has increased dramatically. In High School, single subject teachers provided virtual learning for all On Demand Learning Students and Virtual Learning Students in grade 9-12	Met		21JUN2023	2023
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 TK-6 and in English Language Arts/English Language Development, Mathematics, Social Studies, Science, Visual and Performing Arts, Health, Physical Education and other subjects such as Social Emotional Learning and Digital Citizenship as prescribed by the Board of Trustees in our Local Control Accountability Plan (LCAP).  Additional courses for grades 7-12 include World Language(s), Applied Arts, Career Technical Education and Driver Education (Education Code 51220). Some highlighted actions to accomplish this include: adopting standards based curriculum, providing training to implement curriculum with integrity, regularly monitoring student performance data, engaging in Professional Learning Communities, and providing a multi-tiered system of supports and interventions to ensure all students develop a foundation of enduring skills.	One tool Rocklin Unified uses as a means to understand the percentage of students who have access to, are enrolled in, and complete a broad course of study is the A-G Readiness Report. According to the A-G Readiness Report for 2021-22, data shows 72.4% of students are accessing and completing a broad course of study across the district, representing a 2.1% increase from 2020-2021. There are gaps between the performance of our numerically significant student groups and all students, however these gaps are closing. For example, 49.3% of socioeconomically disadvantaged students and 22.2% of students with disabilities are accessing and completing a broad course of study according to this measure. This represents a 3% increase for socioeconomically disadvantaged students and a 7.7% increase for students with disabilities from the 2020-21 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. 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 and a third year of mathematics. 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 2022-23 school year and an anticipated change in percentages is expected in the 2022-23 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 or World Language and enrolled in needed A-G courses during their 12th grade year.  RUSD will offer a Data Science mathematics course beginning in the 2023-24 school year as an alternative to Integrated III. This course will enable students to have another option for meeting A-G criteria.  Staff will continue to identify and enact possible interventions that can improve student access and success in A-G and CTE courses and will put systems in place to ensure priority course selections, interventions, and counseling supports for students coming out of 8th grade who are at-risk. Additionally, school sites are implementing more everyday math courses to support students who need every day courses in Integrated 2 and 3. Learning Recovery courses in math will continue in middle schools.	Met		21JUN2023	2023
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 a broad course of study, including: 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.	Met		12JUN2023	2023
31750850119487	Western Sierra Collegiate Academy	7	Western Sierra Collegiate Academy tracks progress in meeting Priority 7 standards by reviewing course offerings, class schedules, and master schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies.  All Western Sierra Collegiate Academy 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.	All students at Western Sierra Collegiate Academy have access to and are enrolled in, a broad course of study. There are no differences across school sites or student groups. This has always been the practice at Rocklin Academy Family of Schools.	There are no barriers preventing Western Sierra Collegiate Academy from providing access to all students in a broad course of study. Therefore, all students have equal access to and are enrolled in a broad course of study.	Western Sierra Collegiate Academy tracks progress in meeting Priority 7 standards by reviewing course offerings, class schedules, and master schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. 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.	Met		20JUN2023	2023
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.	All students at Rocklin Academy Family of Schools have access to, and are enrolled in, a broad course of study. There are no differences across school sites or student groups . This has always been the practice at Rocklin Academy Family of Schools.	There are no barriers preventing Rocklin Academy Family of Schools from providing access to all students in a broad course of study. Therefore, all students have equal access to and are enrolled in a broad course of study.	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.	Met		20JUN2023	2023
32103220000000	Plumas County Office of Education	7	To track the extent to which all students have access to and are enrolled in a broad course of study, our LEA has carefully selected specific measures and tools, including the A-G completion rate, that align with our grade spans, unduplicated student groups, and individuals with exceptional needs served. The A-G completion rate serves as a locally chosen tool to assess the percentage of students who successfully complete the required courses necessary for college admission eligibility. By closely monitoring the A-G completion rate, we can identify any gaps in access and enrollment across different student groups. This data-driven approach allows us to implement targeted interventions and supports to ensure equitable opportunities for all students to pursue a comprehensive and rigorous course of study. Through the utilization of locally selected tools like the A-G completion rate, our LEA strives to provide an inclusive educational environment that prepares students for future success.	Using our locally selected measures and tools, we have assessed the extent to which all students have access to and are enrolled in a broad course of study. The data indicates that there are variations across school sites and student groups regarding access and enrollment in a comprehensive range of courses. While some schools demonstrate higher rates of access and enrollment, others may show disparities that require attention and intervention. By analyzing the data over time, we have observed some progress in expanding access to a broad course of study for all students. Efforts such as targeted interventions, additional resources, and support programs have contributed to increased access and enrollment. However, further work is needed to ensure equitable opportunities for all student groups, including unduplicated student groups and individuals with exceptional needs served. Our LEA remains committed to addressing these differences and disparities. Through targeted initiatives, professional development opportunities, and ongoing monitoring, we aim to provide equal access to a diverse and comprehensive curriculum across all school sites. It is essential to continuously track progress, identify areas requiring improvement, and implement strategies to bridge the gaps in access and enrollment. By doing so, we strive to create an inclusive educational environment where all students can thrive and achieve their full potential through a broad course of study.	Given the results of the locally selected measures, it is evident that several barriers exist, hindering the LEA from providing access to a broad course of study for all students. These barriers may include disparities in resource allocation across school sites, inequitable distribution of course offerings, limited availability of advanced or specialized courses, and insufficient support services for students with exceptional needs. Additionally, factors such as socioeconomic status, language proficiency, and cultural biases may contribute to unequal access and enrollment opportunities. Addressing these barriers will require comprehensive strategies that promote equitable resource distribution, expand course offerings, provide targeted support services, and foster a culturally responsive and inclusive educational environment. By actively identifying and addressing these barriers, our LEA can work towards breaking down the obstacles preventing all students from accessing a broad course of study.	In response to the results of the tool or locally selected measures, our LEA has implemented revisions and new actions to ensure access to a broad course of study for all students. These include reallocating resources, expanding course offerings, enhancing support services for students with exceptional needs, promoting culturally responsive practices, and involving stakeholders in decision-making. These initiatives aim to address barriers and create an inclusive educational environment where all students have equitable opportunities to succeed.	Met		28JUN2023	2023
32669690000000	Plumas Unified	7	To track the extent to which all students have access to and are enrolled in a broad course of study, our LEA has carefully selected specific measures and tools, including the A-G completion rate, that align with our grade spans, unduplicated student groups, and individuals with exceptional needs served. The A-G completion rate serves as a locally chosen tool to assess the percentage of students who successfully complete the required courses necessary for college admission eligibility. By closely monitoring the A-G completion rate, we can identify any gaps in access and enrollment across different student groups. This data-driven approach allows us to implement targeted interventions and supports to ensure equitable opportunities for all students to pursue a comprehensive and rigorous course of study. Through the utilization of locally selected tools like the A-G completion rate, our LEA strives to provide an inclusive educational environment that prepares students for future success.	Using our locally selected measures and tools, we have assessed the extent to which all students have access to and are enrolled in a broad course of study. The data indicates that there are variations across school sites and student groups regarding access and enrollment in a comprehensive range of courses. While some schools demonstrate higher rates of access and enrollment, others may show disparities that require attention and intervention. By analyzing the data over time, we have observed some progress in expanding access to a broad course of study for all students. Efforts such as targeted interventions, additional resources, and support programs have contributed to increased access and enrollment. However, further work is needed to ensure equitable opportunities for all student groups, including unduplicated student groups and individuals with exceptional needs served. Our LEA remains committed to addressing these differences and disparities. Through targeted initiatives, professional development opportunities, and ongoing monitoring, we aim to provide equal access to a diverse and comprehensive curriculum across all school sites. It is essential to continuously track progress, identify areas requiring improvement, and implement strategies to bridge the gaps in access and enrollment. By doing so, we strive to create an inclusive educational environment where all students can thrive and achieve their full potential through a broad course of study.	Given the results of the locally selected measures, it is evident that several barriers exist, hindering the LEA from providing access to a broad course of study for all students. These barriers may include disparities in resource allocation across school sites, inequitable distribution of course offerings, limited availability of advanced or specialized courses, and insufficient support services for students with exceptional needs. Additionally, factors such as socioeconomic status, language proficiency, and cultural biases may contribute to unequal access and enrollment opportunities. Addressing these barriers will require comprehensive strategies that promote equitable resource distribution, expand course offerings, provide targeted support services, and foster a culturally responsive and inclusive educational environment. By actively identifying and addressing these barriers, our LEA can work towards breaking down the obstacles preventing all students from accessing a broad course of study.	In response to the results of the tool or locally selected measures, our LEA has implemented revisions and new actions to ensure access to a broad course of study for all students. These include reallocating resources, expanding course offerings, enhancing support services for students with exceptional needs, promoting culturally responsive practices, and involving stakeholders in decision-making. These initiatives aim to address barriers and create an inclusive educational environment where all students have equitable opportunities to succeed.	Met		28JUN2023	2023
32669693230083	Plumas Charter	7	All students are provided access to all courses available in their grade level at all sites.  At the elementary level, the classroom teacher works with the family to select the most appropriate classes that can include onsite classes, independent study based classes and online classes.  At the junior high and high school level, academic counselors work with students and guardians to select appropriate classes based on offerings and interest.  Courses for these grade levels include all of the options as listed for elementary students.  Courses are tracked in the school’s student information system.	All students at PCS are enrolled in a broad course of study.  Limitations across sites do occur because of staffing constraints.  Not as many elective and CTE classes are offered at two of the school’s centers because we do not have teachers for them.	The barriers that exist for the school to offer the same level of on site courses at each of the sites are staffing followed by distance and travel.  School leadership does its best to mitigate these challenges.	All students are offered a broad course of study, and each year course offers are evaluated to maximize existing resources including staffing.	Met		26JUN2023	2023
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) in the classroom while learning grade-level, engaging, affirming, and meaningful (GLEAM) strategies. Teachers in Community school and Court school implemented service­-learning projects in history-­social science and science, and students completed personalized, interest­-based projects. These project­-based, service-­learning opportunities incorporated interdisciplinary ELA, mathematics, social studies, sciences, and college and career readiness.	RCOE implemented synchronous online learning intervention courses in ELA and mathematics as an additional support option for students. RCOE Alternative Education provides English learners with challenging curriculum and instruction that maximize the attainment of high levels of proficiency in English, advance multilingual capabilities, and facilitate student achievement in the County Office of Education's regular course of study. Students who are classified as English learners shall not be denied participation in the standard instructional program of a school. The standard instructional program means, at a minimum, core curriculum courses, as defined in clause (i) of subparagraph of paragraph (6) of subdivision (b) of Section 33126, courses required to meet state and local graduation requirements, and courses required for middle school grade promotion. A middle school or high school pupil who is classified as an English learner shall not be denied any of the following:  • Enrollment in a full course load of courses that are part of the standard instructional program. • Enrollment in courses that are not part of a school’s standard instructional program that either meet the subject matter requirements for purposes of recognition for college admission pursuant to Section 66205.5 or are advanced courses, such as honors or advanced placement courses, on the sole basis of a pupil’s classification as an English learner. Pursuant to federal law, the pupil’s course of study is design	Met		07JUN2023	2023
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. Homeschool students have access to HELLO courses taught by credentialed teachers. 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 assessments. 8th-grade students have access to high school-level math and language courses. School counselors advise 9th- 12th-grade students to take courses required for graduation to ensure that students are enrolled 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 Geometry math course. 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. We are focusing the K12 Strong Workforce Grant funding to add CTE teacher support, dual enrollment opportunities, and work-based learning options to increase SWD and EL student participation. 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 Learning Management System (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-Calculus, 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. We are continuously creating new courses with embedded interventions to support all learners and address any learning loss. 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 Vista Higher Learning (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 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		08JUN2023	2023
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		28JUN2023	2023
33103300125385	Imagine Schools, Riverside County	7	The LEA uses a robust student information system to track student participation in state-required coursework for all students including those with exceptional needs. The LEA maintains current attendance data, and all data required for the support of all student subgroups. All students grades K-8 have access to and are enrolled in a rigorous course of study in a dual language program that will prepare them for their next level of education. The LEA provides all necessary services for students with exceptional needs and for English Language Learners.	All students grades K-8 have access to and are enrolled in a rigorous course of study in a dual language program that will prepare them for their next level of education. The LEA provides all necessary services for students with exceptional needs and for English Language Learners.	All students are enrolled in a broad course of study, including all required state coursework. All students are engaged in a dual language program, which will lead students to become bilingual and biliterate.	All students grades K-8 have access to and are enrolled in a rigorous course of study in a dual language program that will prepare them for their next level of education. The LEA provides all necessary services for students with exceptional needs and for English Language Learners. Based on stakeholder input, the school is looking at multiple options for providing additional coursework offerings, such as: CTE, college and career readiness, art, and music.	Met		15JUN2023	2023
33103300128397	CBK Charter	7	CBK Charter utilized Aeries course scheduling reports to analyze student enrollment in courses. Course approval forms were used to enroll students in the specific courses to meet their individual preferences for electives and 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).   CBK Charter utilized the Aeries courses scheduling report and the course approval form to ensure all students had access to a broad course of study across school sites. The process of enrolling students included the use of the Prospectus, Course Reference Guide, and the course approval form to ensure that students were enrolled in a broad course of study. No barriers were identified in preventing CBK Charter from providing access to a broad course of study for all students.	In CBK Charter, all students had full access to a broad course of study as defined by California Education Code 51210 and 51220(a)-(i). CBK Charter utilized the Aeries courses scheduling report and the course approval form to ensure all students had access to a broad course of study across school sites. The process of enrolling students includes the use of the Prospectus, Course Reference Guide, and the course approval form to ensure that students are enrolled in a broad course of study.	No barriers were identified in preventing CBK Charter from providing access to a broad course of study for all students. Technology was used to overcome any geographical barriers across sites. CBK implemented synchronous online learning intervention courses in ELA and mathematics as an additional support option for students. CBK Charter provided English learners with challenging curriculum and instruction that maximized the attainment of high levels of proficiency in English, advance multilingual capabilities, and facilitated student achievement in the regular course of study.  All students were scheduled in courses to meet the CBK Charter 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) in the classroom while learning grade-level, engaging, affirming, and meaningful (GLEAM) strategies. Teachers in Community school and Court school implemented service­-learning projects in history-­social science and science, and students completed personalized, interest­-based projects. These project­-based, service-­learning opportunities incorporated interdisciplinary ELA, mathematics, social studies, sciences, and college and career readiness.	CBK Charter implemented synchronous online learning intervention courses in ELA and mathematics as an additional support option for students. CBK Charter provides English learners with challenging curriculum and instruction that maximize the attainment of high levels of proficiency in English, advance multilingual capabilities, and facilitate student achievement in the regular course of study. Students who are classified as English learners shall not be denied participation in the standard instructional program of a school. The standard instructional program means, at a minimum, core curriculum courses, as defined in clause (i) of subparagraph of paragraph (6) of subdivision (b) of Section 33126, courses required to meet state and local graduation requirements, and courses required for middle school grade promotion. A middle school or high school pupil who is classified as an English learner shall not be denied any of the following:  • Enrollment in a full course load of courses that are part of the standard instructional program. • Enrollment in courses that are not part of a school’s standard instructional program that either meet the subject matter requirements for purposes of recognition for college admission pursuant to Section 66205.5 or are advanced courses, such as honors or advanced placement courses, on the sole basis of a pupil’s classification as an English learner. Pursuant to federal law, the pupil’s course of study is design	Met		20JUN2023	2023
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		22JUN2023	2023
33103300136168	Temecula International Academy	7	TIA has updated, confirmed and used the course enrollment data available in our student information system, Aeries, to oversee and assess the programs and services catered to unduplicated and exceptional needs students. Our administration collaborates closely with the Special Education (SPED) coordinator and other designated staff members to monitor the progress of these student cohorts, all of whom are identified within our SIS system. Our curriculum has undergone updates, ensuring that every grade span has 100% accessibility to a comprehensive course of study. Particular attention has been devoted to selecting programs tailored to adequately support students at each grade level. Furthermore, TIA has successfully procured sufficient curricular resources, ensuring that every enrolled student at TIA has access to these materials.	TIA has ensured that 100% of our student body has access to a comprehensive curriculum. Every student benefits from complete access to educational materials, technology, and additional resources to enhance their learning experience within the school. We continue to use Brainpop and IXL as supplementary resources with the dual purpose of supporting English Language (EL) students and assisting educators in delivering targeted English Language Development (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 remains committed to ongoing assessment of the school budget. This dedication is essential to facilitate effective short-term and long-term planning, ensuring the continued successful execution of programs and the provision of comprehensive resources to offer an expansive course of study to all students.	Met		22JUN2023	2023
33103300137836	Pivot Charter School Riverside	7	The metrics and tools that the LEA will be using to track the extent to which all students have access to a broad  course of study will be our updated course library, as well as our internal recommended course list for concurrent  enrollment. The LEA will measure the extent to which students are enrolled in a broad course of study by examining the number of students who enroll in each course and the number of students who go on to complete those courses.  We will also examine the number of students engaged in concurrent enrollment. Each of these metrics will be broken out to show grade spans, unduplicated student groups, and individuals with exceptional needs.	At the elementary level, students access core coursework online and additional coursework while attending the on-site program at the resource center. The on-site program provides students with additional support and enrichment opportunities, such as workshops, clubs, and electives. At the middle school level, students also access core coursework online. In addition to core courses, students have the opportunity to take a variety of electives, such as art, music, and foreign language. The on-site program for middle school students offers even more opportunities for enrichment, such as clubs, sports, and other activities. At the high school level, students have the most flexibility in their learning. They can choose from a wide variety of online courses, including AP and honors courses. They can also take courses at local community colleges. The on-site program for high school students offers a variety of support services, such as tutoring, academic advising, and career counseling.	Elementary students who do not attend the resource center program have the greatest barrier to accessing a broad course of study. Parents are trained on the curriculum, but some parents may not be able to commit to working with their children on a daily basis. Elective courses and field trips can help provide a broader course of study for these students.  Another barrier is the low number of electives being taken by middle school students. Middle school students who attend the resource center or participate in field trips regularly do have the opportunity to engage in enrichment activities. However, those that do not engage in these activities may not engage with other areas of study.  One major barrier for high school students is the limitations created by the use of academies. By asking students to select a pathway in 9th and 10th grades, some students may be selecting out of a more broad course of study that they could have found success in.	The LEA will create more embedded support for middle school students within their core curriculum to provide more students to participate in elective course work. These supports will focus partly on creating assignment alternatives that connect to a broader range of the student’s knowledge and experience. Pivot will also create more accurate and engaging course catalogs for teachers, students, and their teams to review eligible elective coursework.  The LEA will remove the academy selection form and process for 9th and 10th graders, and instead expose them to the widest options for choices. Narrowing of courses will occur later, when students' individual goals and best interests become more clear. Pivot has expanded the use of on-site support and enrichment courses for high school students. These will continue to be strengthened by embedding these activities in students dashboards, for better tracking and wider use across schools.	Met		15JUN2023	2023
33103300137851	Julia Lee Performing Arts Academy	7	JLPAA continues to work on closing the achievement gap. Every student is offered a rigorous course of study according to their grade level to close the achievement gap. In addition, social emotional learning (SEL) is addressed. SEL is fundamental to academic success and is woven into the work of every teacher in every classroom. Students at JLPAA participate in a robust VAPA program alongside the core curriculum. 100% of all students have access to the standards aligned curriculum, new textbooks etc. were purchased to address the needs of EL, Unduplicated, SPED as well.  All students were given access to a visual art program; SPED and 504 students participated the most. Initiated in the Spring 23 semester.	JLPAA continues to work on closing the achievement gap. Every student is offered a rigorous course of study according to their grade level to close the achievement gap. In addition, social emotional learning (SEL) is addressed. SEL is fundamental to academic success and is woven into the work of every teacher in every classroom. Students at JLPAA participate in a robust VAPA program alongside the core curriculum. 100% of all students have access to the standards aligned curriculum, new textbooks etc. were purchased to address the needs of EL, Unduplicated, SPED as well.  All students were given access to a visual art program; SPED and 504 students participated the most. Initiated in the Spring 23 semester.	There are no barriers at this time from preventing JLPAA from providing access to a broad course of study for all students.	Currently all of JLPAA students are receiving a broad course of study, including the arts.	Met		16JUN2023	2023
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.	Met		15JUN2023	2023
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 equals or exceeds 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 a 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		10JUN2023	2023
33103300138602	JCS - Pine Hills	7	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.	All students have access to the same curriculum and supports provided by JCS-Pine Hills. Students with IEPs and English learners have access to the same curriculum and courses as other students with supports as needed for success. Our data shows that while our SwD are graduating with a regular diploma at a higher rate, and the dropout rate is low (0% for 2022) this group of students is not meeting a-g requirements despite having access to the courses in both home study and at the academy. One action/service for the 23-24 LCAP is an analysis of the student group to determine why they are not enrolling in a-g courses.	N/A	Dual enrollment opportunities began in 2020-21 and are being expanded each year. A wider range of a-g offerings will be implemented in 23-24 using the Arts & Music Grant block monies and CTE pathways are being explored.	Met		09JUN2023	2023
33103300139428	Garvey/Allen Visual & Performing Arts Academy for STEM	7	Garvey/Allen STEAM Academy examines local measures to ensure all students have access to, and are enrolled in, a broad course of study.  The teachers, counselor, and administrators monitor benchmark assessments to ensure that all students are making progress toward proficiency in grade level standards. Garvey/Allen teachers created a Scope and 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 disabilities and develop a plan to meet their goals each year. Teachers and staff are also provided a list of English Learners specifying their levels and those students receive integrated English instruction during their core content instruction as well as designated English Language Development daily. Garvey/Allen maintains records to track the progress of all students toward meeting grade-level standards and individualized goals.	Garvey/Allen provides all Achievers with high-quality instruction and a rigorous culturally relevant state standards-aligned curriculum in an inclusive environment that provides relevant learning experiences that encourage Achiever engagement. The school ensures access to restorative practices, mindfulness, and instructional strategies. English Learners receive integrated English Language Development and designated English Language Development at their level daily.  Achievers with Disabilities receive Designated Instructional Services determined by the IEP team.  All Achievers participate in art, music, and physical education classes taught by specialists. Achievers are assessed on all standards in the four core subject areas.	Garvey/Allen examines local measures to identify barriers preventing the school from providing access to a broad course of study for all Achievers.  The greatest barrier is low student attendance and high chronic absenteeism for identified Achievers.  The 2nd greatest barrier with attendance is the need to increase Achievers’ sense of belonging and relationships with peers. The 3rd greatest barrier is the academic achievement of Achievers who are achieving well below grade level.  Garvey/Allen has identified a need for increased attendance by implementing a culture of positive on-time attendance through attendance incentives and positive recognition to ensure positive daily attendance. The attendance policy is communicated and supported through parent phone calls, parent meetings, attendance contracts, letters, and home visits. Garvey/Allen has implemented a system for identifying and serving Achievers who are chronically absent based on Achiever average daily attendance.  Garvey/Allen has identified a need, under the leadership of the School Counselor,  for an increase in supporting Achievers with their social emotional well-being including increasing the number of events to increase connectedness on campus. These events will include Achiever recognition programs, family nights, use of a social-emotional learning program, and a positive school climate.  ILPs for Math and ELA, intervention during the school day, and culturally responsive strategies will be implemented.	Garvey/Allen STEAM Academy will provide intensive and strategic interventions for students in English Language Arts and Mathematics for ALL Achievers focusing on the significant subgroups of African-American, Hispanic, English Learners and Reclassified English Learners, Achievers with Disabilities, and Socioeconomically Disadvantaged Achievers supported by teachers and additional support staff.   In order to ensure that students are safe and participate in our positive school structure, Garvey/Allen will continue to implement our House System as a major function of our positive Behavior Intervention and Supports (PBIS), Social Emotional Learning (SEL), and Restorative Practices. Garvey/Allen’s unique approach to PBIS has been found to decrease discipline and suspension rates, prevent violence, increase attendance, 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 a mental health focus on issues caused by trauma.	Met		29JUN2023	2023
33103300140780	Audeo Valley Charter	7	As of CBEDS  2022-2023 Audeo Valley Charter School served 239 students in grades 6-12.  The student demographics include:   • Percentage of Students with Disabilities: 17.0% • Percentage of English Learners: 10.0% • Percentage of Socioeconomically Disadvantaged: 74.9% • Percentage of Homeless and Foster Youth (FY): 1.5%  AVCS 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.      AVCS 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, and post-high school goals. All courses leading to a high school diploma are UC-ag approved and NCAA approved. Students have access to Advanced Placement (AP) courses, honors courses, dual-enrollment and articulated courses, CTE courses and courses based on their PPEP. There are no differences in accessibility to courses across student groups at our school.	There are no barriers preventing AVCS 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		22JUN2023	2023
33316250000000	California School for the Deaf-Riverside (State Special Schl)	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
33669770000000	Alvord Unified	7	Alvord Unified School District employs a multifaceted approach to guarantee that every student enjoys equitable access to a diverse range of courses. To accomplish this, the counseling teams at each school engage in one-on-one academic counseling sessions, meticulously scrutinize transcripts, track progress toward UC and CSU requirements, monitor A-G status, and keep tabs on graduation status. For students with unique requirements, a designated case carrier closely supervises their individualized education plans, ensuring that these plans consistently align with the students' broad educational trajectory throughout their time in the Alvord Unified School District. The language proficiency of English learners is assessed and monitored annually, serving as a key metric in tailoring their course of study to foster both language development and academic success. Additionally, teacher recommendations play a pivotal role in shaping and managing an appropriate course of study for each student.	Alvord Unified School District ensures that all students have fair and uniform access to a diverse range of educational opportunities. Each student is provided with the chance to engage in a wide array of academic offerings available across the district. These offerings encompass, among other options, Dual Language Immersion from Kindergarten to 7th grade, Visual and Performing Arts programs at all educational levels, Career Technical Education pathways, Advanced Placement courses, International Baccalaureate programs, Dual Enrollment courses, and AVID programs.	In Alvord Unified School District, historical obstacles that previously hindered students from fully engaging in a diverse range of academic pursuits encompassed factors like program involvement, persistent absenteeism, proficiency in the English language, and the availability of extracurricular activities. Despite the ongoing challenges posed by the aftermath of the COVID-19 pandemic in meeting students' social and emotional (SEL) requirements, counselors have remained dedicated to assisting all students. Their primary focus has been on aligning course selections with individual academic needs and preferred instructional methods while simultaneously addressing the burgeoning SEL needs of the student body.	Alvord Unified School District is actively focused on tackling chronic absenteeism through a range of initiatives. These efforts span across the entire district and are tailored to specific school sites. The primary goals include promoting a sense of belonging among students and encouraging their involvement in various programs and extracurricular activities. The well-being of both students and staff is a priority, and it is addressed through several strategies. These strategies encompass professional services provided within the school premises, the implementation of a positive school atmosphere to combat bullying, and raising awareness among both students and staff. Furthermore, the district places a significant emphasis on promoting program participation. This involves effectively marketing the available opportunities in areas such as Dual Language Immersion (DLI), Career and Technical Education (CTE) pathways, college and career readiness, athletics, Advanced Placement (AP) courses, and the various club options offered within the schools.	Met		08JUN2023	2023
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 continued to maintain enrollment in AP and honors classes while CTE enrollment has grown. For the 2022-2023 school year BUSD had 251 students (21%) in Honors/Advanced classes, 270 students (23%) in Advanced Placement classes, and 560 students (47%) 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 grades TK-8. Pathway Awards are given to students in fifth and eighth grades who show proficiency in their bilingualism and biliteracy skills. Elective offerings include Entrepreneurship, Cadet Corps, AVID, Leadership, MESA, Drama, Orchestra, Construction and automotive. Advanced Placement classes in the following: Biology, Calculus, English, Physics 1 and 2, Psychology, Spanish Language, US Government, US History, and World History. Honors classes are offered in Chemistry and English 9 and 10. BHS also offers the following Dual Enrollment classes through Mt. San Jacinto Community College: Math 105/100, Math 211/212 and Spanish 101/102, as well as a CSU Expository Reading and Writing course.  The county seal of Biliteracy and the State Seal of Biliteracy are also offered to all eligible students at BHS. BUSD has launched its first cohort of middle college students.	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		14JUN2023	2023
33669930000000	Beaumont Unified	7	The District utilizes numerous digital tools and assessments to monitor academic performance and progress, student well-being and engagement, student behavior and school climate, graduation requirements, and University of California (UC) and California State University (CSU) admission requirements (A-G eligibility). These tools include but are not limited to: Aeries, the District's Student Information System (SIS), Special Education Information System (SEIS), Schoolzilla, ELLevation, California School Dashboard, iReady for reading and mathematics for Kindergarten (K) through grade eight (8), Renaissance Learning (STAR Reading and Mathematics) for grades nine (9) through twelve (12), Panorama, Ed-Data, California Dataquest, and the California Dashboard. The District is able to disaggregate data by identified student groups to better serve unique and dynamic student populations. This information is combined with a review of District-wide course offerings, student transcripts and school site master schedules to ensure all students especially Students with Disabilities (SWDs) and Unduplicated Pupil Population (UPP) students have access to, and are enrolled in, a broad course of study.	All students in the District had full access to a broad course of study as defined by the LCFF Priority 7 (Statement of Model Practices). At the high school level, the District offers Career Technical Education (CTE) pathways in Residential and Commercial Construction, Food Service and Hospitality, Manufacturing and Engineering, Public Safety, Patient Care, Sports Medicine, Health Care Administrative Services, Digital Media and Game Design, Performing Arts, and Digital Video Production. Through a partnership with Mt. San Jacinto College (MSJC), high school students are able to take dual enrollment and articulated courses to earn college credit. Advanced Placement (AP) courses also provide an opportunity for post-secondary advancement. Beaumont Middle College High School (BMCHS) opened during the 2022-23 school year with a cohort of students in grades ten and eleven with expansion to include grade twelve coming in the 2023-24 school year. The goal of BMCHS is for students to satisfy the Intersegmental General Education Transfer Curriculum (IGETC) requirements while earning their high school diploma. Students meeting the IGETC requirements would fulfill their lower division General Education requirements at both University of California (UC) and California State University (CSU) systems.  California Department of Education LCFF Priority 7 Statement of Model Practices - https://www.cde.ca.gov/eo/in/lcff-pri7-practices.asp	The District seeks to eliminate all barriers that could prevent students from accessing a broad course of study. In some cases, master schedule and bell schedule constraints may limit access to desired coursework. These constraints may include but are not limited to: support and/or intervention classes limiting student access to desired elective opportunities within the regular school day, conflicts within the daily schedule that do not allow students to take multiple desired courses, high levels of student interest with a limited number of sections offered of a given course, and facility limitations which preclude program expansion. Any potential barriers are regularly analyzed and addressed to ensure student opportunities are maximized.	In order to ensure that all students have access to a broad course of study, the District has invested heavily in the development of elective courses, Visual and Performance Arts (VAPA) courses and CTE courses.  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 and Visual and Media Arts at the high school level.    The District is expanding its Science, Technology, Engineering and Mathematics (STEM) programs District-wide with a K-5 focus.  The District has expanded its Dual Language Immersion (DLI) program to a second elementary school in order to provide students and families with additional opportunities.  The District has just opened its first middle college in order to provide students the ability to take college courses on a college campus.  Leaders in the District have spent the greater part of the 2022-23 school year to revise the District's mathematics course sequencing in order to better serve all students.   With the passing of Proposition 28, the District will look to add elementary enrichment teachers, music teachers and art teachers.  There is a need to build elementary and middle school VAPA programs in order to successfully feed into the high school VAPA program.	Met		06JUN2023	2023
33669930127142	Highland Academy	7	All students in grades TK-5 receive art, fine arts, and PE in addition to core subjects. In our secondary grade levels, all students are enrolled in the core subjects with one elective class, and we use multiple means to track the extent to which all students have access to, and are enrolled in, a broad course of study.  Our student information system (SIS), adopted course content and expected workload, and individual planning meetings with the school counselor and/or administrator all support students in this endeavor.   Data is collected and analyzed and 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. Service providers maintain service logs to monitor that all IEP services are implemented as outlined in the IEP.	Highland Academy uses the following to track how all students have access to, and are enrolled in, a broad course of study: 1) Our school offers the minimum course requirements required by California Education Code (EC). Our compliance is tracked by our student information system (SIS).  2) All elementary and middle school students are offered a broad course of study that are available to everyone. Some courses have prerequisites but all required course offering is open without restriction; 3) Students with disabilities, English Learners, and students receiving interventions have access to a variety of educational and academic options to support their learning.	Barriers preventing Highland Academy from providing access to a Broad Course of Study include: 1) The school schedule limits the available time for targeted intervention and services. Our school 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 may have to forgo an elective course to receive an intervention/service period.   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.	School leaders, together with special education and general education staff, collaborated to identify alternative options for targeted and supplemental intervention that don’t limit access to a broad course of study. Our school has created after school programs to be able to provide intervention outside the school day in order to provide students with greater access.  Special Education: The school has established and will continue implementing a robust multi-tiered system of supports to use school-wide. Professional development on the MTSS will be provided to all staff. We have also developed a master bell schedule that includes intervention time that is embedded during the school day (7th Period). 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 will continue to be prioritized.	Met		23JUN2023	2023
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 (ELLs) 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 had trouble 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.	Met		23JUN2023	2023
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 4,641 students are enrolled in at AP classes representing an increase of 1.1% from the previous year. However, this percent participation is still lower than prior to the Pandemic. The Dual Enrollment courses offerings continue be offered on each high school campus. The percentage of students completing A-G requirements decreased slightly from the previous year. There are 12 different CTE pathways available for students to pursue. The number of students who enrolled in CTE classes for 22/23 is 8,380 with include 1382 students with an IEP, 6464 fee waiver eligible student,  661 English Learner students. CNUSD schools provide CTE courses in the areas of Agriculture, Aviation, Engineering, Health Studies, Microsoft focus and Logistics, Arts and Media, and Building and Construction, 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		20JUN2023	2023
33670410000000	Desert Center Unified	7	Eagle Mountain School is a TK-8th grade school.  It has an enrollment of approx. 25 students. Individual class sizes are small and three teachers teach in multi-grade classroom settings.  These class setting are TK-2nd, 3rd - 5th, and 6th - 8th.  Desert Center Unified does have high school students but through an MOU with a neighboring district these students attend a hybrid online school where students work remotely four days a week and attend the high school one day a week.	Students in K thru 6 are provided a board course of studies typical to their grade level setting.  The school utilizes McGraw Hill textbooks as the primary source for delivery of content/standards.  This includes both hard copy textbooks and an online version.  The school has a high number of low-income students.  In addition, the school has English language learners. Regardless, “all” students, specifically unduplicated students, are provided a consistent and quality program of study.  Each student has equal access to the enrollment and access to the board course of study at the school.    Those students with disabilities are provided with appropriate services and  programs that support their goals.  Special Education services are provided though RCOE and with MOU’s with other districts and companies.	The school is very unique with the small class sizes and the instrucction support provided in each of the three classroom settings.   There are few barriers preventing the LEA from providing access to a board course of study for all students.  Those students with disabilities are provided with appropriate services and  programs that support their goals.  Special Education services are provided though RCOE and with MOU’s with other districts and private companies.	Currently, there are no revisions or new actions being implemented.  The school will continue to work on professional development of the instructional staff with respect to tiered interventions and to build teacher capacity to ensuring a strong robust academic offering.  Review of student academic data allows teachers and paraprofessionals to do targeted intervention in core academic settings.	Met		21JUN2023	2023
33670580000000	Desert Sands Unified	7	Students in DSUSD are provided with access and are enrolled in a broad course of study. 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. DSUSD built its own LTE network to provide access for all. Effective Multi-Tiered Systems of Support and Professional Learning Communities in all schools lead to best first instruction, timely intervention, and re-teaching within the classroom setting, limiting the need for tier two and three supports. A culture of college and career readiness is supported at all schools to support students to make educated decisions.	DSUSD 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: IB programs at Amelia Earhart Elementary, Benjamin Franklin Elementary, John Glenn Middle, and La Quinta High. AP Capstone Program at Palm Desert High and Shadow Hills High. 21 CTE programs at all four comprehensive high schools and two alternative schools. Pre-AP courses in English I, World History, Music, Ceramics, Theater, and Dance, at one comprehensive high school and English I at another comprehensive high school. AVID has been implemented at all secondary schools and eleven elementary schools. We anticipate adding at least three more schools next 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.	All schools have implemented MTSS and continue to build their tier structures. DSUSD 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.  DSUSD will continue to support a reduced high school counselor ratio at 400/1, allowing for more face time between students and counselors to support their needs. In addition, we will continue to support full-time counselors at each elementary school. Cardonix master schedule software implemented.	Met		20JUN2023	2023
33670586031959	George Washington Charter	7	All students attending WCS have access to and are enrolled in a broad course of study. TK-5 students receive instruction and services in the least restrictive environment.  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.  Students are provided with Chromebooks 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.  Number/percentage of students with access to their own copies of standards-aligned instructional materials for use at school and at home, 100%.	The beginning of the 2022-23 was welcomed by parents, students and staff. As a charter school families in the Coachella Valley and beyond have a choice in the education they choose for their child. In addition to WCS there are additional choices of programs at other DSUSD schools.  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.	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 2023  Flexibility with regard to sending home devices during the school year	Met		12JUN2023	2023
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.  Counselors use Synergy to make sure students have the proper classes.	All PDCMS students are enrolled in core classes, PE, and an elective of their choice, except ELD students. These students are offered a Zero PE program to them an opportunity to select an elective of choice.	Based on a review of available courses at PDCMS, we offer a broad course of study for students. The most significant barrier our master schedule .We do offer a variety of enrichment classes after-school to enhance students' experience on campus.	"PDCMS offers ""ZERO PERIOD"" in PE courses allowing students in ELD, AVID, or remedial classes to take an elective course of their choice.  In addition, we offer a variety of enrichment classes after school."	Met		07JUN2023	2023
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, 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 (Hemet Unified School District) has determined there are no systemic barriers to a broad course of study. Renovations to the system of course offerings, and associated student support service practices (discussed below), and identified steps have removed/mitigated previously identified barriers.	The following represent some of the recent renovations in 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		20JUN2023	2023
33670820120675	Western Center Academy	7	Our ultimate measure of our students having access to a broad course of study are our graduation rate and our a-g completion rates. Tangentially, we also look at our college acceptance and attendance rates, but there are many reasons why a student who is capable of going to college might choose not to (military, entrepreneurship, religious mission, etc.). Along the way, we look at course pass rates, credits attempted and earned, progress towards graduation requirements, and progress towards a-g completion.	All middle school students at WCA take the exact same, rigorous, accelerated, honors coursework. Most thrive in this environment and those who struggle are provide vast amounts of support to ensure their success. High school students continue with the required rigorous curriculum in 9th grade with most having identical schedules, and then as they progress through high school, they begin to have more options for choosing how many rigorous courses they want and how many elective or CTE classes they want.	We have a 100% graduation rate since our high school’s first graduating class and nearly all of our students complete their a-g requirements. The very small number who have not are not enough to draw any conclusions about patterns or groups.	We have added a CTE pathway to our curriculum, options for mathematics other than AP Calculus junior and senior year, have added many elective classes, and allow our students to take dual-credit college courses in their areas of interest. These college courses vastly increase the available course of study to our students beyond what we could provide from within.	Met		16MAY2023	2023
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 on 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 study. 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 the school day.  All secondary students have access to a broad course of studies within their school offerings. Course offerings and programs (e.g., CTE) are often 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 provide courses within their area of interest. For example, students can participate in an Early College Program at one comprehensive high school. While at another high school, students can participate in an AP Capstone program.	No barriers have been identified at this time.	All high school students are enrolled in a course of study that prepares 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. All 7th-12th grade students meet with their Counselor annually to craft and modify a 6-year educational plan.	Met		26JUN2023	2023
33671160000000	Menifee Union	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 CAASPP Interim assessments) to track student progress and develop support to ensure student success and full participation. For the purposes of disaggregating student groups for the broad course of study metrics in middle school, we use queries within our Student Information System. The District-wide social-emotional curriculum is monitored by the administrators' dashboard for implementation and usage.	The student data that demonstrates student access to a broad course of study is captured by the Student Information System. Each middle school in MUSD provides students with 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. Each middle school provided a student survey with current and potential elective courses. Based on the student data, each middle school has offered different elective courses to meet the needs of its student population. Inspection of the District's demographic data through the SIS reveals that the District identified 8.3% of our students enrolled in Special Day Classes (SDC) are enrolled in advanced electives such as ASB, WEB, and College and Career Readiness (CCR). The percentage of unduplicated students who have access to Compacted Math, a rigorous course, is 49.4%. The percentage of unduplicated students enrolled in advanced electives, such as ASB, WEB, and CCR is 55.2%. The percentage of Foster Youth enrolled in advanced electives is 17%. The percentage of unduplicated students enrolled in Spanish, a rigorous course of study, is 61%.	A root cause analysis, as identified by previous years' Performance Indicator Review, linked the barriers to a lack of an identified 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 focus on Universal Design for Learning Guidelines for Access in 2022-2023 has provided a foundation to continue building opportunities for students with exceptional needs to experience a broad course of study to increase engagement.	"The District has focused on the Multi-Tiered Systems of Support (MTSS) to increase student outcomes through comprehensive differentiated instruction, social-emotional learning, academic interventions, and Universal Design for Learning to support all students and engagement in the District’s broad courses of study. For the 2022-2023 school year, the focus has been on developing teachers' proficiency in the identified practices and strategies for the Universal Design for Learning Guideline of Access. In 2023-2024, teachers and support staff will continue to learn and apply the strategies for ""Access"", with the addition of the Universal Design for Learning Guideline of Build. The MTSS District leadership team with input from all teachers through staff meetings has identified the following strategies and practices under the UDL Guideline of ""Build"": explicitly teach collaborative group roles and expectations; encourage students to identify the what of learning as well as the why; use diagrams, flow charts, animations, videos, physical or virtual manipulatives and or original student creations; use text-to-speech, provide sentence strips or starters, and provide scaffolds that can be gradually released with increasing independence and skills."	Met		15JUN2023	2023
33671160109843	Santa Rosa Academy	7	SRA examines annually the course selections available to students. For the 2023-24 SY the Middle School will have several elective options added, including Spanish. High School students have expanded options to take concurrent, dual, and articulated credit courses with the local community college. Elementary has had added an enriched PE program that is teacher co-lead with student coaches from the HS.	All students at SRA have access to a broad course of study and have ample opportunity and resource to fulfill an A- G graduation pathway and pursue completing college credits whilst in HS.	SRA is a small school and the options to students is limited by the size of the current facilities. Additional school buildings would need to be added in order to expand program offerings on site. However the current campus size provides a robust and broad course of study for all students.	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.	Met		14JUN2023	2023
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 – multiple subject classrooms that feature ELA, Math, Science, and Social Studies. Weekly VAPA opportunities, including elementary band program for 4th and 5th grade students. 4th and 5th grade students receive VAPA instruction on a rotating basis (art, music, etc.). The required Physical Education minutes are met weekly. Dual Language Immersion is available at six sites. All elementary sites have implemented P3 Read. AVID is implemented at 11 elementary sites which is an increase from previous years. Xello career exploration software is implemented in all elementary schools to support student access to career planning and post secondary success. Secondary – The courses 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 instructional support through Integrated and Designated ELD is available at all MS and HS sites. Dual Language Immersion is available at three MS sites and one HS. Full continuum of SpEd Services are provided at each site, including specialized academic instruction through the Resource Specialist Program (RSP), Speech and language (SLP), Occupational Therapy (OT), Physical Therapy (PT), Deaf/Hard of Hearing (DHH), Vision Impairment services (VI), Adapted PE (APE), mental health and Special Day Programs. Students have access to GATE classes, honors courses, Advanced Placement, International Baccalaureate, Dual Enrollment, and CTE.	Designated ELD when taken in conjunction with a separate English Language Arts course and Special Education Study Skills classes prevent students from taking other types of 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 at one middle school and one high school with one elementary school applying for candidacy; Decrease in the counselor to student ratio to provide additional graduate and post-secondary guidance; BARR and AVID programs to support student success; STEAM elective classes/learning activities offered at all schools; Two STEAM tracks (two elementary schools to two middle middle schools to two high schools align their STEAM programs); one middle school has all teachers STEAM certified; CTE Pathways at all high schools supporting 11 Industry Sectors and offered at 4 Middle Schools supporting Cyber Security and Engineering pathways; Full inclusion options at the secondary level for students with disabilities; Elementary AVID at 11 school sites: Butterfield, Cloverdale, Creekside, Edgemont, Honey Hollow, Hendrick Ranch, Moreno, Ramona, Sunnymeadows, Sunnymead,  and Towngate.  Transcript audits are conducted with school counselors to identify gaps in schedules, to support students in meeting a-g requirements, and provide students with greater access to a broad range of courses.	Met		27JUN2023	2023
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 TK-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 TK-8.  Elementary students can access some courses, such as STEM.	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 funds to support Priority 7.	Met		08JUN2023	2023
33671573331014	Nuview Bridge Early College High	7	"Written into the LEA's LCAP as two of our four goals are 1) ""Improve college and career readiness for all student groups, particularly EL population and socioeconomically disadvantaged students"" and 2) Improve participation of all student groups in the college program, particularly EL population and socioeconomically disadvantaged students."" Success in these two areas, though each explicitly references college-related success, is necessarily predicated on success in a wider range of academic areas, including the full, broad-based high school academic program. Furthermore, each of these LCAP goals is broken down into several different metrics that are measured annually to monitor the effectiveness of implementation."	Data monitoring of specific metrics related to goals one and two from the LEA LCAP (noted above) indicate the following during the 2022-23 school year:  - 5.7% increase in number of all students enrolled in college courses  - 6.3% increase in unduplicated student enrollment in college programs - 19% decrease in number of all 12th grade students completing A-G requirements upon graduation - 30% decrease in number of unduplicated 12th grade students completing A-G requirements upon graduation - 10% increase in all students achieving at least 2.0 gpa for fall semester and 4% increase in all students achieving at least 2.5 gpa for fall semester over prior school year  - 9% increase in unduplicated students achieving at least 2.0 gpa for fall semester and 8% decrease in unduplicated students achieving at least 2.5 gpa for fall semester over prior school year	The data indicate that the LEA has been successful in expanding access to a broad and rigorous course of student for all students, including unduplicated students. However, the data also indicate that further support is needed in ensure the success of all students in those broad, rigorous academic programs. As noted in the LEA's 2022-23 LCAP, that year's graduating class was the first class admitted to the LEA as 9th graders without the prior gpa requirement that was eliminated through changes to California state legislation. Since that time, the LEA has seen an increase in the diversity of its student body as well as the diversity of needs of its students. Substantial improvement has been made in the past year to expand supports for all students and to anticipate the needs of a student population that is likely to continue to become more diverse in coming years. However, the data make it clear that access to a broad rigorous academic program is only a start, and that continuing to develop appropriate supports for all students to be successful in that academic program will continue to be an area of focus moving forward.	The three student groups that have represented the greatest increase to the LEA's student population in the past one to two years have been English Learners, students with IEPs, and students who have historically had gpa below 2.0. Supports that have been implemented to provide appropriate support to these, and to all, students have been described in greater detail throughout this document, but include expanded SST, 504, and IEP processes, establishment of mental health staff, facility, and multi-tiered program, expanded focus on foster/homeless youth support, increased campus security and supervision to improve real and perceived safety, expanded peer mentorship and student leadership programs, increased staffing to campus counseling department, and increase systematized data monitoring of student progress to better understand and more quickly adapt to identified areas of student need.	Met		08JUN2023	2023
33671730000000	Palm Springs Unified	7	PSUSD uses multiple reporting structures to monitor access and enrollment patterns.  Reports are available via 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 are added to more effectively monitor student progress. PSUSD continues to refine an internal data tool to track student progress towards meeting A-G requirements. PSUSD partnered with Riverside County Office of Education in a transcript analysis process, identifying barriers and progress towards accessing and completing courses for graduation requirements and A-G completion. Counselors used data systems and session findings to analyze scheduling practices to promote equitable access to a broad course of study.  Monitoring structures are in place for English Learners to receive support for language acquisition, and that students with disabilities are provided appropriate services.  CALPADS reporting is reviewed to evaluate course distribution and verify enrollment information is accurate. Educational Services presents the Instructional Program Report to the Board of Education each summer, outlining current progress towards meeting instructional program related board policies. Technology access and online learning application usage are monitored closely to ensure access to courses and instructional content both in school and at home.	Elementary students participated in multiple subject classrooms and attended class time with credentialed PE and Music teachers. The new elementary STEAM program provided additional access to related subject content for all elementary students. Transcript and master schedule analyses indicate that courses are offered in sufficient quantity for all required content areas in the middle school and high school settings.  Access to credit recovery and intervention services continues to be a priority, as closing learning gaps and skill development is still needed for many students to access course content at grade level.  Technology continues to be a significant part of ensuring access to content, as students access online tools both in class and at home. Students are provided Chromebooks and wireless internet access as needed to ensure access to online learning materials.   Enrollment reports indicate student ethnicity group distribution across all sites continues to 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 are being aligned to the transcript analysis findings as part of systemic improvement towards increasing A-G completion rates.	Chronic absenteeism rates continue to report significantly higher compared to pre-pandemic levels, with all student groups reporting high rates. Although rates improved in 2022-23, absenteeism continues to present as the most significant barrier to student participation in and completion of courses.  Absenteeism also negatively impacts student participation in district support offerings, including academic intervention, mental health services, expanded learning opportunities, and other MTSS programs. Student social-emotional stressors, mental health needs, and intervention needs continue to be present across all school settings.  Additional mental health services provide students with needed support for completing course requirements, however support needs continue for many students.  Academic interventions provide students with timely and targeted support in developing skills, understanding content, and closing persistent learning gaps.  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. Transcript analysis conducted in 2022-23 identified the district’s primary barriers to A-G completion.  These barriers include students needing academic support and grade recovery options in subjects such as English and social science as well as suboptimal rates of completion of multi-year course requirements in subjects like world language.	PSUSD continues to address student needs as part of providing a high-quality education.  PSUSD continues to refine Multi-Tiered Systems of Support (MTSS) structures to best support students based on identified needs.  Improving A-G completion rates is supported using reporting tools developed to monitor student access and timely intervention to support students in completion of A-G coursework. Adjustments are being implemented in counseling approaches, progress monitoring, and academic supports to address barriers identified through the transcript analysis process. EL students are provided with tiers of support to access course content and develop linguistic skills in English. The “Mission Graduate” program supports EL and low income students in completing high school graduation requirements. The elementary STEAM program has proven effective in providing additional access to technical content in these areas.  Districtwide attendance initiatives, including home visits and community liaison contacts, continue to be implemented to address chronic absenteeism.  Social-emotional learning and mental health supports are in place to provide individualized assistance in meeting student needs in order to create conditions of success for learning.  The Family Engagement Center continues to provide programs to connect families to resources and remove barriers for students and families. Other actions to improve access and outcomes can be viewed in the LCAP at www.psusd.us.	Met		27JUN2023	2023
33671736032411	Cielo Vista Charter	7	The LEA has increasingly effective measures for identifying schools in qualitative data. Reports from synergy and master schedules.   Priority 7 requires LEAs to annually measure 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 Ed Code for grades 1 6 and 7 12. Student group data was analyzed for this indicator, including data for unduplicated students and student with exceptional needs. The SBE approved self reflection tool must be used to report outcomes in this area in narrative form responding to four prompts. Measures and tools for tracking. Summary of the extent to which students have access to, and are enrolled in, a broad course of study. Identifying barriers preventing access for all students. Revisions, decisions, or new actions that the LEA will or have implemented to ensure access and enrollment to a broad course of study.	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. Our Spanish Speakers are able to take Spanish for Spanish Speakers which is also A-G and quickly gets them to their Seal of Biliteracy.	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	"Due to stakeholder feedback,  including district high schools, CVC wrote a course proposal for a new course titled ""Middle School Computer Science"". It was recently approved by the district Curriculum Advisory board and the School Board. Students from the entire district will benefit from this course approval. The class will align for students to feed into the high schools' AP Computer Science courses. CVC has also added the new course ""Business of ESports"" due to the increase interest and competitive opportunities."	Met		27JUN2023	2023
33671810000000	Palo Verde Unified	7	Palo Verde Unified School District utilizes the following local measures to track the extent to which all students have access to a broad course of study: Aeries Student Information System, School Master Schedules, Student Course Offering, Student Transcripts, and Class Size Reports.	Elementary: All Elementary Students in Grades TK-8 participate with Physical Education standards taught by a credentialed teacher using SPARK curriculum. All students in grades 6-8 have access to Visual & Performing Arts through a credentialed music teacher teaching the Music content standards - all 6th grade students access the music exploration wheel class at each elementary school and all 7th and 8th grade students have the opportunity to select elective band class as one of their elective classes. High School: All 9th grade students are enrolled in the Freshman Seminar class to support these students in being college and career ready. The Freshman Seminar teachers are trained in the Get Focused Stay Focused program and the Career Choices and Changes curriculum. The curriculum supports students developing their education and career plan. CTE courses are currently offered in the following areas for all students in grades 9-12: agriculture, business, cyber security, media production, and culinary arts. PVHS also partners with Palo Verde College to expand CTE pathway options for students. The PVHS-PVC concurrent enrollment pathways include auto mechanics, welding, building construction technology, and computer graphics. Visual and Performing Arts courses at PVHS include Art I & 2, Crafts I, Theatre I, Media Production I,II; Transitional Band, Intermediate Band, Advanced Band, Guitar I, II, and Music Theory. World language courses include Spanish I, II, III.	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 redesigned so that it is more 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		27JUN2023	2023
33671810138610	Scale Leadership Academy - East	7	At SCALE Leadership Academy-East, we prioritize individualized education for TK-12 students, including tailored course placement and Individual Learning Plans. High school students follow a four-year plan aligned with CSU/UC requirements, guided by our Academic Counselor. Online platforms offer diverse courses and electives, fostering exploration. We emphasize college and career readiness through Advisory and elective courses, and students can access Honors, AP, and dual enrollment programs. Our approach equips students for success beyond high school.	At SCALE Leadership Academy-East, we strongly encourage students to fulfill the A-G requirements for UC and CSU admission. Our yearly updated course list offers UC-approved courses in English, math, social studies, science, foreign language, and fine arts, aligning with university expectations. We advocate surpassing these minimum requirements to broaden opportunities and prepare for diverse futures. Counselors guide students through academic assessments, stressing A-G significance. While we emphasize A-G, we also value Career Technical Education courses for non-A-G pathways. Our goal is to graduate adaptable learners ready for any post-secondary pursuit.	At SCALE Leadership Academy-East, we've achieved full implementation and sustainable progress in providing a comprehensive education. A-G course approvals have been instrumental in ensuring rigorous preparation for post-secondary opportunities. Despite expanding our course offerings, we've encountered challenges in maintaining necessary family meetings. To enhance family engagement and communication, we're implementing strategies that emphasize meeting significance, convenience, and preparation. We're exploring innovative approaches like flexible meeting times and virtual platforms. By prioritizing routine meetings, we aim to strengthen the school-family partnership and ensure student success. Our commitment to addressing challenges and involving families remains resolute, creating a supportive environment that enhances outcomes for all.	SCALE Leadership Academy-East is dedicated to offering a comprehensive course selection that meets diverse student needs. Regular curriculum reviews ensure our offerings remain relevant and aligned with educational standards. Continuous improvements are based on feedback from students, parents, and partners, guaranteeing high-quality and engaging courses. We adapt to changing student needs, emerging trends, and technology. Our aim is to equip students with skills for the future by providing a well-rounded education that encourages exploration, critical thinking, and pursuit of post-secondary goals. Ongoing curriculum enhancement ensures our students access a rich educational experience aligned with 21st-century demands.	Met		17JUN2023	2023
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 for attendance, 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; 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 include classroom visits to inform parents. The district has previously 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		15JUN2023	2023
33671996105571	Innovative Horizons Charter	7	IHCS maintains detailed records of all courses offered and enrollment records to track the extent to which all students have access to, and are enrolled in a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs.  Master Scheduling: Master scheduling software helps in ensuring that students have access to a diverse range of courses. It allows PESD/IHCS to allocate resources efficiently and avoid conflicts in course offerings. Demographic Data Analysis: PESD/IHCS collect and analyze demographic data to identify disparities in access to courses among different student groups. This includes race, ethnicity, socio-economic status, English language proficiency, and more. Student Information Systems (SIS): SIS software tracks individual student enrollments in specific courses. PESD/IHCS can use this data to identify students who may be underrepresented in certain course offerings. Special Education Records: PESD/IHCS maintain records of students with exceptional needs, including those in special education programs. These records are critical for ensuring that students receive appropriate accommodations and access to a broad course of study. PESD tracks teacher assignments to ensure that qualified teachers are assigned to courses and that all students.	IHCS maintains detailed records of all courses offered and enrollment records to track the extent to which all students have access to, and are enrolled in a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs.  Master Scheduling: Master scheduling software helps in ensuring that students have access to a diverse range of courses. It allows PESD/IHCS to allocate resources efficiently and avoid conflicts in course offerings. Demographic Data Analysis: PESD/IHCS collect and analyze demographic data to identify disparities in access to courses among different student groups. This includes race, ethnicity, socio-economic status, English language proficiency, and more. Student Information Systems (SIS): SIS software tracks individual student enrollments in specific courses. PESD/IHCS can use this data to identify students who may be underrepresented in certain course offerings. Special Education Records: PESD/IHCS maintain records of students with exceptional needs, including those in special education programs. These records are critical for ensuring that students receive appropriate accommodations and access to a broad course of study. PESD tracks teacher assignments to ensure that qualified teachers are assigned to courses and that all students.	Based on CAASPP results, there is a need for professional development in data analysis to pinpoint the specific area of academic needs of students. Additionally, professional development, training, and collaboration focused on math and reading intervention will be made available to teachers. The academic performance indicated that most students had not met grade-level standards. Students with Disabilities and African Americans, to a lesser extent, met or exceeded significantly lower than the school average and require targeted support and intervention. Academic engagement indicators demonstrate a need to focus on chronic absenteeism across all student groups.  Based on the data, there is a need for an academic coach, teacher training and collaborations, student reading interventions from a reading teacher, after-school intervention, as well as materials/supplies and technologies necessary to implement core curricular and intervention programs to target specific needs of SWD and other student groups' needs.	The response to intervention is the next step to ensure access to a broad course of study for all students. Mastering essential standards while providing intervention to fill in the gaps/skills that were not mastered in previous grades is the next response that IHCS will make in order for all students to learn at high levels. Based on CAASPP results, there is a need for professional development in data analysis to pinpoint the specific area of academic needs of students. Additionally, professional development, training, and collaboration focused on math and reading intervention will be made available to teachers. The academic performance indicated that most students had not met grade-level standards. Students with Disabilities and African Americans, to a lesser extent, met or exceeded significantly lower than the school average and require targeted support and intervention. Academic engagement indicators demonstrate a need to focus on chronic absenteeism across all student groups.  Based on the data, there is a need for an academic coach, teacher training and collaborations, student reading interventions from a reading teacher, after-school intervention, as well as materials/supplies and technologies necessary to implement core curricular and intervention programs to target specific needs of SWD and other student groups' needs.	Met		05JUN2023	2023
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		21JUN2023	2023
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		21JUN2023	2023
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 study. Additionally, course enrollment reports developed in Aeries and with other RUSD customized computer applications identify access and enrollment based on grade spans, unduplicated student groups, and students with exceptional needs. RUSD uses summative reports from the College Board to analyze student progress by student groups and programs to ensure equity and access trends are positive and there is growth in the system with our most disadvantaged students.	For the 2022-23 year, 100% of RUSD's 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 2022-23 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 RUSD's 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		29JUN2023	2023
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.	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. There are no differences across school sites, as there is only one LEA.	Not applicable. There are no barriers preventing the LEA from providing access to a broad course of study for all students, as all students have access.	Not applicable. There aren't any revisions, decisions, or new actions we will implement. All students have access to a broad course of study.	Met		01FEB2023	2023
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 California Department of Education DataQuest website is another source of data for monitoring enrollment trends.  Grades TK-5: Self-contained TK-5 elementary classes are developed with an intentional method in which the demographics of classes reflect the demographics of the school. All students, which encompasses English learners, foster and homeless youth, socio-economically disadvantaged students, and students with exceptional needs, have access to the core instructional subjects and curriculum.   Grades 6-8: With the 7-period day for middle school grades, middle school 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). Additionally, students in 6th grade have access to the elective wheel or AVID, which provides: college and career readiness skills, as well as student success instruction in goal setting, planning, and leadership skills.	Romoland School District monitors enrollment trends in Grades 6-8 STEM, VAPA, AVID, and LOTE. Since all students have access to an enrichment elective, elective demographics are on par with schoolwide demographics.	Given that Romoland School District has six schools as of the 2022-23 school year, course access is fairly easy to monitor and adjust. As of the 2022-23 school year, the District added a new TK-8 school, an alternative school of choice, with three personalized pathways: Academy Program, Virtual Program, and Home School Program. Our TK-5 students matriculate to one comprehensive middle school for grades 6-8 as of 2022-23, or families can choose the alternative school of choice. At the comprehensive 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. Middle school students at the alternative school of choice are also ensured access to an enrichment elective.	The District has added and expanded the academic and enrichment course offerings for students over multiple years. In 2022-23, a new peer leadership elective was added to the comprehensive middle school, and choral music is being added for 2023-24.  Grades TK: Romoland School 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 within the district.  Grades K-5: The District added elementary physical education teachers to teach students their 100 minutes of weekly physical education. An elementary music teacher and program were also added to provide music education for grades 3-5.   Grades 6-8: 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, there was an expansion of AVID electives to include Grade 6 AVID and AVID Excel; LOTE was expanded to include AP Spanish for grade 8 students. Additionally, there was an increase in the number of Computer Science classes offered.  In 2022-23, a new peer leadership elective was added to the comprehensive middle school, and choral music is being added for 2023-24.	Met		27JUN2023	2023
33672490000000	San Jacinto Unified	7	San Jacinto USD utilizes data collected through our Aeries Student Information System (SIS), including usage of 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.	According to Aeries Analytics, only 8.2% of our students access Advanced Placement (AP) courses at the secondary level.  Our unduplicated student groups of English Learners, Foster Youth, Homeless and Socioeconomically Disadvantaged are underrepresented.  However, we have observed an increase for our English Learners accessing AP Spanish courses.	The District is in process of investigating the root cause of why unduplicated students to not have access to advanced courses.  A team that includes both school and district personnel has been working with our county office of education to develop and implement actions to increase access for unduplicated students.	Met		15JUN2023	2023
33672496114748	San Jacinto Valley Academy	7	SJVA develops electronic 4-7 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.	Met		25MAY2023	2023
33736760000000	Coachella Valley Unified	7	Students in CVUSD are provided with access to a broad course of study. 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 the California College Guidance Initiative (CCGI), a college and career planning tool. In addition, all students in grades 6-11 have access to the PSAT, an early college readiness assessment. High School Students have access to AP courses and district funded AP testing.	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 in both designated and integrated ELD, to ensure they are receiving language acquisition support and scaffolds in all core classes as well as enrollment in an appropriate ELD class. Migrant students are supported with a Migrant - Outreach teacher, to provide resources and guidance.  - All Students have access to an iPad that is checked out to them to provide 24/7 access to education resources and instructional materials. - CTE Career Pathways and Programs at all secondary school sites with career exploration at elementary schools.	- La Familia High School – a continuation high school of approximately 120 students, and West Shores High School, geographically the farthest school in our district boundaries, in Imperial County, offer only one CTE Pathway.  - Students that are transported by bus are not always 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 added a CTE Pathway for our continuation high school - Entrepreneurship. - CTE pathways are also expanding to middle and elementary schools to get students engaged before they enter high school.  - CVUSD is piloting a STEAM program at 6 elementary schools. - 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		22JUN2023	2023
33736760121673	NOVA Academy - Coachella	7	Locally selected measures/tools include course selection presentations for each grade level, one-on-one counselor meetings, student scheduling within A-G classes aligned with graduation requirements, English Language Development support classes for EL students at each grade level, Special Education academic support classes, and Dual Enrollment classes via the College Opportunity program.	Students have consistently been enrolled in A-G coursework, tracked on an ongoing basis via Aeries SIS. Students may select from college prep, honors, and/or AP courses.	CTE programming is offered indirectly through community college dual enrollment. Due to the relatively small student count, a comprehensive onsite program has proven logistically and fiscally challenging to implement.	The LEA will continue providing information to parents and students regarding Broad Course of Study options via afterschool Parent University event programming and Academic Counseling presentations.	Met		22JUN2023	2023
33751760000000	Lake Elsinore Unified	7	LEUSD has utilized the CA School Dashboard, CALPADS, and Infinite Campus to review necessary course offerings at high schools to support college and career programs.  The graduation rate did increase over the previous year, but the College & Career Indicator measures continue to need refinement particularly in the areas of A-G requirements, specialized programs, and Academic Placement (AP) requirements.  In the LCAP survey, families responded 34.7% knew of specialized programs, 58% knew of AP requirements, and 58% knew of A-G requirements.  Students rated their access to online tools favorably with 94.9% of students.  In addition, students stated they had access to technology such as devices, headphones, and hotspots with 85.3%.  Students did report having classroom resources to support their success was at 84.6%.	A Broad Course of Study is offered at each high school, but data from the CA Dashboard show results from the AP exams (students scoring a 3 or higher on at least two AP exams) are not inclusive of all student groups.  Asian, Hispanic, White and Socio-Economically Disadvantaged student groups made up the groups of students who met these criteria with American Indian, Pacific Islander, Students with Disabilities, and Foster Youth not being represented.  Regarding IB exams (students scored 4 or higher on at least two IB exams), African-American, American Indian, Pacific Islander, English Learners, Students with Disabilities, and Foster Youth were not represented who met these criteria.  Regarding completing A-G requirements, only 533 out of 1,725 (30.9%) students met these requirements with Hispanic, White and Socio-Economically Disadvantaged students having the highest representation.  More work in these areas is critical to support student achievement.  In 2022/23, a College & Career counselor was brought to the district office to work alongside the College & Career Director.  The College & Career department will work specifically with high school principals and staff to work towards aligning courses being offered to support improvement on the College & Career Indicator - a critical step towards improving student achievement.	"In 2022, many of the CA School Dashboard indicators decreased due to a myriad of reasons, but the Pandemic impact on student achievement was well documented throughout the State and Riverside County.  The chronic absenteeism rate experienced in 2021/22 (35.5%) and again in 2022/23 (approximately 31.5%) has greatly impacted student achievement.  This decrease represents the diligent work of school site staff members who have worked hard to create personal relationships with families/students who are experiencing ""school avoidance""."	For the 2023/24 school year, staff members reports a tremendous, continued need to further intervene with chronic absenteeism.  To support the secondary chronic absenteeism rate, Engagement Specialists shall be hired at each secondary school who will focus on chronic absenteeism and re-connecting students to their schools.  The Pandemic has shifted not only the work patterns across the nation, but also has impacted the attendance patterns of students who wish to have a different school experience.  LEUSD must not only look to re-engage students and families to schools but look to implement additional programs that meet the needs of LEUSD families.  At the elementary level, Elementary counselors and instructional coaches will be hired to increase student achievement in academics and Social-Emotional learning.  The LEUSD CA school dashboard since 2017 has not shown consistent gains in student achievement and the District Governance Team has set specific priority areas for the 2023/24 school year.  A dedicated focus on alignment and coherence in LEUSD will be most important as the district moves forward providing additional site support to students, staff and families.  In addition, high school course-based instruction will be offered for credit recovery and grade improvement for students as they work to meet graduation and A-G requirements.  The current model of concurrent enrollment with Ortega High School did not show a high level of success.	Met		15JUN2023	2023
33751760120204	Sycamore Academy of Science and Cultural Arts	7	Sycamore Academy uses a comprehensive approach to evaluate the extent to which every student enjoys access to and is enrolled in a diverse range of courses. This assessment involves a thorough examination using various tools and measures:  Curriculum Review: We consistently collect and rigorously analyze curriculum data to ensure that our students, spanning different grade levels, have access to a rich, academically relevant, and engaging array of coursework. Our curriculum materials and offerings undergo a meticulous annual review. This process verifies that these courses are accessible to all students, and we promptly make any necessary adjustments to address any disparities or gaps that may arise.  Seeking Stakeholder Input: To gain valuable insights into the availability and accessibility of our courses, we actively solicit feedback from our students, parents, and educators. This ongoing dialogue allows us to gauge their perceptions and identify potential barriers or areas in need of enhancement.  Program Evaluation: We rigorously evaluate the effectiveness of programs and services specifically designed for unduplicated students and those with exceptional needs. This assessment ensures that these initiatives align with their intended goals and provide equitable opportunities for all students.  Our overarching goal is to maintain a diverse course of study that aligns seamlessly with state requirements and affords every student equal access to educational opportunities.	Sycamore Academy is firmly dedicated to ensuring that each and every student has access to and is enrolled in a comprehensive course of study. In pursuit of this mission, we employ a diverse array of locally selected measures and tools, underpinned by our unwavering commitment to principles of equal opportunity and inclusion.  Our rigorous analysis leaves no room for doubt: every student, regardless of their background or unique needs, is afforded equal access to a diverse and challenging curriculum. We meticulously examine enrollment data and curriculum offerings, proactively addressing any potential disparities in access. This diligent and proactive approach guarantees that our students consistently benefit from a well-rounded educational experience that reflects our steadfast commitment to equal opportunity.  Our track record speaks volumes, showcasing a consistent and upward trajectory of progress in expanding access to comprehensive coursework for all students. This dedication to ongoing improvement compels us to continuously assess and enhance our course offerings to cater to the diverse needs and interests of our student body.  Sycamore Academy stands firm in its pledge to provide unwavering access and a comprehensive course of study for every student. We take immense pride in the significant strides we have made and remain resolute in our unwavering commitment to maintaining an inclusive educational experience that empowers each and every student to thrive.	Sycamore Academy remains steadfast in its unwavering commitment to providing equal opportunities and comprehensive access to coursework for each and every student. Our commitment is reaffirmed through a rigorous self-assessment process, guided by locally selected metrics. However, we acknowledge that certain barriers have come to our attention, and we are actively taking steps to address them.  One significant challenge we face is resource allocation. While we are dedicated to offering a wide-ranging curriculum, we sometimes encounter budget constraints that limit our capacity to expand our course offerings. To overcome this obstacle, we are diligently exploring alternative funding sources and optimizing the use of our existing resources to ensure that our students have access to a diverse array of coursework.  Another challenge relates to attendance. In the aftermath of pandemic-related school closures, we have observed that some parents may not prioritize regular school attendance, which can impact students' access to our comprehensive coursework.  At Sycamore Academy, our commitment to overcoming these barriers and ensuring equitable access to a broad range of courses for all students remains unwavering. We are steadfast in our focus on continuous improvement and dedicated to removing any obstacles that stand in the way of providing every student with the high-quality education they rightfully deserve.	Sycamore Academy has proactively taken several strategic steps to guarantee that all students have equitable access to a diverse course of study. These initiatives reflect our commitment to enhancing educational opportunities for every student.  Firstly, we have undertaken efforts to secure additional funding sources that will enable us to expand our course offerings. This includes a comprehensive exploration of grants and partnerships, as well as optimizing our existing resources to enrich our curriculum and provide a wider array of learning opportunities.   Moreover, we have implemented targeted initiatives to emphasize the significance of regular school attendance among both parents and students. Through these campaigns and engagement programs, we are actively working to increase attendance rates, thereby enabling all students to fully benefit from our comprehensive coursework.  In addition, our commitment to maintaining open and ongoing communication with our educational partners, including parents, teachers, and community members, remains unwavering. This collaborative approach allows us to proactively identify and promptly address any barriers to course access, ensuring that all students can access a diverse course of study.  These deliberate actions underscore our unwavering dedication to providing each student with a comprehensive educational experience.	Met		13JUN2023	2023
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 rate, and enrollment rates 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. Guidance is provided to all school counselors to ensure all students are being offered equal opportunities to a broad course of study and that certain student groups are not being pushed toward certain courses or pathways.	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 0 period and/or 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		27JUN2023	2023
33751923330917	Temecula Preparatory	7	Temecula Preparatory School tracks progress in meeting Priority 7 standards by using data from Aeries and Scoir, 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.  For the last few years, we have worked to expand that program so more students can take advantage of these course offerings.	Met		21JUN2023	2023
33751926112551	Temecula Valley Charter	7	The LEA utilizes STAR Reading and Math Assessments, CA Dashboard measures, CAASPP Assessment Results, EL Reclassification Rate and the percentage of English Learners making progress towards English Proficiency (ELPI). Additionally, all elementary students are screened for Dyslexia/Reading deficits utilizing Fountas & Pinnell assessments. Those identified with falling below grade level are enrolled in targeted intervention programs.	"All students, including students with disabilities are enrolled in a broad course of study. TVCS is a full-inclusion school and all students with disabilities are mainstreamed for greater than 80% of their day. A small percentage of students are ""pulled out"" during their elective periods for targeted intervention. English Language Learners received targeted English Language Development instruction and strategies throughout their day."	There are no barriers to a broad coarse of study.	TVCS will continue to analyze the data from the measures identified above to target instruction and interventions.	Not Met For Two or More Years		11SEP2023	2023
33752000000000	Murrieta Valley Unified	7	At the elementary level, all students have access to the core curriculum unless it is articulated in an IEP. A universal access model provides additional opportunities for intervention, reteaching, and acceleration. PE and Visual and Performing Arts are offered and taught by subject matter specialists. At the secondary level, MVUSD students are placed in required or accelerated college preparatory coursework that leads to college and career readiness unless otherwise determined by an IEP.  MVUSD offers a variety of options for advanced coursework, including Advanced Placement, Dual Enrollment, and International Baccalaureate. The district has placement protocols so that students are automatically placed in advanced pathways based on local assessment scores. Secondary students have access to a wide range of course offerings through the Visual and Performing Arts, Career Technical Education, and additional elective offerings. They also have access to courses that provide intervention, support for English Learners, and AVID.   Annually, MVUSD collects AP, IB, DE, CTE, and AVID participation data district-wide, and by student group and school, to monitor enrollment, an to increase participation rates for targeted student groups.  Additionally, MVUSD tracks A-G and CCI completion rates district-wide, and by student group and school, to reflect on practices and to make adjustments to increase course access.	The district’s A – G rate, as reported on the CA Dashboard for the 2021-22 school year, was 60.1%. A – G rates for the comprehensive high schools were all in the sixty percent range (MMHS 63.9%, MVHS 66.3%, VMHS 61.0%). MCA’s A-G rate was much lower at 15.1%. Student groups’ A-G rates varied. Low-income, African American, and Hispanic student groups were all in the fifty percent range. Rates for English Learners were lower at 30.3%, and rates for Students with Disabilities were lower at 13.7%. The College and Career Indicator rate was not available for this school year.  District participation in AVID at the Demonstration Schools was 17.5%, and all student groups were at or above that level, other than English Learners which were close behind at 16.2%. District participation at non-Demonstration Schools was 8.6% with all LCAP student groups at or above that level except for Foster Youth which was at 6.1%.  2,951 students participated in a CTE class in the 2021-22 school year, and 13.8% completed a CTE pathway.  District-wide, 25.3% of students participated in an AP course in the fall of 2022. 42.3% of AP students were in the socio-economically disadvantaged student group, 36.8% of enrollments were in the Hispanic student group, and 7.5% were in the African American student group. Enrollment rates were lower for English Learners (1.8%), Foster Youth (<1%), and Students with Disabilities (2.8%).	There are several barriers that impact the district’s ability to provide access to a broad course of study for all students. We recognize that A-G rates are impacted by student goals for high school completion vs college and career preparation. As we expand our options for Career and Technical Education, the district will strive for all students to have completed A-G requirements or a career pathway to ensure preparedness for post high school opportunities. Secondly, AVID rates are gradually recovering after the pandemic. The district needs to continue building back the program and providing this support to ensure success in a broad course of study for more students. We also need to ensure that academic interventions and supports are available for all students who need them. Finally, several student groups continue to face barriers in accessing a broad course of study, including English Learners, Students with Disabilities, and Foster Youth. The district will continue to address the needs of each of these groups to impact their ability to do so successfully.	MVUSD continually strives to improve systems that promote student access to a broad course of study.  The district has created placement protocols, based on local assessments, to properly place middle and high school students into rigorous coursework.  Additionally, the district is committed to inclusive scheduling for our secondary students to increase the number of students with disabilities in general education classes, taught by subject area specialists, with the support of special education staff.  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 efforts to implement a career-focused curriculum as part of students’ entry into high school, as well as to raise the awareness of counselors as they guide students in selecting coursework that will prepare them for college and career. Finally, the district is evaluating and enhancing our CTE offerings and pathways to ensure robust and relevant programs exist to meet the needs of our students. Effective communication about these opportunities and how to access them will also be in place.	Met		13JUN2023	2023
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		20JUN2023	2023
34103480000000	Sacramento County Office of Education	7	Local measures used to assess whether students have access to a broad area of study include staff and student surveys, course offerings for CTE and UC/CSU a-g, 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 and graduation plans. Data regarding course enrollment is published annually in the SARC.	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 need one math course and one elective course to complete their graduation requirements and may not enroll in extra courses due to work obligations. That said, all students have access to the courses they need for their educational plans and have options to take more. This year, four new elective courses were added to the UC/CSU a-g Course lists, two new virtual CTE pathways were added to the Strong Workforce Virtual Career Pathways options, English language development course offerings were expanded. Course options that were developed or added this year are those that are meaningful to student interests and/or where enrollment can continue after students exit the SCOE program and return to their home district. Student survey results (N = 266) showed that when asked what other courses or subjects students wanted, the responses included wanting more student clubs and field trips. Other methods used to meet desired areas for learning included workshops offered through community partners (career exploration, financial literacy, youth voice, anger management, etc.).	As a County Office of Education, barriers or limitations to a broad course of study are most often related to program type. Although access to a course may be possible for students, it may not always occur due to the type of program that students are enrolled in or the prioritization of enrolling students in courses needed for graduation. From their responses to the LCAP survey, staff did not describe barriers to courses, but rather indicated that additional curriculum training and collaboration was desired as well as alternate and adapted curriculum for CTE and training in best practices for independent study courses.	Based on feedback received from the prior year, changes implemented in 2022-23 included year-long professional learning opportunities, expansion of UC/CSU approved a-g courses and CTE course offerings, and expansion of English language development offerings. Implementation of, and expanded training in these areas, will continue through 2023-24. Additional changes planned include the development of literacy instruction across content areas and the development and adoption of local and standardized literacy assessments.	Met		27JUN2023	2023
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 high school, 100% of scholars have the opportunity to take dual-enrollment courses at Cosumnes River College and 100% of scholars need to pass a complete set of a-g courses in order to graduate.	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.	Met		13JUN2023	2023
34103480140160	American River Collegiate Academy	7	American River Collegiate Academy tracks progress in meeting Priority 7 standards by reviewing course offerings, class schedules, and master schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies.  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 comprehensive 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.	All students at American River Collegiate Academy have access to, and are enrolled in, a broad course of study. There are no differences across school sites or student groups . This has always been the practice at Rocklin Academy Family of Schools.	There are no barriers preventing American River Collegiate Academy from providing access to all students in a broad course of study. Therefore, all students have equal access to and are enrolled in a broad course of study.	American River Collegiate Academy tracks progress in meeting Priority 7 standards by reviewing course offerings, class schedules, and master schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies.  All American River Collegiate Academy 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.	Met		20JUN2023	2023
34103480142091	Capital College & Career Academy	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
34672800000000	Arcohe Union Elementary	7	To offer students a broad course of study, the district tracks students a number of ways. Local data includes:  1. Student surveys and input regarding the types of programs they find of interest. 2. Family surveys and input sessions during the annual LCAP collaboration meetings 3. Enrollment rates in enrichment activities and classes 4. Information gathered at DELAC, Special Education, and Parent Club meetings	As a single-school district, it is easy to ensure all students have access to the same broad courses of study as everyone else. For the elementary students (TK-5), their choices are limited based on scheduling, but the middle school students (6-8) have a larger menu of classes to choose from in the form of electives and after-school sports.    For the elementary students, all classes receive the same basic schedule of ELA, Math, Science, Social Studies, Art, PE and Music. Within the core classes, teachers differentiate instruction based on the level of the students. Interventions and Special Education classes are offered to students who need additional resources to be successful.  Students in this grade span also take part in after school and summer school opportunities.    For the Middle School, in addition to the core classes, students get to choose two additional classes for enrichment purposes for the year based on individual interests.  Students also have the opportunities to participate in after school athletics and clubs as we as summer school classes.	The biggest obstacle in offering a broad course of study is available personnel. The district would like to support students in a variety of different ways but resources can be limited. To prioritize the most important programs, survey results are used.	Over the past ten years, the district has used the assessment data to greatly enhance the types of programs offered to students.  Offerings in the first couple years were few, but, over the years, have grown substantially. Looking into the future, the district will continue to work with the students, community and staff to offer rich options to students.	Met		15JUN2023	2023
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. 2021-22 is the latest full year representing this measure and is described below. Grades covering the full 2022-23 year will be reported with all EGUSD’s LCAP Metrics in Fall 2023. 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 2021-22, 99% 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, Mathematics, Science/Health, Social Science, 99% received VAPA (up from 86% in 2020-21), and 100% received PE. 2022-23 data will be available in Summer 2023. In 2022-23, 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 41% for American Indian students to 68% for Filipino students. For other student groups, the percentage was 21% for English Learner (EL) students, 26% for Foster Youth, 26% for Homeless, 44% for socioeconomically disadvantaged (SED) students, and 9% for students with disabilities (SWD). By school, this ranged from 42% of students at Rutter Middle School to 63% at Toby Johnson Middle School. At the high school level, 46% of students were enrolled in one or more Honors, AP, or IB courses in 2022-23. By ethnicity, the percentage of students ranged from 28% for African American and American Indian students to 65% for Filipino students. For other student groups, the percentage was 12% for EL students, 16% for Foster Youth, 17% for Homeless, 38% for SED students, and 5% for SWD. By comprehensive high school, this ranged from 36% of students at Florin High School to 57% at Franklin High School.	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, summer bridge prep courses) 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 full instructional coverage of all subjects will continue to be communicated. The district’s VAPA director has provided additional programs for increased VAPA content coverage, the only area below 100% coverage at 99%. During 2021-22, the Representation in Advanced Coursework Task Force investigated barriers, opportunities, and support needed for success in honors/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 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 for college planning beginning in middle school. Always Be Learning (ABL) identifies students who would be successful in advanced courses and ensures master schedules provide students with opportunities for such courses. Equal Opportunity Schools (EOS) works with Florin, Monterey Trail, and Valley High to ensure low-income and students of color have equitable access to rigorous programs. In addition, the district will provide professional learning to improve the master schedule development process and enhance instruction through a Framework for High Quality Instruction.	Met		27JUN2023	2023
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.	CMP students have access to the following program components: • Comprehensive academic and social skills development using Montessori-based curriculum aligned to the CA State Standards • Highly qualified, dynamic, CA 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 (Curriculum Associates i-Ready) reading and math programs that provide targeted on-line instruction and data to teachers to inform their instruction • Full implementation of RTI model with academic intervention programs • CMP has adopted PBIS Practices, positive behavioral support program • CMP has adopted Second Step, an 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 California standards aligned instructional materials for English/Language Arts 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.	Due to national teacher shortages, 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 (i.e. Art, Music, Math Specialists, Reading Specialists, etc.).	The following steps are being taken to increase access and opportunity for all CMP students: • Expanded Learning Opportunities Program • Field Trips • After School Sports • New strategies and relationships to recruit staff • Expanded the use of the TCI Science Curriculum • Assessments have shown that CMP would benefit from further training in early literacy and ELD best practices. CMP built out its intervention systems and partnered with a high-quality professional development provider for early literacy professional development. We saw positive early literacy results in Year 1 and plan to continue the relationship for Year 2. We plan to focus on ELD after our early literacy practices are well established. •Assessments have shown that CMP would benefit from further training in math instruction best practices. CMP formed a committee to work on strengthening CMP’s Montessori Math and state standards aligned math scope and sequence. • CMP utilizes its diagnostic math and reading assessments to identify student need and target instruction appropriately. • CMP achieves the goals articulated in its Strategic Plan to have dedicated staff for math intervention, reading intervention, physical education , and other enrichments • Restarted our Positive Behavioral Interventions and Supports (PBIS) team • Build skills around Acceptance, Belonging, and Care to ensure that all of our students feel included and a part of our community. • Provided Social Emotional Professional Development	Met		12JUN2023	2023
34673140137281	SAVA - Sacramento Academic and Vocational Academy - EGUSD	7	SAVA uses multiple tools to track and measure 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 individuals with exceptional needs served. The main tool that SAVA uses in the AERIES data base. This is used for tracking enrollment, the Master Agreement, transcripts, credits earned and courses needed, grad plans, CTE courses enrolled in, etc. SAVA also uses AERIES to track students with exceptional needs. We can use the AERIES program to run queries of data to measure student access to a broad course of study and to see if there are any equity gaps in this data. SAVA also uses CALPAD for tracking purposes and the dashboard for additional data/ updates for measuring purposes.	Current educational research and thinking suggests that students benefit from personalized learning, blended learning environments, and relevant, rigorous standards-based curriculum. As a result of prior self-study findings, SAVA adopted the online Edgenuity learning management system.  All Edgenuity curriculum is aligned to state and Common Core standards and contains rigorous coursework in each of the content areas.  Additionally, this curriculum is modified by SAVA’s team of curriculum specialists to meet the needs and interests of SAVA students with extensions, supports, and performance task assessments.  Teachers are able to further personalize these courses for their unique learners by using resources contained in Specialist-created course scope and sequences.   Along with Edgenuity, SAVA offers a variety of CTE and on-site synchronous courses at each campus. These courses go through a vigorous vetting process to ensure standards are aligned to objectives and assessments are aligned to course outcomes. There is a focused effort to ensure equitable access across individual school sites for live Math/ELA/Social Studies and electives courses.  For these live class opportunities, standards-based lessons are planned in advance with pre-planned learning targets that meet objectives driven by essential questions that make learning student-driven and highly engaging.	"Using an equity lens, SAVA needs to broaden the course offerings to increase rigor and enrichments for students. SAVA has set forth a three year plan to have all SAVA graduates meet ""Prepared"" on the College and Career indicators. With this SAVA must increase offerings around duel enrollment, increase AP classes/tests, and provide a live course of study for foreign language. SAVA Will also have students explore CTE in middle school and take a career aptitude test. This will increase CTE pathway completers.   While the CTE programs are SAVA’s focus and what draws many students and families to our program, one area of growth stakeholders have identified is to intentionally align core academic standards with the CTE programs. Math, English, Social Science and Science concepts are being taught in all pathways, but we have not yet aligned specific standards to CTE units. SAVA leaders hope that by creating collaboration opportunities for CTE teachers, core content specialists, and curriculum coaches to start this work, it would lead to the creation of additional live core content offerings that would also have CTE-pathway-specific application."	SAVA will focus on expanding live, synchronous course offerings, particularly for Integrated Math. School leaders will build in structured professional development time to facilitate collaboration between CTE teachers and core-content specialists to align core standards in CTE programs. Specialists will work with school leaders and coaches to continue to refine curriculum for both asynchronous and synchronous classes to increase engagement, relevance, and rigor through the creation of authentic performance task-type assessments  SAVA will expand the use of Canvas as an additional learning management system (LMS) that allows for course and content customization to support student needs. The school will continue to increase opportunities for student internships and experiential learning outside of the classroom.	Met		20JUN2023	2023
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 seniors 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 and very few students have been interested in the school’s marketing and sports leadership course. Unfortunately, the class was discontinued early in the school year. In the 2022-23 school year, 3 students participated in the school’s CTE courses.  All students have the ability to take “dual” enrollment classes at the local community college. There has been an increase in students this year with 23 students. Unfortunately, the school’s facility/staffing limitations make offering advanced/honors level courses on site impossible. However there are other solutions in English, Math, Science and Social Science. 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 2022, 79% of students completed comprehensive diploma requirements. For the class of 2023, 94.9% completed traditional requirements with 5.1% completing alternative requirements.	Barriers to access a broad course of study at EGCS include limited access to Explore CTE satellite courses. EGUSD has limited these courses to seniors and reduced the number of CTE satellite courses. Transportation to EGUSD-offered CTE courses and perceived relevance of additional courses are also identified as barriers. For credit recovery students pursuing a diploma, CTE courses are often viewed as additional elective courses and not required for graduation; therefore, there is low motivation/interest to take the courses.   Advanced Education opportunities for EGCS students are limited by course prerequisites and transportation. Barriers can be daunting for students and difficult to overcome. The community college enrollment process is difficult, and many students need 1x1 support from the school. Collecting data of completers is problematic as tracking is dependent on students providing community college transcripts. 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. The pandemic impact students through learning loss of opportunities. Due to credit deficiency, EGCS’ multiple diploma tracks is attractive to students and families, but the ISP model is not for students with low skills regardless if they can earn credits faster.	EGCS will continue to strive for increased enrollment in a variety of courses on campus, the district’s Explore CTE courses, and Dual Enrollment programs. EGCS is developing CTE pathways at the school. Student awareness campaigns will be conducted earlier so they understand the benefits and process to enroll in CTE and Advanced Education courses. EGCS also implemented AP classes and will continue the program into the future. Barriers to Advanced Education enrollment are addressed through more clearly defined local course planning/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		27JUN2023	2023
34673220000000	Elverta Joint Elementary	7	All students are enrolled in their appropriate grade levels. Within these grade levels, all students have equal access to tools and materials that support a broad course of study. Each enrolled student is provided learning materials and have equal support from instructiona staff.	There aren't any differences across grade levels with the the school district regarding enrollment or access to a broad course of study for each enrolled student.	There hasn't been any barriers identified that would prevent the LEA to provide a broad course of study for all students.	1. All students have equal access and supports to a broad course of study for all grades spans K-8. Additional support is provided through intervention instruction, English Learner teachers, and bilingual support inside the classroom in a push-in environment. All students are concurrently enrolled, including unduplicated student groups and students that have exceptional needs. Tracking of student enrollment takes places at the administrative, registrar, and classroom levels.   2. With the school district having only 1 school site, a consistent and balanced approach to a broad course of study has been achieved. There is 1 teacher for each grade level. In addition, SPED, EL, and education specialist teachers work closely at each grade level. Instructional Aides work to support students in intervention and bilingual settings.  3.There are no barriers to prevent the school district in providing a broad course of study to all students.  4. The school district continues to be aware of each student's needs. Access to instruction, curriculum, and enrichment programs are available to all enrolled students. When identified by instructional staff,  interventional support for exceptional needs and unduplicated students is provided.	Met		06JUN2023	2023
34673300000000	Folsom-Cordova Unified	7	Folsom Cordova Unified School District tracks the following metrics to track access: Graduation Rate, Advanced Placement (AP) Participation Rate, International Baccalaureate (IB) Completions Rate, A-G Completion Rate, Career-Technical Education (CTE) Completer 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 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, two continuation high schools, and two independent study schools offer A-G courses in English, Math, Social Science, Science, as well as vibrant CTE courses and a variety of electives. All FCUSD students are placed in A-G courses as a “first course of action”unless there is a specific reason (Individualized Education Plan (IEP), Beginning English Language Development (ELD) ).	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%).	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. The most significant barrier to access is the need for remediation. Over 1700 district students attending the comprehensive high school sites received a D or F in one or more courses in 2022-2023.  This translates to a significant number of students enrolling in the same course more than once in order to master the course material.  With limited space in their schedule, these students forgo courses such as electives and CTE pathways in order to pass their graduation requirements.  Additionally, support courses such as English Language Development and Curriculum Support take space in schedules of English Language Learners and students with disabilities.	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. FCUSD continues to offer additional science courses and program certificates: Seal of Biliteracy, AP Program, International Baccalaureate Middle Years Program (MYP), International Baccalaureate Diploma Program (IB), Diploma Program (DP), and International Baccalaureate Career Program (CP).   The District offers a CTE Summer Preceptorship Program to students.  For 2023-2024, the District is continuing focused efforts on building effective academic and social-emotional supports before, during, and after school.  Several schools offer before and after-school tutoring by certificated teachers.  Three secondary schools offer a flexible intervention schedule during the school day for targeted intervention and support.  Our High school summer school program has been redesigned to allow for more credits to be earned to remediate failed coursework.  This allows students the regular sequence of coursework during the school year, and access to more electives. In order to support learning recovery post-COVID, the District has assigned an intervention teacher to each elementary school. The District expanded learning for K-5 students by providing after-school programs with academic, enrichment, and recreational support. There has been a coordinated effort to increase communication.	Met		15JUN2023	2023
34673300106757	Folsom Cordova K-8 Community Charter	7	Teachers meet with students and parents every two weeks to customize their learning to the student’s specific academic needs and learning styles. The document used is called the Educational Learning Form (ELF) that is prepared by the teacher with the family. The form contains detailed lesson plans for the four core subjects and includes all of the curriculum and resources for the parent/guardian to teach their child during a two week cycle.	Students and parents come to their meeting time with 8 student work samples that the teacher reviews along with the parent’s portion of the ELF completed (how many hours the student worked per day, lesson completion, and academic progress). Progress monitoring takes place at this meeting and parents and students are given their next two week cycle of curriculum, resources, and ELF. I addition to access to curriculum, our students are invited to join field trips and on campus school assemblies at not cost.	In our home school setting, students have access to curriculum and resources to address their academic and socio-emotional needs. In addition to the weekly workshops, we also offer an Enrichment Stipend for students to use for enrichment purposes such as art, music, and physical education. Barriers to accessing a broad course of study are the ability of the parent/guardian to provide effective and engaging instruction. Our educational consultants are trained to provide support for parent/guardians and build the parent/guardian's capacity to teach all subjects.	We have specific grade band educational consultants (TK-5, 6-8) who are specialized in the standards and curriculum for said grade levels. They are familiar and trained in teaching and supporting a variety of curriculum for each subject and offer their expertise to our parent/guardian homeschool teachers. One action we are taking to ensure a broad course of study is bringing in additional outside educational vendors to teach more science and computer coding classes for our students.	Met		06JUN2023	2023
34673300142208	New Pacific School-Rancho Cordova	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
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.  The district uses enrollment reports to identify areas of disproportionality in course access in the area of mathematics.  GJUESD also utilizes the Williams review as a process to ensure that all students have access to and are enrolled in a broad course of study.	For the 2022 - 2023 year, 100% of GJUESD students had full access to a broad course of studies. 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. In reviewing data reports of enrollment in exploratories, the district has found that ELs in Grades 7-8 do not have access to exploratories since they are enrolled in ELD.   Additional research is needed to ensure that all ELs have access to exploratory classes during the school day.	No barriers have been identified at this time to providing access to a broad course of study for all students.	GJUESD has implemented a broad course of study through the implementation of the Common Core State Standards in multiple subject areas including world language.  For the first time, middle school students in Grades 7-8 have access to Spanish courses.   Continued efforts to increase access to CTE courses in middle school will be reflected in the coming years.  For the coming year, an expansion of the AVID program will be available to students in Grades 4-6 at one school as a pilot program.  The goal is to increase access to AVID at all schools.  GJUESD 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		21JUN2023	2023
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 2021-22, 93% of seniors graduated, an 11% increase from 2020-21. This improvement was reflected across all student groups, including students with disabilities (82%, up 18%), low-income students (91%, up 14%), and English learners (80%, up 20%). 95% of students graduated from LRHS (up 3%), 93% graduated from GHS (up 10%) and 59% from Estrellita High (up 30%). Between GHS and LRHS, there were small differences in graduation rates for low-income students and English learners. However, there was a large difference for students with disabilities between GHS (76%) and LRHS (92%). 43% of met the A-G requirements, a slight decrease from the prior year. Low-income students also showed a small 2% decrease with 36% meeting A-G. Students with disabilities showed a 3% increase with 19% meeting A-G and 16% of English learners met A-G, a 16% increase. 38% of Galt High students and 44% at Liberty Ranch met A-G Districtwide, 20% of students are taking one or more AP courses. However, only 2% of English learners, 2% of students with disabilities, and 8% of low-income students are doing the same. This shows an increase in participation in AP courses for all students from the previous year, but decreases in participation among certain student groups. Participation in CTE pathway courses decreased slightly for all students (66%) and low-income students (57%) but increased slightly for students with disabilities (88%). There was no change in participation among English learners (63%).	These results indicate that the ability of students to access and complete the full range of courses we offer, including A-G and AP courses has improved since the pandemic and distance learning. However, there is still progress to be made. 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 continues to be students failing and needing to retake classes. This has a compound effect on a student’s ability to access courses, as it prevents students from moving on to higher level courses in a subject area until they can pass the lower-level course. This also reduces the number of periods available in the student’s schedule to participate in electives and CTE courses. 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.	The district is continuing efforts to improve instructional practices and provide 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 offer the Flex Academy program, in an after-school setting, to provide students with the ability to make up failed courses during the school year. Tutoring services, including after-school tutoring and 24/7 online tutoring through Paper tutoring is available to all students.	Met		22JUN2023	2023
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 2023-2024 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 RFEP students enrolled in a broad course of study. Our Special Education department is working with case managers and collaborating on system changes that 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.  These changes will help all RDUSD students to better access all the classes available.	Met		13JUN2023	2023
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		19JUN2023	2023
34674210000000	Robla Elementary	7	The Robla School District utilizes the Williams review as well as the Local Control Accountability Plan Annual Update development and review process to ensure that all students have access to and are enrolled in a broad course of study.	For the 2022-23 school year 100% of Robla 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. These areas include English, mathematics, Social Sciences, Science, Visual and Performing Arts, Health and Physical Education. We have credentialed teachers providing physical education, visual arts, technology and world language during the regular instructional day. In addition, 4-6th grade students have access to music through our collaboration with the Sacramento State String Project, after-school sports programs such as soccer is offered at each school site in addition to various clubs such as coding and performing arts. 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, intervention, inclusion and summer school programs.	No barriers have been identified at this time to providing a broad course of study for all students.	Funding for many of these programs is imbedded in our Local Control Accountability Plan (LCAP). Regular analysis of implementation of these programs 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 included expanding the Spanish Dual Immersion program to include the 6th grade and by expanding access to the Sacramento State String Project by providing student transportation to Sacramento State University from once a week to twice a week as well as within district Saturday morning classes. The infusion of Proposition 28, Arts and Music funding has allowed us to add a music teacher to our staff. This teacher will also coordinate the String Project program.	Met		29JUN2023	2023
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 2022-23 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.  The student information system shows that at a minimum, there were English Learners, low-income, foster youth, exceptional needs students, and different grade levels completing the required coursework, during the first semester of 2022-23.  Enrollment for interventions was evident for all grades, exceptional needs students, and unduplicated students for core subject areas. Driver education, CTE, and foreign language courses had the lowest enrollment for exceptional needs and foster youth students.  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 foreign language courses and none in drivers’ education. 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 action in LCAP Goal 2 - College and Career Readiness. Enrollment in CTE and Professional Skills courses are tracked and reported to our educational partners. 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		20JUN2023	2023
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 2022-23 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. The student information system shows that at a minimum, there were English Learners, low-income, foster youth, exceptional needs students, and different grade levels completing the required coursework, during the first semester of 2022-23.  Enrollment for interventions was evident for all grades, exceptional needs students, and unduplicated students for core subject areas. Driver education, CTE, and foreign language courses had the lowest enrollment for exceptional needs and foster youth students.  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 foreign language courses there were none in drivers’ education. 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 Laction in LCAP Goal 2 - College and Career Readinessl. Enrollment in CTE and Professional Skills courses are tracked and reported to our educational partners. 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		20JUN2023	2023
34674210140178	New Hope Charter	7	New Hope Charter 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 receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. As a fully inclusive school, if barriers to participation exist for students with exceptional needs, this is addressed within the IEP, 504, SST, or RtI process. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	No barriers have been identified at this time to providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students this broad course of study and provide support to students wherever needed.	Met		26JUN2023	2023
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.	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), Black or African American students (B/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, B/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.  This indicates a need for additional focus for targeted recruitment and retention for these programs.	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		23JUN2023	2023
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		22JUN2023	2023
34674390101295	Sol Aureus College Preparatory	7	S.A.C. prep offers a broad course of study for all students with core academic subjects aligned to state standards through our benchmark course outlines.	All S.A.C. Prep students have access to and are enrolled in a broad course of study that meets their academic and credit needs.	All students have access to and are enrolled in a broad course of study that meets their academic and credit needs. S.A.C. Prep does not have any barriers that prevent our students from having access to or enrolling in a our program.	All students have access to a broad course of study that meets their academic needs. No revisions, decisions or new actions are required at this time.	Met		28JUN2023	2023
34674390101881	New Technology High	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 Dual Enrollment in high school and college courses. courses.	Gaps in access are present in A-G on-track status for these student groups: English learners (EL), Students with Disabilities (SWD), Black or African American students (B/AA), and Hispanic/Latino students (H/L). This year the LEA is transitioning to a Early College High School model which will give dual enrollment access to all students. The LEA is also looking to align the current CTE pathways to those of the Partner College.	Some of the barriers that exist are student progress in A-G courses and access to extra supports like tutoring.	The LEA is currently engaging its educational partners to build a program where all students are given extra supports to become A-G eligible. The LEA will also receive additional supports for students in the Dual Enrollment partnership with the Partner College.	Met		08MAY2023	2023
34674390101899	George Washington Carver School of Arts and Science	7	All students at Carver have access to the same portfolio of classes.	This LEA is a single school site.	The small size of the LEA makes it difficult to offer a wide range of electives.  However, all students are equally able to enroll in those offerings.	The LEA is working on increasing enrollment to allow it to offer a wider selection of courses.	Met		22JUN2023	2023
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		22JUN2023	2023
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, including English, Social Sciences, World Language, P.E., Science, Math, and Visual and Performing Arts.  The graduation requirements at Sac High are the A-G requirements for admission to UC/CSU schools.  We closely monitor graduation status at all grade levels to ensure that scholars graduate A-G eligible, having participated in a broad course of study.  In 2021-22, there were no significant differences between the 4-year adjusted cohort graduation rates for significant subgroups (all students = 87.6%, Black/African American = 90.0%, Hispanic/Latino = 84.8%, 2 or more Races = 83.3%, Socioeconomically Disadvantaged Students = 89.4%) and 100% of graduates were A-G eligible.  The 5-year cohort graduation rate is higher because of this and there are no significant differences amongst the significant subgroups  (all students = 96.7%, Black/African American = 92.9%, Hispanic/Latino = 100.%, 2 or more Races = 100%, Socioeconomically Disadvantaged Students = 96.4%) We also have a team of staff, including a special education team, a college coordinator, a students services coordinator, and an academic counselor, to ensure that all scholars are enrolled in a broad range of courses.   SHPS has several policies in place to ensure that ALL scholars have equal access to a broad course of study, regardless of their status.	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		22JUN2023	2023
34674390102343	Aspire Capitol Heights Academy	7	With support from Aspire Public Schools, we utilize our Student Information System, PowerSchool, to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study. We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		22JUN2023	2023
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 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		23JUN2023	2023
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.	CMP students have access to the following program components: • Comprehensive academic and social skills development using Montessori-based curriculum aligned to the CA State Standards • Highly qualified, dynamic, CA 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 (Curriculum Associates i-Ready) reading and math programs that provide targeted on-line instruction and data to teachers to inform their instruction • Full implementation of RTI model with academic intervention programs • CMP has adopted PBIS Practices, positive behavioral support program • CMP has adopted Second Step, an 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 California standards aligned instructional materials for English/Language Arts 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.	Due to national teacher shortages, 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 (i.e. Art, Music, Math Specialists, Reading Specialists, etc.).	The following steps are being taken to increase access and opportunity for all CMP students: • Expanded Learning Opportunities Program • Field Trips • After School Sports • New strategies and relationships to recruit staff • Expanded the use of the TCI Science Curriculum • Assessments have shown that CMP would benefit from further training in early literacy and ELD best practices. CMP built out its intervention systems and partnered with a high-quality professional development provider for early literacy professional development. We saw positive early literacy results in Year 1 and plan to continue the relationship for Year 2. We plan to focus on ELD after our early literacy practices are well established. •Assessments have shown that CMP would benefit from further training in math instruction best practices. CMP formed a committee to work on strengthening CMP’s Montessori Math and state standards aligned math scope and sequence. • CMP utilizes its diagnostic math and reading assessments to identify student need and target instruction appropriately. • CMP achieves the goals articulated in its Strategic Plan to have dedicated staff for math intervention, reading intervention, physical education , and other enrichments • Restarted our Positive Behavioral Interventions and Supports (PBIS) team • Build skills around Acceptance, Belonging, and Care to ensure that all of our students feel included and a part of our community. • Provided Social Emotional Professional Development	Met		12JUN2023	2023
34674390121665	Yav Pem Suab Academy - Preparing for the Future Charter	7	Hmong language development, Tae Kwon Do, Dance, and Physical education are the broad course of study at YPSA.  Teacher-created assessment templates are developed for teachers to input data and monitor student progress through the weekly teacher-principal collaboration meetings.	Students in first through sixth grade participate in a broad course of study (Hmong language development, Tae Kwon Do, Dance, and Physical Education) four days each week, following the instructional calendar, during the school year.	The YPSA charter petition does not include TK or Kindergarten in this broad course of study, therefore, there is not a barrier for first through sixth grade students to receive these courses.	YPSA maintains the current implementation plan of the broad course of study for first through sixth grade in the 2023-24 school year.	Met		12JUN2023	2023
34674390123901	Capitol Collegiate Academy	7	Capitol Collegiate uses both our Student Information System and our master schedule to ensure 100% of our students are enrolled in a broad course of study.	100% of our students at Capitol Collegiate are enrolled in a broad course of study. We develop a schoolwide master schedule based on extended instructional minutes for literacy and math for all TK-8 students. It also includes at or above the required minutes for all additional subjects.   Our kindergarten, first and second grade levels includes a dedicated foundational literacy teacher who supports all students on the grade-level with literacy instruction. Specifically, they teach small group phonics and literacy intervention daily for 60 minutes. This allows the teachers of record focus on ELA, guided reading and math.   Students receive standards-based visual and performing arts instruction twice weekly from our Arts Enrichment teacher. We have a robust physical education and health program and 2.5 physical education and health teachers across the school for all grades, K-8.   100% of students access a 30-minute intervention time (W.I.N. “What I Need”) daily to support their making academic progress in core subjects. 3 intervention teachers work alongside core teachers to provide data-informed intervention for specific small student groups.   100% of students participate in Social Emotional Learning for 20 minutes daily during a Community Meeting.    100% of students are educated in the least restrictive environment (LRE) under an inclusion model. Students with IEPs are enrolled in the same classes as their general education peers.	Capitol Collegiate identified providing access to world language study as an area of growth for the school and we are at the beginning stages here. While we have offered world languages (Hmong, Spanish, Cantonese), our ability to do so relied on having staff who were native speakers with the expertise and credentials to teach the language.	As a small, single-site school, we need to further develop partnerships with other schools and agencies in order to employ contract or part-time staff who are equipped and can compliantly and effectively teach world languages.	Met		21JUN2023	2023
34674390131136	New Joseph Bonnheim (NJB) Community Charter	7	All students at NJB are enrolled in a broad course of study reflecting all subjects for grades 1-6.	No differences in access among the student groups.	No barriers.	We will continue to implement as planned.	Met		22JUN2023	2023
34674390135343	Growth Public	7	GPS uses a variety of academic assessment tools to measure student achievement. In math, all students take the NWEA-MAP assessment three times each year, in addition to our Growth Public created assessments.  In language arts, all students take the NWEA-MAP assessment three times each year, in addition to our internally created assessments that are aligned to the CCSS.  In addition, students in grades 4 & above take the assessments built into the Summit Learning Platform. 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 students also take Art, Music, Physical Education, and Health using teacher-created curricula.	All Growth Public students participate in the above assessments in the above content areas 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.	The school has adopted the same curricula (ELA, Social Studies, and Science) for K-3 learners and for grade 4-8 learners through the Summit Learning Platform (ELA, Social Studies, Science, Math).  Arts and Music curriculum is teacher created across grades based on the Visual and Performing Arts state standards.	Met		27JUN2023	2023
34674390137406	SAVA - Sacramento Academic and Vocational Academy - SCUSD	7	SAVA uses multiple tools to track and 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. The main tool that SAVA uses in the AERIES data base. This is used for tracking enrollment, the Master Agreement, transcripts, credits earned and courses needed, grad plans, CTE courses enrolled in, etc. SAVA also uses AERIES to track students with exceptional needs. We can use the AERIES program to run queries of data to measure student access to a broad course of study and to see if there are any equity gaps in this data. SAVA also uses CALPADs for tracking purposes and the dashboard for additional data/ updates for measuring purposes.	Current educational research and thinking suggests that students benefit from personalized learning, blended learning environments, and relevant, rigorous standards-based curriculum. As a result of prior self-study findings, SAVA adopted the online Edgenuity learning management system.  All Edgenuity curriculum is aligned to state and Common Core standards and contains rigorous coursework in each of the content areas.  Additionally, this curriculum is modified by SAVA’s team of curriculum specialists to meet the needs and interests of SAVA students with extensions, supports, and performance task assessments.  Teachers are able to further personalize these courses for their unique learners by using resources contained in Specialist-created course scope and sequences.   Along with Edgenuity, SAVA offers a variety of CTE and on-site synchronous courses at each campus. These courses go through a rigorous vetting process to ensure standards are aligned to objectives and assessments are aligned to course outcomes. There is a focused effort to ensure equitable access across individual school sites for live Math/ELA/Social Studies and electives courses.  For these live class opportunities, standards-based lessons are planned in advance with pre-planned learning targets that meet objectives driven by essential questions that make learning student-driven and highly engaging.	"Using an equity lens, SAVA needs to broaden the course offerings to increase rigor and enrichments for students. SAVA has set forth a three year plan to have all SAVA graduates meet ""Prepared"" on the College and Career indicators. With this SAVA must increase offerings around duel enrollment, increase AP classes/tests, and provide a live course of study for foreign language. SAVA Will also have students explore CTE in middle school and take a career aptitude test. This will increase CTE pathway completers.   While the CTE programs are SAVA’s focus and what draws many students and families to our program, one area of growth stakeholders have identified is to intentionally align core academic standards with the CTE programs. Math, English, Social Science and Science concepts are certainly being taught in all pathways, but we have not yet aligned specific standards to CTE units. SAVA leaders hope that by creating collaboration opportunities for CTE teachers, core content specialists, and curriculum coaches to start this work, it would lead to the creation of additional live core content offerings that would also have CTE-pathway-specific application."	SAVA will focus on expanding live, synchronous course offerings, particularly for Integrated Math. School leaders will build in structured professional development time to facilitate collaboration between CTE teachers and core-content specialists to align core standards in CTE programs. Specialists will work with school leaders and coaches to continue to refine curriculum for both asynchronous and synchronous classes to increase engagement, relevance, and rigor through the creation of authentic performance task-type assessments  SAVA will expand the use of Canvas as an additional learning management system (LMS) that allows for course and content customization to support student needs. The school will continue to increase opportunities for student internships and experiential learning outside of the classroom.	Met		20JUN2023	2023
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.	Met		22JUN2023	2023
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 2022-23 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: 90.2% (percentage of eligible students with a report card grade in all broad course of study subject areas) ELA: 99.6% Math: 99.6% Science: 98.6% Social Science: 97.0% PE: 96.6%    In 2022-23 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: 92.1% (percentage of eligible students with a report card grade in all broad course of study subject areas) English Language Arts: 99.8% Math: 99.5% Science: 96.0% Social Science: 96.1% Physical Education: 94.8%  In 2022-23 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.  English Language Arts: 94.5% Math: 89.5% Science: 80.2% Social Science: 79.9%  Physical Education: 59.9%  World Language: 56%  Visual and Performing Arts: 44.8%	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, San Juan Unified’s scaffolded approach to building back towards pre-COVID graduation requirements are increasing enrollment in a rigorous course of study for each student in high school.	Met		27JUN2023	2023
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.	CMP students have access to the following program components: • Comprehensive academic and social skills development using Montessori-based curriculum aligned to the CA State Standards • Highly qualified, dynamic, CA 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 (Curriculum Associates i-Ready) reading and math programs that provide targeted on-line instruction and data to teachers to inform their instruction • Full implementation of RTI model with academic intervention programs • CMP has adopted PBIS Practices, positive behavioral support program • CMP has adopted Second Step, an SEL • Dean of Students to support implementation of RTI, PBIS Behavior support, curriculum alignment/ implementation and accreditations • Monthly Principals 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 California standards aligned instructional materials for English/Language Arts 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.	Due to national teacher shortages, 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 (i.e. Art, Music, Math Specialists, Reading Specialists, etc.).	The following steps are being taken to increase access and opportunity for all CMP students: • Expanded Learning Opportunities Program • Field Trips • After School Sports • New strategies and relationships to recruit staff • Expanded the use of the TCI Science Curriculum • Assessments have shown that CMP would benefit from further training in early literacy and ELD best practices. CMP built out its intervention systems and partnered with a high-quality professional development provider for early literacy professional development. We saw positive early literacy results in Year 1 and plan to continue the relationship for Year 2. We plan to focus on ELD after our early literacy practices are well established. •Assessments have shown that CMP would benefit from further training in math instruction best practices. CMP formed a committee to work on strengthening CMP’s Montessori Math and state standards aligned math scope and sequence. • CMP utilizes its diagnostic math and reading assessments to identify student need and target instruction appropriately. • CMP achieves the goals articulated in its Strategic Plan to have dedicated staff for math intervention, reading intervention, physical education , and other enrichments • Restarted our Positive Behavioral Interventions and Supports (PBIS) team • Build skills around Acceptance, Belonging, and Care to ensure that all of our students feel included and a part of our community. • Provided Social Emotional Professional Development	Met		12JUN2023	2023
34674470114983	Golden Valley River	7	We are a charter school with 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. Local assessments are given at each grading period.	Students that show a need for intervention services are referred to Educational Support Services for targeted interventions. At each grading period, teachers review student grades and academic achievement data to ensure students are taking a broad course of study that advances students. Students are referred for SST meetings to address teacher, parent, or student concerns that appear to be hindering success for students. The school annually evaluates assessment data and other academic data to identify students for targeted assistance for Title I funded supports or services.	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). Another 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 and this leads to challenges with ensuring students are receiving the instruction needed to make academic progress.	The school is seeking to address the barriers we face in the following ways. The school has updated our math curriculum and intervention programs to better meet the needs of our students' diverse needs through consistency in curriculum and professional learning focused on stronger instructional strategies. The school also continues to refine a multi-tiered system of support with documentation and data to help improve student attendance, student engagement and a broad range of needs that would preclude them from being successful at school. We have seen the results of these measures and continue to exert energy and effort to continue along this manner.	Met		07JUN2023	2023
34674470120469	Aspire Alexander Twilight College Preparatory Academy	7	With support from Aspire Public Schools, we utilize our Student Information System, PowerSchool, to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study.We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		22JUN2023	2023
34674470121467	Aspire Alexander Twilight Secondary Academy	7	With support from Aspire Public Schools, we utilize our Student Information System, PowerSchool, to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study.We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		22JUN2023	2023
34674470128124	Gateway International	7	Based upon an analysis of the master schedule, all students at GIS participate in the International Baccalaureate (IB) 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.  GIS is in process to train all new teachers in GLAD in order to support our English learners. Next school year, GIS is going to work with Sacramento County Office of Education (SCOE) and support teachers with Building Thinking Classroom in Mathematics.	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. This was done once GIS 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. GIS also saw a significant increase in student academic achievement for Reading and Math based on the local assessment results from i-Ready including identified subgroups.	GIS will continue to support students with intervention and individualized instruction to provide them access to the core curriculum.  We increased the number of RSP para-educators and extended day program staff in supporting students during the day and in after-school program.	Met		20JUN2023	2023
34674470132399	Golden Valley Orchard	7	We are a charter school with 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. Local assessments are given at each grading period.	Students that show a need for intervention services are referred to Educational Support Services for targeted interventions. At each grading period, teachers review student grades and academic achievement data to ensure students are taking a broad course of study that advances students. Students are referred for SST meetings to address teacher, parent, or student concerns that appear to be hindering success for students. The school annually evaluates assessment data and other academic data to identify students for targeted assistance for Title I funded supports or services.	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). Another 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 and this leads to challenges with ensuring students are receiving the instruction needed to make academic progress.	The school is seeking to address the barriers we face in the following ways. The school has updated our math curriculum and intervention programs to better meet the needs of our students' diverse needs through consistency in curriculum and professional learning focused on stronger instructional strategies. The school also continues to refine a multi-tiered system of support with documentation and data to help improve student attendance, student engagement and a broad range of needs that would preclude them from being successful at school. We have seen the results of these measures and continue to exert energy and effort to continue along this manner.	Met		07JUN2023	2023
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 (LCAP Goal 2 Action 3). Upon enrollment, EL and SWD’s are identified and services are provided to ensure they have the support needed (LCAP Goal 1 action 2)  The ELD Specialist and SpEd Teachers ensure students with exceptional needs are provided appropriate courses, accommodations and FAPE. Students take a diagnostic assessment to determine appropriate course placement (LCAP Goal 2 Action 2). Instructional plans are refined and students are provided intervention support and resources. Teachers and Counselors track the progress of academic plans and ensure progress and individual plans are adjusted. Students have access to multiple forms of instruction, including independent study workbooks, direct instruction classes, and online learning. Student Activity Workbooks and Edmentum courseware are aligned to the CCSS and NGSS (LCAP Goal 2 Action 3) . Students have access to over 60 core courses and 100 elective courses. 90% 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.  Students have 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. 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 (LCAP Goal 2 Action 2). In addition, iLit, an ELD reading intervention program, is used throughout the charter and comprehensively supports comprehension and literacy gains for EL’s (LCAP Goal 1 Action 1).	To ensure all students have access to a 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.  Some of the barriers preventing the LEA from providing access to a broad course of study are shortage of teachers and tutors to support students through their curriculum, educational gaps in our students, and social emotional support and engagement in our program.   The first barrier is lack of staff for support for students.  We have low retention of tutors and high enrollment with not enough staff.  The ratio for staff to student is good but adding additional teachers and teachers would assist students with access to a broad course of study with more individualized support.    The next barrier is students' gaps in their education and the skills they are lacking to make efficient progress through their courses. By providing intervention support and tutoring, students can make up their gaps to make progress towards graduation.     Lastly, after our initial year of returning from the pandemic, we have seen a decrease in participation in on site activities and classes.  Students who are more engaged through our workshops, small group instruction courses, extracurricular activities, and support resources are more likely to be completing more coursework.	To address barriers expressed in surveys and discussions with educational partners, we have continued the following actions in our 23-24 LCAP: professional development for staff to build retention (LCAP goal 2  Action 6), intervention support (LCAP Goal 1 Action 1/ LCAP Goal 2 Action 2), mental health workshops (LCAP Goal 4 Action 4), and increasing student engagement opportunities focused around social emotional learning and college and career (LCAP Goal 4 Action 2/ LCAP Goal 3 Action 6).  All of these actions help to create support and resources to students to remove barriers to access to a broad course of study.	Met		23JUN2023	2023
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	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 (2022-2023 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. New curriculum is being explored for to continue to provide relevant and standards based options for  all of our learners.	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 Dual Enrollment and 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 utilizes 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 including the development of additional pathways. In 2022-23 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.	Met		22JUN2023	2023
34674473430758	San Juan Choices Charter	7	Choices Charter School uses internal enrollment data, counselor and teacher feedback, and student feedback to monitor access and enrollment of students in a broad course of study. Choices monitors 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 its 2021 WASC visitation, Choices has been committed to adding courses and electives, including a new Career Technical Education Pathway in Business & Finance, to provide the broadest possible course of study for students.  It is unusual for a small independent study program to offer the diversity of classes available at Choices, but through creativity and determination, Choices offers a wide selection, including:  several Art courses, both Spanish and French, Keyboarding, Coding, Creative Writing, Driver Education, Careers in Criminal Justice, Forensic Science, Career Exploration, Crafts, Introduction to Culinary Arts, Cooking Skills, The Business of Food, and Seven Habits of Highly Effective Teens. Many of Choices' elective courses are A-G approved, as are the multiple offerings of Advanced Placement courses. Over the last few years, Choices has expanded its AP offerings to five different subject areas from the previous two. 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. Courses not currently offered at Choices can be outsourced to other online curriculum providers and local community colleges (through dual enrollment).  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		27JUN2023	2023
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.	Met		14JUN2023	2023
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 2022, the rate was 68% and NUSD is projecting a similar a-g rate for 2023 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 48% of the graduates in 2023 were also enrolled in an NUSD school as 8th graders and only 33% 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.	Met		28JUN2023	2023
34752830108860	Westlake Charter	7	As a K-10 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 and WCHS, which includes all students and the classes they are enrolled in, and all classes students have have access to. Beginning in 10th grade our high school offers honors embedded courses and dual enrollment opportunities 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. The 6th-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 & 10th grades only in 22/23) 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), Guided Language Acquisition Design (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. 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-5th and in Advisory in the 6th-10th grades. Additionally, in grades 6th-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.	Met		08JUN2023	2023
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 interests and needs.	Using our individualized scheduling process, advisory teachers, and counselors we ensure that all students have access to a broad course of study and the supports necessary to succeed in a college prep environment. NP3 operates in Professional Learning Communities (PLCs) and our teachers identify students on a weekly basis who need additional support through intervention. We provide intervention during the regular school day to offer additional assistance to students who are struggling to meet standards. In addition, we offer tutoring before and after school, and during lunch. Special education services are provided and contracted through NUSD. Special education services vary depending on individualized student plans, however, most of the services are provided through an inclusion model. NP3 employs fully credentialed teachers in the general education classroom and special education classroom. Each teacher is qualified to teach English Language Learners. Small classroom sizes reduce the student to teacher ratio. Staff and administration use student data from multiple assessments measures (formative and summatives, schoolwide and state assessments) to determine levels of students learning in addition to student supports. In addition to academic supports we have a wide range of advanced placement courses and college preparatory electives for students who are exceeding standards. NP3 offers 14 AP classes and we encourage our students to take AP classes in areas of interest to th	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		06JUN2023	2023
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		06JUN2023	2023
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 for 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		15JUN2023	2023
34752830134049	Natomas Pacific Pathways Prep Elementary	7	NP3 Elementary offers an open enrollment policy to which all students can apply. The student body diversity at NP3 represents a similar make-up to that of the district in which it resides, Natomas Unified School District (NUSD). All students, including unduplicated students and individuals with exceptional needs have access to adopted curriculum and instruction. NP3 Elementary instruction uses differentiation to deliver instruction to all students, including unduplicated student groups and individuals with exceptional needs. NP3 Elementary also uses multiple measures to continually assess where students' current learning is at and what additional supports are needed. All grade levels meet with administration, counselor and intervention teachers every six weeks to discuss student progress and identify students who need additional support in math, English language arts and ELD instruction. We determine students needs by disaggregating data from multiple data sources. We look at formative and summative curriculum assessments. We look at all student's NWEA's MAP (Measures of Academic Progress) scores, which assesses student's reading and math levels, as well as projects where students learning will be on the CAASPP assessment. DRA (Developmental Reading Assessment) is used to identify students reading level. ELPAC (English Language Proficiency Assessments for California) is also another measure we use to look at students needs. Lastly, when scheduling for the following year, the	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		06JUN2023	2023
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		12JUN2023	2023
34765050000000	Twin Rivers Unified	7	Our district utilizes the AERIES Student System as our student management tool and our district counseling teams utilize AERIES Reports to ensure a broad course of study is offered for each individual student. We have created a specific course offerings at our elementary (K-6), middle (7-8) and high school (9-12) levels to ensure students are offered quality and parity within their courses of study. Our special education students with mild-moderate needs are 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.	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.	In prior school years ago, we had a variety of individual courses offered across our school sites however, since that time we have developed systems and teams to overcome these barriers. Previously we lacked the A-G courses of study at all of our high schools and alternative high school sites we have put in processes to overcome this by providing additional resources to improve student course access. A-G, concurrent enrollment, and CTE completion are all metrics that are monitored and acted upon at the site and district level consistently. We also added A-G counselors in 2022-23 to focus on improving access and completion of A-G requirements.	In the 2020-21 school year, we expanded CTE programs and continued to add additional pathways in the 2021-22 school year. Expanded access to concurrent enrollment opportunities are also being developed. Dual enrollment increased in 2022-23 and the first Twin Rivers students to graduate with both an AA and High School diploma took place. This program will continue to grow and provide greater and more broad access to students in Twin Rivers.	Met		20JUN2023	2023
34765050101766	Community Outreach Academy	7	COA uses it’s student information system (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 all students based on interest. COA offers targeted electives to students with a greater need for support, such as additional ELD courses, study skills class, and Tiered Intervention-based reading/math classes based on student academic need. Students may opt out of the targeted support electives for other electives that meet their preference.	Budgetary and staffing limitations can hinder COA student access to certain electives/classes based on limited capacity. If COA was able to offer additional courses with increased staffing, students would have access to any course they are interested in.	COA is working to increase staffing to offer additional elective classes for students. In 2022-23, COA started to offer Transitional Kindergarten for 4 year-olds and expanded learning opportunities to all enrolled students.	Met		20JUN2023	2023
34765050101832	Futures High	7	Futures provides access to all students to a broad course of study.  LEA uses a systematic approach, including multiple local measures to ensure that the students are placed in appropriate courses that satisfy graduation and college and career preparation requirements.  This year Futures implemented a verified local assessment for ELA and Math, the i-Ready Diagnostic.  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 the appropriate and rigorous coursework.  Honors and AP courses are open to all students, and in-class support is given to students underperforming and/or at-risk of not graduating.	Based on an analysis of the school master schedule, all Futures students have access to a broad course of study and required subject areas, including; mathematics, English language arts, social science, science, physical education, visual and performing arts, health, and foreign language. All Futures students have access to the full breadth of A-G and CTE course offerings.	There are no barriers to preventing students' access to a broad course of study for students at Futures.	Futures will continue to expand course selections for students, as appropriate, and continue to evaluate and explore program options, such as increased CTE pathways.	Met		20JUN2023	2023
34765050108415	Heritage Peak Charter	7	Heritage Peak Charter School tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings and Master Agreements for course selection to analyze the extent to which all students have access to and are enrolled in a broad course of studies. Course enrollment reports developed in the district’s student information system PowerSchool identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. For the 2022-2023 school year, 100% of Heritage Peak Charter School’s students had full access to a broad course of study as defined by the California Board of Education.	All HPCS 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 HPCS 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 - G as well as Career Technical Education (CTE) Industry courses including EKG and Medical Assistant.  College Dual Enrollment classes are also offered as an option for students over the age of 15 (per community college guidelines). All core subject matter offered (math, ELA, Science, and Social Studies) has an A - G approved option for CSU/UC.	More than 50% of HPCS students are socio-economically disadvantaged.  Our counselors and Outreach Coordinator are providing family awareness workshops to share information about a multitude of opportunities for college and career that many of our families are unfamiliar with.  Barriers preventing Heritage Peak 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 HPCS as it makes decisions on offerings and using the LCAP as a planning and budgetary tool to support Priority 7.	In response to the barriers that have prevented Heritage Peak Charter School from maximizing broad course of study offerings to all students in the past, HPCS has met with and created MOUs with local community colleges and will be offering asynchronous courses to students with the support of one of our counselors and Dean.	Met		08JUN2023	2023
34765050108795	Creative Connections Arts Academy	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 mainstreamed in college preparatory courses with curriculum support and our moderate-severe need students are provided individualized academic plans based on their needs. We continue to support quality counseling services throughout our district to ensure unduplicated student groups are provided the resources they need. Creative Connections Arts Academy provides Arts Integration as a model for coursework and dedicated arts pathways for all students to explore in the K-8 grades and pursue in depth in high school.	We have a consistent 9-12 course catalog that is reviewed and approved the school Board annually. We have worked diligently over the past two school years to create a guaranteed and consistent course curricular plan for all students regardless of their school site or demographic group including pathways for the arts: Visual Arts, Dance, Drama. Media, and music.	None	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. Continuing to broaden the scope of the arts integration coursework and the pathways at the secondary level have expanded the offerings available to students.	Met		20JUN2023	2023
34765050108837	Community Collaborative Charter	7	CCCS leadership and educational staff work to provide full access to all programs and services for students across TK-12. To ensure all CCCS students have access to a broad course of study, our school works to implement a wide variety of strategies and practices targeted to provide full access for all. All students are made aware of new and current courses through our parent/student handbook which includes an updated course catalog that outlines the available courses and their descriptions. There are few course prerequisites, grade levels, or other course enrollment limitations. CCCS provides students with the opportunity to select courses based on interests and future goals during the scheduling process, has well-defined graduation requirements, and provides academic advising to help students make informed decisions about their course selections. Counselors and teachers can guide students in exploring different subjects, understanding graduation requirements, and aligning their course choices with their academic and career goals. CCCS is increasing the number of CTE courses and full CTE pathways and Dual Enrollment opportunities allowing students to explore their interests and pursue specialized areas of study while still meeting the necessary graduation requirements. In addition, CCCS has numerous collaborations and partnerships with external organizations such as community centers, non-profit organizations, and local area businesses to support student needs.	Once the conditions for learning are established, all teachers have full access to curriculum aligned to California Common Core and Content Standards and frameworks, including A-G approved courses for 9th-12th grade students. All grades, pupil groups, and students have access to intervention and supports that allow them to access to the core content. There are minimal to no differences across sites which has been consistent over time.	CCCS has continued to qualify as a DASS school by having seventy percent of students meet one of the at-risk criteria at the time of initial enrollment. The following DASS indicator data was collected and tracked throughout the 2022-2023 school year with the following outcomes: Total 765/981 = 78% (Unduplicated total)   280 - credit deficient 11 - expelled or suspended 3 - Ward of the court  0 - pregnant or parenting 21 - 45 day gap in enrollment 322 - high transience 1 - foster 21 - homeless 106 - habitually truant or retained more than once  CCCS's identified need based on our ongoing DASS qualification and through a review of recent Dashboard data and local assessment results has been incorporated into our LCAP. After the completion of educational partner engagement meetings from the current year, it was determined that the greatest need for our current TK-12 student population as a whole continues to be for all students to demonstrate continued and potentially accelerated academic growth through applications of multiple levels of student interventions.	CCCS is working to build capacity to support all students through a Multi-Tiered System of Support, provide increased mental health and social supports on campus, provide UDL and GLAD instructional supports for teachers, increase Graduation Rate, increase reclassification rates, and increase enrollment in CTE pathways.	Met		20JUN2023	2023
34765050113878	Higher Learning Academy	7	Based on an analysis of the school master schedule, all HLA students have access to a broad course of study. Students' course of study is also guided by the requirements of International Baccalaureate (IB) , as HLA is a candidate IB school. 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.	All of our students are enrolled in the same broad course of study and there are no differences between student groups.  All of our TK-5 students experience a rich, integrated IB curriculum that is based on state-adopted standards and supported by state-adopted curricula.  All of our 6-8 students are enrolled in the same courses: ELA, science, math, social studies, Spanish, P.E., and art.  These teachers are also working towards building IB units, but are and will always be guided by the state-adopted standards.	There are no barriers to preventing us from providing access to a broad course of study for all students, as all students experience the same courses.	HLA will implement a standards-based report card at the elementary level to support whole school understanding of standards and how to meet them. HLA will continue to offer a rigorous IB education to all HLA scholars.	Met		20JUN2023	2023
34765050114272	SAVA - Sacramento Academic and Vocational Academy	7	SAVA uses multiple tools to track and 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. The main tool that SAVA uses in the AERIES data base. This is used for tracking enrollment, the Master Agreement, transcripts, credits earned and courses needed, grad plans, CTE courses enrolled in, etc. SAVA also uses AERIES to track students with exceptional needs. We can use the AERIES program to run queries of data to measure student access to a broad course of study and to see if there are any equity gaps in this data. SAVA also uses CALPAD for tracking purposes and the dashboard for additional data/ updates for measuring purposes.	Current educational research and thinking suggests that students benefit from personalized learning, blended learning environments, and relevant, rigorous standards-based curriculum. As a result of prior self-study findings, SAVA adopted the online Edgenuity learning management system.  All Edgenuity curriculum is aligned to state and Common Core standards and contains rigorous coursework in each of the content areas.  Additionally, this curriculum is modified by SAVA’s team of curriculum specialists to meet the needs and interests of SAVA students with extensions, supports, and performance task assessments.  Teachers are able to further personalize these courses for their unique learners by using resources contained in Specialist-created course scope and sequences.   Along with Edgenuity, SAVA offers a variety of CTE and on-site synchronous courses at each campus. These courses go through a rigorous vetting process to ensure standards are aligned to objectives and assessments are aligned to course outcomes. There is a focused effort to ensure equitable access across individual school sites for live Math/ELA/Social Studies and electives courses.  For these live class opportunities, standards-based lessons are planned in advance with pre-planned learning targets that meet objectives driven by essential questions that make learning student-driven and highly engaging.	"Using an equity lens, SAVA needs to broaden the course offerings to increase rigor and enrichments for students. SAVA has set forth a three year plan to have all SAVA graduates meet ""Prepared"" on the College and Career indicators. With this, SAVA must increase offerings around duel enrollment, increase AP classes/tests, and provide a live course of study for foreign language. SAVA will also have students explore CTE in middle school and take a career aptitude test. This will increase CTE pathway completers.   While the CTE programs are SAVA’s focus and what draws many students and families to our program, one area of growth stakeholders have identified is to intentionally align core academic standards with the CTE programs. Math, English, Social Science and Science concepts are being taught in all pathways, but we have not yet aligned specific standards to CTE units. SAVA leaders hope that by creating collaboration opportunities for CTE teachers, core content specialists, and curriculum coaches to start this work, it would lead to the creation of additional live core content offerings that would also have CTE-pathway-specific application."	SAVA will focus on expanding live, synchronous course offerings, particularly for Integrated Math. School leaders will build in structured professional development time to facilitate collaboration between CTE teachers and core-content specialists to align core standards in CTE programs. Specialists will work with school leaders and coaches to continue to refine curriculum for both asynchronous and synchronous classes to increase engagement, relevance, and rigor through the creation of authentic performance task-type assessments  SAVA will expand the use of Canvas as an additional learning management system (LMS) that allows for course and content customization to support student needs. The school will continue to increase opportunities for student internships and experiential learning outside of the classroom.	Met		20JUN2023	2023
34765050130757	Highlands Community Charter	7	At Highlands 97% of our students are unduplicated so we ensure that all students have access to and are enrolled in a broad course of study. First, as a 1:1 device school we provide technology to all of our students to ensure they can access our online curriculum. For our international high school students we enroll them in English for Work & Life and Digital Literacy Bootcamp. We use ABC English, Burlington English curriculum, and monthly theme packets aligned to CCSS, CASAS competencies, WIOA objectives, and EL Civics outcomes. Theme packets provide education and training on: government, consumer economics, health, nutrition, education systems, pharmacy, and transportation while incorporating tools for English learners. For high school all of our students are enrolled in our online curriculum Edmentum for English, math, science and social science. High school students also enroll in our workforce readiness courses to ensure they are ready to enter the workforce upon graduation. For both our international high school and high school, one hundred percent of our students have access to a broad course of study.	Currently 100% of students, including ELL students, at all sites and all locations are able to access all program appropriate curriculum resources both online and in-person. The adoption of ABCEnglish and Burlington English increased student access for our ELL students because it ensured that online component. ABCEnglish is a teacher resource while Burlington English is accessible to both teachers and students online.   Our International High School students are enrolled in English for Work and Life courses, Digital Literacy, and Reading for Pleasure. International High School Students have access to the following materials to complete the curriculum: ABCEnglish, Burlington English, Newsela, and Reading with Relevance books.   Our Bridge program, which provides support for our EL students entering high school and our High School students are enrolled in English, social science, science, math, and workforce readiness courses. They have access to this curriculum through Edmentum, our Workforce Readiness Google Classrooms, and Reading with Relevance.	Our students face many barriers, but at Highlands we work to anticipate their needs to create effective learning environments. We do this through providing socio-emotional wellness, mental health support, non academic student services such as basic needs support, free bus passes, free childcare, free clothing, access to homeless services. In addition we also offer academic and classroom support such as: free online tutoring for all subjects, language support in classrooms through paraeducators, and various learning modalities for all students.	We will continue to use our current online curriculum tools, provide student services, and classroom support with a focus on offering even more services to more students. We will continue to track course enrollment through our student information system, track student feedback through climate surveys and community feedback and needs assessments.	Met		15JUN2023	2023
34765050139584	California Innovative Career Academy	7	At CICA 97% of our students are unduplicated so we ensure that all students have access to and are enrolled in a broad course of study. First, we provide technology to all of our students to ensure they can access all of our online curriculum. For our international high school students we enroll them in English for Work & Life, Digital Literacy Bootcamp, Reading for Pleasure,  and a Workforce Readiness course. We use ABC English, Newsela, Burlington English curriculum, and monthly theme packets aligned to CASAS competencies, WIOA objectives, and EL Civics outcomes. Theme packets provide education and training on: US government, consumer economics, health, nutrition, education systems, pharmacy, transportation, while incorporating tools for English learners. For high school all of our students are enrolled in our online curriculum Edmentum for English, math, science and social science. High school students also enroll in all of our workforce readiness courses to ensure they are ready to enter the workforce upon graduation. For both our international high school and high school, one hundred percent of our students have access to a broad course of study.	Currently 100% of students, including ELL students, at all sites and all locations are able to access all program appropriate curriculum resources both online and in-person. The adoption of ABCEnglish and Burlington English increased student access for our ELL students because it ensured that online component. ABCEnglish is a teacher resource while Burlington English is accessible to both teachers and students online.   Our International High School students are enrolled in English for Work and Life courses, Digital Literacy, and Reading for Pleasure. International High School Students have access to the following materials to complete the curriculum: ABCEnglish, Burlington English, Newsela, and Reading with Relevance books.   Our Bridge program, which provides support for our EL students entering high school and our High School students are enrolled in English, social science, science, math, and workforce readiness courses. They have access to this curriculum through Edmentum, our Workforce Readiness Google Classrooms, and Reading with Relevance.	Our students face many barriers, but at CICA we work to anticipate their needs to create effective learning environments. We do this through providing socio-emotional wellness, mental health support, non academic student services such as basic needs support, free bus passes, free childcare, free clothing, access to homeless services. In addition we also offer academic and classroom support such as: free online tutoring for all subjects, language support in classrooms through paraeducators, and various learning modalities for all students.	We will continue to use our current online curriculum tools, provide student services, and classroom support with a focus on offering even more services to more students. We will continue to track course enrollment through our student information system, track student feedback through climate surveys and community feedback and needs assessments.  We will continue to use our current online curriculum tools, provide student services, and classroom support with a focus on offering even more services to more students. We will continue to track course enrollment through our student information system, track student feedback through climate surveys and community feedback and needs assessment.	Met		15JUN2023	2023
34765056033336	Smythe Academy of Arts and Sciences	7	Smythe Academy uses assessment and attendance data via Aeries, Illuminate, Kelvin and the Twin Rivers Data Dashboard to monitor student learning and engagement. Smythe uses these data to make decisions about class assignment, staffing, academic interventions, attendance interventions and social emotional support targeted to student needs.	Elementary students are in self contained classrooms and the master schedule and administrator walkthroughs ensure students have access to the required course of study such as intervention and ELD. At the middle school level students are split by grade level and subject area content. Students complete year long courses in 5 content area classes and 1 elective. The master schedule and administrator walkthroughs ensure students have access to all required courses of study.	Both sites have adequate staff to ensure students have access to a broad course of study. We continuously improve our procedures to align our resources to meet student needs.	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. Smythe continues to review offering and meet the needs of students and community members. Providing project based learning and access to interventions are key.	Met		20JUN2023	2023
34765056112643	Westside Preparatory Charter	7	The locally selected measures or tools used to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. Our district utilizes the AERIES Student System as our student management tool and our district counseling teams utilize AERIES Reports to ensure a broad course of study is offered for each individual student. We have created a specific course offerings at our elementary (K-6), middle (7-8) levels to ensure students are offered quality and parity within their courses of study. Our special education students with mild-moderate needs are mainstreamed in college preparatory courses with curriculum support and our moderate-severe need students are provided individualized academic plans based on their needs. We continue to support quality counseling services throughout our district to ensure unduplicated student groups are provided the resources they need.	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. Westside works to connect with feeder pattern schools to provide students with ongoing success.	Identification of any barriers preventing access to a broad course of study for all students. none	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. Westside continues to review offering and meet the needs of students and community members. Providing career exploration and student agency are key.	Met		20JUN2023	2023
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 schools. 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.	The Master schedule was revised to ensure students have access to more courses, allowing them to recover credits and enroll in elective courses. San Benito County Office of Education contracts with local community organizations such as the San Benito Arts Council and the YMCA to provide arts and physical education activities to students.	Met		22JUN2023	2023
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.	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 have guest speakers and resume field trips and events that were held prior to COVID. In the 22-23 school year, we were able to have  guest artists and community members assist students with various art and science lessons.	Met		28JUN2023	2023
35674620000000	Cienega Union Elementary	7	Students are enrolled in a broad course of studies. Every student at Cienega School studies ELA, Math, History, Science, Art, and Music. Students in the lower grades develop handwriting and literacy, while the upper graders also work to become more tech-literate. All grades 3-8 also use typing software in order to learn proper typing techniques LEA is making decisions to make sure that all curriculum is up to par with state standards, and is making an effort to replace outdated materials. We use many consumable products, so we are able to fulfill the needs of our student population so that everyone has the materials that they need in order to complete their course of study. Due to our small size, we are able to monitor this on a case-by-case basis.	All students are at one site. All students have access to the curriculum and tools needed to complete their broad course of study. We are able to control this due to the small size of the LEA.	One of the largest hurdles that the LEA currently faces in making sure all students have access to a broad course of study is that the LEA is currently piloting a new ELA curriculum. All students have access to the ELA curriculum, but we are looking for a new program that will meet the needs of all Learners, including EL learners.	The largest hurdle that the LEA faces is the implementation of a broad course of study.  The way in which the LEA plans to remove this hurdle is to test and implement a new ELA curriculum.	Met		30MAY2023	2023
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 is 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 on 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 the complete adoption and full implementation of 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 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 schools offer 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 mostly 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. Additionally, the district seeks to recruit teachers to participate in inclusive classrooms to reduce pullout services such as ELD or IEP, which may create 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 student’s 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		27JUN2023	2023
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 (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		20JUN2023	2023
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 2022-2023 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 2022.	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 adopted a new Social Studies program for the 2022-2023 school year and full implementation is anticipated for the 2023-2024 school year. In addition, additional core materials for new students will ensure that all students have updated materials and resources to support their learning. The teacher also plans to attend review trainings for the STAR 360 program to ensure effective utilization of progress monitoring data, as well as a review of the ST Math program to ensure that it can be full integrated and utilized to ensure mastery of all math standards in a timely manner.	Met		21JUN2023	2023
35675040000000	North County Joint Union Elementary	7	All students at Spring Grove School have access to a broad course of study. This is based on the master schedule as a tool and courses in Aeries. All students have access to the core curriculum: ELA, Math, Science, Social Studies, PE. Unduplicated student groups have access to a broad course of study. Students who are English Learners also have access to Designated ELD daily. Students with exceptional needs have access to a broad course of study and support based on their IEP goals. Students in 8th grade who have completed advanced math in 7th grade have access to geometry. All students who are not at grade level have access to after school support in 1st-8th grade.	North County Joint Union School District is a one school site, therefore all students have access listed above.	There are no barriers that prevent a broad course of study for all students	The new action is the addition of the full time Intervention Teacher to support students who are not at reading grade level.	Met		22JUN2023	2023
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 during fall of 2022.	Met		12JUN2023	2023
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 SBHSD team continues to monitor the implementation of the MTSS system at HHS through weekly check-ins with site administrators which include data from Wellness, Academics, Behavior, and Attendance. This report reviews 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		13JUN2023	2023
35675530000000	Southside Elementary	7	NULL	NULL	NULL	NULL	Not Met			2023
35675610000000	Tres Pinos Union Elementary	7	Tres Pinos School measures a broad course of student through instructional minutes and curriculum planning. The Principal collects lesson plans every Monday morning and reviews the curriculum being taught. Teachers have a daily scheduled posted in the classroom with specific times for student to know the instructional time during the day.	Our ELL students receive ELD which is embedded in the Language Arts curriculum.	100% of our students receive instruction and at this time we have no barriers.	The LEA will continue to update it's broad course of study to stay current with state requirements.	Met		08JUN2023	2023
35675790000000	Willow Grove Union Elementary	7	Students are assessed every 6-8 weeks on their placement in Language Arts and in Math.  The results of these assessments are shown to the Board in closed session, the individual test scores are kept confidential with no names being attached to the scores.  However, the Board is able to view the trend of student scoring in each grade.  This includes all unduplicated students, students with disabilities and is grouped by grade level.  Other areas of study are teacher or curriculum measures given by the teachers.	Our district is very small  with only one school that has about 23 students at this time.  We are a rural school and have very good services for our students.  All students receive a broad course of study.	All students do receive a broad course of study.  This includes our special education students who feel a part of our small school because everyone sees them as an important  part of the student body.  They are important just like all of the students here.	We are starting to look at the new History/Social Science curricula which the State Board has processed as adopted.  In addition, we are purchasing a writing program to compliment the writing within the Houghton curricula.  This will be much more direct as the small lesson plans are going to be good for all students and provide rubrics and lessons which have been developed specifically for the six traits of writing.  This will be a good addition to our curriculum and especially beneficial for all of our unduplicated students.	Met		13JUN2023	2023
35752590000000	Aromas - San Juan Unified	7	Currently, the Master Schedule is examined and updated once a year to guarantee that each site provides students with a diverse course of study. All sites offer credit recovery to students. Reports are generated regularly to show which students are enrolled in the credit recovery program, their classes, and their respective levels of success. In addition, we use custom reports from the student information system to verify student enrollments in a broad course study.	According to master schedules, ASJUSD offers core and credit recovery courses. A small selection of elective courses are also provided in 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.	Some barriers have been identified for students with specific disabilities. One of the challenges is to differentiate instruction to meet the individual needs of a broad spectrum of learners. Moreover, due to the small size of the schools, only a few electives can be provided at each location.	Aromas San Juan Unified School District provided each student with a Chromebook. Our secondary students can take home the devices, and at the elementary level, the device is kept in the classroom. Hotspots were also made available to students who had connectivity issues at home. The LEA will continue monitoring the Student Information System to ensure all students are enrolled in a broad course study.	Met		14JUN2023	2023
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 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 the data shows that during the 2022-2023 school year, over twenty-five thousand credits were earned. Over 15,000 credits 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 15 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 Air Systems (“drones”) and cybersecurity. With the addition of three curriculum specialists, the SBCSS curriculum team is continually 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 the ability to provide access for all our students to take CTE 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 investments we have made in online based curriculum platforms to provide students access to courses they may otherwise 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 to participate in dual enrollment classes. Investments in online curriculum and resources and participation in recruitment work toward making a broad course of study accessible to all students will also continue to occur. These strategies and actions enhance our ability to continually provide a broad course of study for all students.	Met		05JUN2023	2023
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 2022-23 school year, 100% of students at the Norton Science and Language Academy, TK-10, had full access to a broad course of study. All students in TK-5 attend enrichment courses during the school day that include STEM, Art, PE, and Music. Middle school and High School students have the opportunity to take elective courses in Computer Science, Space Scientist, Drama, Robotics, and ASB. The school partners 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-10.	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--11th grade 2023; 12th grade 2024--it will continue to support the school’s mission for dual immersion and world languages using engagement data to provide a robust and rigorous education for its students.	Met		12JUN2023	2023
36103630139147	Sycamore Academy of Science and Cultural Arts - Chino Valley	7	Sycamore Academy uses a comprehensive approach to assess the extent to which all students have access to and are enrolled in a broad course of study. To track this, we employ the following measures and tools: Curriculum Review: We regularly collect and analyze curriculum data to ensure that all students, across grade spans, have access to a wide range of academically relevant and engaging work. Our curriculum materials and offerings are reviewed annually. We verify that these courses are accessible to all students, and adjustments are made as needed to address any gaps or disparities. Stakeholder Feedback: We actively seek input from students, parents, and educators to gauge their perceptions of course availability and accessibility. This feedback helps us identify any potential barriers or areas requiring improvement. Program Evaluation: We assess the effectiveness of programs and services developed for unduplicated students and individuals with exceptional needs to ensure they are meeting the intended goals and providing equitable opportunities for all students. Through these measures, we aim to maintain a broad course of study that aligns with state requirements and provides equal access to educational opportunities for all students, regardless of background or exceptional needs. We are committed to transparency and regularly report our findings to our local governing board and through	At Sycamore Academy, our unwavering commitment is to ensure every student's access to and enrollment in a comprehensive course of study. To achieve this goal, we employ a diverse range of locally selected measures and tools while upholding principles of equal opportunity and inclusion. Our thorough analysis affirms that every student, irrespective of background or unique needs, enjoys equal access to a rich variety of challenging course work. We regularly scrutinize enrollment data and curriculum offerings, proactively addressing any potential disparities in access. This diligent approach ensures that our students consistently benefit from a well-rounded educational experience, reflecting our commitment to equal opportunity. Our track record reveals a consistent trajectory of progress in expanding access to comprehensive course work for all students. This commitment to ongoing improvement compels us to continually assess and enhance our course work offerings to cater to the diverse needs and interests of our student body. Sycamore Academy steadfastly upholds its pledge to provide equal access and comprehensive course work for all students. We take pride in the strides we have made and remain resolute in our commitment to maintaining an inclusive educational experience that empowers every student to thrive.	Sycamore Academy remains unwavering in its commitment to ensuring equal opportunities and comprehensive coursework access for every student. Our self-assessment, guided by locally selected metrics, reaffirms this commitment. However, we have identified and are actively addressing certain barriers. Resource allocation presents a significant challenge. While we strive to offer an extensive curriculum, budget constraints occasionally limit our ability to expand course offerings. To surmount this obstacle, we are diligently exploring alternative funding sources and optimizing our existing resources. Another challenge is related to attendance. Following pandemic-related school closures, some parents have not prioritized regular school attendance, which can affect student access to our comprehensive coursework. Sycamore Academy is wholeheartedly dedicated to overcoming these barriers and ensuring equitable access to a broad range of courses for all students. We remain focused on continual improvement and the removal of obstacles to ensure that every student can access the high-quality education they deserve.	Sycamore Academy has taken several proactive steps to ensure equitable access to a broad course of study for all students. We have initiated efforts to secure additional funding sources to expand our course offerings. This includes exploring grants, partnerships, and optimizing existing resources to enhance our curriculum and provide more diverse learning opportunities. We are also dedicated to optimizing our existing resources to enhance our educational offerings, ensuring that students have access to a wide range of subjects and programs. Additionally, we have implemented initiatives aimed at promoting the importance of regular school attendance among both parents and students. Through targeted campaigns and engagement programs, we seek to increase attendance rates, thereby enabling all students to fully benefit from our comprehensive coursework. Furthermore, our commitment to open and ongoing communication with our educational partners, including parents, teachers, and community members, remains unwavering. This collaborative approach allows us to proactively identify and address any barriers to course access promptly and effectively. These revisions and actions exemplify our steadfast dedication to providing every student with a comprehensive educational experience. Our aim is to ensure that no student faces any unnecessary barriers in accessing a broad course of study, promoting educational equity and excellence.	Met		13JUN2023	2023
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 adheres to the Common Core. To assess the teaching and learning, we utilize three main local measures when assessing progress. The first is our OTUS platform which CORE teachers use in 3-week cycles. Here, they diagnose and assess students according to the 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 students grow 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 that 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		10JUN2023	2023
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.	Met		13JUN2023	2023
36103636111918	Desert Trails Preparatory Academy	7	All teachers at Desert Trails Preparatory Academy submit weekly lesson plans which aid administration in tracking scholars' access to a broad course of study. Administration will continue to use these, along with monitoring scholar enrollment and use of online curriculum to ensure students have access to curriculum and instructional materials that are aligned to CCSS thereby addressing the academic needs of all learners.	Both teachers and administrators have access to digital curricular components to track scholars' access to a broad course of study and their progress toward learning goals. The selected tools for measuring student access to and enrollment in a broad course of study show that all scholars are enrolled in and are utilizing the curricular tools provided.	There are no barriers to access for all scholars. Every scholar has access to curricular materials and Chromebooks are provided for each scholar, so they have access to online programs.	There are no revisions needed at this time. Desert Trails Preparatory Academy will continue to provide instructional materials and computer access for all scholars	Met		15JUN2023	2023
36675870000000	Adelanto Elementary	7	As a district, we use AERIES to enroll and track student progress as well as build Middle School Master schedules at the middle school level. There is a function that allows parents to engage in the monitoring process for attendance and grades. AERIES allows us to capture data for all students regardless of program and pull reports based on demographic needs.	All students have access to a broad course of study in the district. Master schedules at our middle schools are in alignment. Master schedules are planned collaboratively to ensure that opportunity and access are available to all students across our three comprehensive middle schools and our two K-8 schools.	One given barrier is staffing when providing LEA access to a broad course of study. We are implementing a Cadet Core class and strand in two of our comprehensive middle schools. Finding the person with the proper credentials to teach this has been a challenge. We continue to offer credentialing support and professional development opportunities for all teachers to increase their content knowledge and collaboration with other teachers.	We continue working with CDE and credentialing to provide high-quality classroom teachers. We continue to explore the courses to be innovative and challenging to meet the 21st-century needs of the students we serve. We also continue to explore whether AERIES will continue to provide us with reporting and disaggregation to make sure all of our students are being served appropriately while meeting the needs of the parents and families for ongoing communication.	Not Met			2023
36675870128462	Taylion High Desert Academy/Adelanto	7	Using tools including CALPADS, SIS, and the UOC A-G Course Management Portal, it was concluded that students do, in general, have access to a broad course of study. However, gaps in course offerings were found identifying a need for more art, music, and EL academic opportunities.	Moving forward, Taylion High Desert Academy will offer more creative workshops both on campus and online. Taylion will also be implementing a new EL plan for the 2023-2024 school year and utilize grant funds to support systems to monitor and ensure all students have access and a path for graduation.	Taylion's students face a variety of barriers in daily life including trying to balance schoolwork with family obligations, poverty, transiency, and other challenges. By focusing on forming individual learning paths with personalized instructional guidance for all students, Taylion strives to support each student as they pursue their unique academic goals.	a more thorough focus on data analysis of Renaissance Star assessments will be conducted to increase instructional quality, target interventions, and ensure a more robust MTSS process. Using this approach, Taylion will enhance and expand both rigorous and diverse courses as well as credit recovery opportunities for students who fall behind so they will have the best chance to meet the graduation requirements.	Met		15JUN2023	2023
36675950000000	Alta Loma Elementary	7	The Alta Loma School District conducts enrollment and course-offering studies each year and asks for student and parent feedback via LCAP surveys and other authentic, qualitative feedback opportunities. Elementary and secondary schools are in compliance with TK-8 instructional minutes and have access to a broad course of study required by the Education Code. Our student information system and master schedules are used to monitor and evaluate student classes and schedules. District administrators work with site administration to ensure students are placed appropriately in classes, have no gaps in course enrollments, and ensure equity issues are identified and addressed.	The Alta Loma School District works with site administration and teachers to ensure all classes are meeting the instructional requirements and students are provided with a District-adopted curriculum that is aligned with state expectations, standards, and frameworks. Additionally, the District works closely with teachers to design and implement high-quality tier 1, tier 2, and tier 3 support for all students.  This includes, but is not limited to, classroom support and/or accommodations for students who may have limited English, special academic needs, and/or are experiencing hardships. Instructional programs are monitored consistently to ensure state mandates and/or requirements are implemented. All students have access to District-adopted and grade-level appropriate educational technology, digital tools, and platforms. Physical education classes are offered and meet the state requirements and Arts Education programs are offered at all schools. Furthermore, junior high school students have access to various electives including a state-of-the-art STEM lab, Spanish 1, Choir, and Band, and are provided additional course access by being provided with a zero-period physical education course for those seeking more than one elective.	Although we received a large number of survey responses from students and families, we recognize the survey does not always capture all students and families and the information reflected in the survey may not be the belief of all.  Additionally like many other districts, students sometimes find themselves with scheduling conflicts and may not necessarily be able to access all courses of study of interest, this may also include students who require additional services during the day.  ln addition, limited funding is a barrier and as a result the district has to be selective on course offerings.	As part of the 2023-2024 school year, one focus area is to improve upon using data to identify individualized student academic, social-emotional, and behavioral needs, and based upon those findings, design a multi-tiered system of support (MTSS) in core classrooms, elective classes, and after school programs. This will allow for acceleration and intervention as needed for each students’ specific needs.	Met		14JUN2023	2023
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).	BAll 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		27JUN2023	2023
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.	As evidenced by the locally selected measures listed above, all students have access to and are enrolled in a broad course of study. A challenge does exist due to our location. BVUSD is located in a rural area with approximately 2137 students. Big Bear High School’s enrollment is 629, Chautauqua Continuation High School’s enrollment is 32, and Big Bear Middle School is 496. Since secondary schools are small, the offering of a large variety of classes remains a challenge. However, to continue to ensure all students have access to a broad coarse of study, at both high schools, an online supplemental program, Edgenuity, which allows students the opportunity to take additional A-G classes, is implemented. Continuation high school students may also enroll at the comprehensive high school for classes not available on their campus. At the high school level, all students meet with the High School Counselors to plan their four-year course of study. In 2023-2024, Counselors will meet with students twice a year to discuss 4 year plans. 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.	As previously mentioned, a challenge does exist due to our location. BVUSD is located in a rural area with approximately 2137 students. Big Bear High School’s enrollment is 629, Chautauqua Continuation High School’s enrollment is 32, and Big Bear Middle School is 496. Since secondary schools are small, the offering of a large variety of classes remains a challenge.	In order to ensure access to a broad course of study, additional supplemental materials are provided in ELA with i-Ready English Language Arts, Systematic Instruction in Phoneme Awareness, Phonics, and Sight Words (SIPPS), Guided reading materials (leveled texts), Learning A-Z, Ready Common Core, Scholastic Magazine Weekly Readers, and expository books for site libraries. In math, instruction is supplemented with Reflex Math, i-Ready math, and math manipulatives. 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 supplemental online programs to support success with core content at the middle and high school. 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. 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		21JUN2023	2023
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. As reported on the 2023 LCAP Survey, 89% of parent respondents, ""Strongly Agree/Agree"" that “School site provides programs, services and opportunities that promote student health and wellness.”  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 district collects and analyzes course enrollment data to ensure that students across different grade spans and student groups have access to a variety of courses and educational opportunities."	The district has shown positive trends in improving access to a broad course of study for all students. Efforts to expand course offerings and promote inclusivity have contributed to these improvements. The district has implemented targeted interventions to address student needs. These interventions may include providing additional resources to underserved areas, implementing inclusive educational practices, and expanding after-school education services. Additional resources have been provided to support Science Technology, Engineering, and Mathematics (STEM), after-school clubs, AVID courses and other electives. Students in elementary school are provided a well-rounded music program.	No barriers have been 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		22JUN2023	2023
36676520000000	Chaffey Joint Union High	7	The CJUHSD continuously monitors student progress to ensure all students 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 demonstrate preparedness on the College and Career Indicator. The monitoring procedures include systematic and comprehensive aggregated and disaggregated data to equip District and individual school sites to monitor performance and progress of all student populations. Tools include reports from the District’s student information system and 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 to 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 in 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 22-23 and now in 23-24, 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. Since this legislation was passed, 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. Educational partners continue to prioritize access to courses to support on-time graduation and college readiness.	The District prioritizes access to a broad course of study for all students. In 22-23, the District maintained access to a default A-G curriculum for freshmen that included English, Math, Science, World Language, Visual/Performing Arts, CTE, and more. Except when parents requested otherwise, or specific needs for the student called for other courses, all freshmen took at least four A-G courses. Assistant Principals of Achievement, site counselors, and the Office of Assessment and Research monitor over 22,000 students to track progress in achieving the A-G curriculum. All English Learner  support classes are A-G approved to provide additional access for EL students. The District provides support and services needed within the general education setting to maximize opportunities for students with disabilities. Education specialists and paraprofessionals collaborate with general education teachers to create curricular adaptations, increase small group instruction, re-teaching, and behavior modification strategies. In 22-23, 61% 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 23-24, ensuring that all students graduate ready for college and careers. Schedules afford 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, graduation progress, AP enrollment for all student groups, freshmen 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 groups who graduate prepared. Programs and practices supporting this vision include AVID, course adoptions, staffing, and scheduling. The District continues to increase access to Advanced Placement courses to students. In spring 2023 Advanced Placement exam administration, the District had 4088 students take 8263 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		14JUN2023	2023
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 measures in place to support success for all students in the broad course of study. There is a challenge for students who enroll in the District late in high school who 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 addresses 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		15JUN2023	2023
36676780137547	Allegiance STEAM Academy - Thrive	7	The measures and tools used to track to the extent which all students 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 the master schedule aligned to Ed Code Sections 51210-51212 and 51220-51229.	In addition to having access to and being enrolled in broad course of study as defined in Ed Code Sections 51210-51212 and 51220-51229, all students are enrolled in Allegiance's enrichment courses of STEAM Lab, Music/Drama, and World Languages.	There are no current barriers to providing access to a broad course of study for all students.	Allegiance is seeking to prepare more students for Integrated Math 1 by their 8th grade year.	Not Met For Two or More Years			2023
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. Homogeneous grouping occurs with our English Learner students based on their ELPAC results as required.  Additionally, priority loading of students in secondary master schedules is given where access issues may occur to assure student needs and access to courses are met.  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 full access to a broad course of study as defined by CA Ed Code 51210 and 51220 (a)-(i). CJUSD is now 1 to 1 with Chromebooks where all students have and 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 made based on requests from students. Every effort is made to offer requested courses at the school sites. The only difference across school sites would be in access to CTE Pathways which are varied across the district and some Advanced Placement courses based on enrollment. Through our partnership with CRY-ROP, students are offered CTE courses in many CTE pathways. Course offerings are reviewed yearly to provide opportunities based on new and emerging fields and there is a course approval process in place that begins at sites and moves to Curriculum Council, Executive Cabinet, and Board for approval. The district provides opportunities for Concurrent enrollment with local or online colleges and dual enrollment with San Bernardino Valley College (SBVC) to provide access for students to gain both high school and college credits simultaneously. Additionally, CJUSD will partner with SBVC to pilot an Early College Program at Bloomington HS. All course requests from students must meet board policy requirements to be counted toward high school credit and are approved by the 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. This past year we offered a telepresence course for our Engineering pathway where students at Bloomington High School were taught online by teachers at Grand Terrace High School.  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 and we worked with Colton Adult School to support evening classes for Seniors needing to make up credits.	Met		29JUN2023	2023
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		15JUN2023	2023
36677020000000	Etiwanda Elementary	7	In order to evaluate the extent to which students have access to and are enrolled in a comprehensive range of courses as mandated by Priority 7, Etiwanda School District site principals actively engage in a comprehensive review of class and student schedules, incorporating both qualitative and quantitative assessments. This review process, established during the 2018-19 academic year, requires principals to hold meetings with all general education teachers and special education case carriers. Together, they examine class and student schedules to ensure that students have ample opportunities for a broad course of study. Following this thorough review, principals document their findings and certify the accuracy of the information provided in the report.	During the 2022-23 school year, it is ensured that all students in grades TK-8 within the ESD are not only enrolled but also actively engaged in the seven designated areas that constitute a comprehensive course of study throughout the regular school day. This commitment ensures that students receive a well-rounded education covering various essential subjects and disciplines.	Significant progress has been made in removing barriers that hindered access to a broad course of study. As a result, all students are able to actively participate in the seven identified areas constituting a broad curriculum during the regular school day. This is an achievement in ensuring that every student has equal opportunities to engage in a well-rounded education across various subjects and disciplines.	The existing practices that guarantee access to a broad course of study will be upheld and maintained. District personnel including district and site administrators, teachers, and support staff are committed to ongoing efforts aimed at further enhancing student access to a wide range of remediation as well as enrichment activities. These activities are thoughtfully tailored to meet students at their individual instructional levels, whether it is for those students not al grade level to those advanced learners. This targeted approach fosters an inclusive and enriching educational environment that caters to the needs of every student.	Met		15JUN2023	2023
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 2022 graduates who completed a broad course of study across their secondary educational experience (2023 data was not yet available at the time of analysis and reporting to the Board in early June 2023).  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 2022-2023, 23% of 4th – 6th grade elementary students were enrolled in Band, Strings, or Choir (a 12% increase from 2021-2022) and 10% participated in after-school VAPA programs (a 3% increase from 2021-2022). At the middle school level, 36% of 6th graders were enrolled in a VAPA course which was a 5% increase over the previous year. All students in grades 7-12 have access to a broad course of study. Sixty-nine percent of 2022 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, which is an increase of 20% when compared from the previous year. An additional 25% completed all core courses plus 3 of the 4 elective areas, demonstrating that 94% 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. Students with Disabilities had the largest gap at 9% compared to the districtwide rate for all students.  Completion rates for Students with Disabilities were higher than the districtwide rate when it came to enrollment in CTE and Applied Arts courses.  Foreign Language is where the rate for this group was significantly lower (71% compared to 94%). 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 foreign language offered the fewest number of sections in FUSD in 2021-2022, with 407 and 467 respectively compared to 635 for VAPA and 591 for CTE. For Applied Arts, FUSD offered just 407 sections across 46 courses in 2021-2022.  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.	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?  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		21JUN2023	2023
36677100141952	Allegiance STEAM Academy - Thrive, Fontana	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
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	The Principal, Counselor, and Teaching Staff review the schedule annually to ensure that a Broad Course of Study is accessed by all students.	Met		28JUN2023	2023
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. Additionally, students are able to enroll in additional courses beyond the standards in things like AP, CTE, and electives.	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		28JUN2023	2023
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. Homeschool students have access to HELLO courses taught by credentialed teachers. 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 assessments. 8th-grade students have access to high school-level math and language courses. School counselors advise 9th- 12th-grade students to take courses required for graduation to ensure that students are enrolled 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 Geometry math course. 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. We are focusing the K12 Strong Workforce Grant funding to add CTE teacher support, dual enrollment opportunities, and work-based learning options to increase SWD and EL student participation. 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 Learning Management System (LMS).  The Instructional Support and CTE departments 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-Calculus, 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. We are continuously creating new courses with embedded interventions to support all learners and address any learning loss. 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 Vista Higher Learning (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 much easier to 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		08JUN2023	2023
36677360130948	Independence Charter Academy	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. Additionally, students are able to enroll in additional courses beyond the standards including electives and access to higher educational opportunities beyond the students current grade level. Additionally, the LEA works to support students attending community colleges for additional courses and to start getting college credit early.	N/A. All students are able to gain access  to the courses of study they need or desire.	No adjustment is required because all students have access to a broad course of study all of the time.	Met		28JUN2023	2023
36677360136069	Sage Oak Charter	7	The counselor, teacher/EA, parent, and student develop a personalized educational plan for each student. The EL Coordinator, Homeless and Foster Youth Liaison, 504/SST Coordinator, and Special Education Case Managers 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, the EL Coordinator, Homeless and Foster Youth Liaison, 504/SST Coordinator, and the Special Education, 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.	Met		22JUN2023	2023
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 2022-23 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. The student information system shows that at a minimum, there were English Learners, low-income, foster youth, exceptional needs students, and different grade levels completing the required coursework, during the first semester of 2022-23.  Enrollment for interventions was evident for all grades, exceptional needs students, and unduplicated students for core subject areas. Driver education, CTE, and foreign language courses had the lowest enrollment for exceptional needs and foster youth students.  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 foreign language courses and none in drivers’ education. 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 online courses. English learners are receiving ELD courses. Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts 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 action in LCAP Goal 2 - College and Career Readinessl. Enrollment in CTE and Professional Skills courses are tracked and reported to our educational partners. 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		07JUN2023	2023
36677360139576	Excel Academy Charter	7	EACS offers students across all grade levels innovative personalized programs and pathways that offer a broad course of study, flexibility, and independent learning developed from data analysis of assessment and academic portfolios built on  integrity, accountability and compliance. With the support and guidance of a credentialed teacher, students build a customized learning plan based on individual educational goals. Our teachers work with their assigned students to identify and implement a personalized learning plan for each student. All 9-12 grade students meet with their assigned high school counselor yearly to review graduation progress, select courses that will ensure they meet their academic goals, and create a detailed 4-year plan that indicates specifically the courses the student will be completing. The teacher takes the 4-year plan and determines the corresponding curricular plan and pacing guides using vetted and approved curriculum and assessments. 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, in addition to participating in concurrent enrollment. If necessary, students have access to credit recovery classes. The high school counselor and principal initiates a general education meeting with every eighth grade student to ensure a plan is in place to begin high school.	All students across all grade levels have access to a broad course of study, internal and state assessments, and oversight from credentialed educators. The EACS high school counselor and teachers work together to plan the approved courses and develop four-year high school plans. The high school principal and HQT team monitor student enrollment and progress 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 Intervention Coordinator works in conjunction with the special education team, high school counselor, teachers, 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		22JUN2023	2023
36677770000000	Morongo Unified	7	MUSD utilizes Synergy and Illuminate to track student enrollment and ensure access to a broad course of study. These platforms take into account unduplicated students, as well as those with exceptional needs, to ensure that all students have access to the educational resources and courses required for success. Additionally, our counselors and secondary administrators work closely with students to develop college and career goals, ensuring they are college and career ready by graduation. This is achieved by creating a four-year plan that integrates the student's interests, academic strengths, and areas of progress. We also provide local benchmarks to students via STAR Reading and Math, as well as i-Ready. These assessments are incredibly beneficial for tracking student progress and ensuring they are on track to attain standard mastery in time for state testing via the CAASPP.	All students enrolled in MUSD TK-8th grade have the appropriate curricula assigned to them in preparation for high school. High school students can access dual enrollment, CTE, AP, and college prep (A-G) courses. Master schedules are developed through Synergy to ensure that access and enrollment in different courses of study are equitable and inclusive.	MUSD’s barriers preventing access to a broad course of study for all students include the chronic absenteeism rate and the lack of housing for some of our low-income students. Students who do not attend school regularly do not have the same access to the broad course of study compared to those with consistent attendance. Absenteeism, however, is not new in this region as many families are of low income and have different obstacles in ensuring their child’s attendance. Results from local benchmarks and CAASPP demonstrated a correlation between attendance and performance in reading, writing, and math concepts.	To ensure access to a broad course of study for all students, MUSD has and will continue implementing MTSS, PBIS, and Learning Centers to combat the attendance challenges. MTSS and PBIS have been implemented in TK-12th grade, while Learning Centers are prominently located at each elementary school site. Each program addresses academics, behavior, and attendance to help meet students’ needs. MUSD will also increase parental engagement and involvement through events and professional development sessions for educators to improve the parent-teacher relationship. We strive to have families more involved to help support student achievement. Additionally, we have other alternative educational means to provide students with access to a broad course of study, which includes our Academy of College and Career Excellence, CTE programs, PLUS, a continuation high school, and more. The district values its flexibility to help students succeed through various measures and strategies to ensure access.	Met		27JUN2023	2023
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.	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 2022-23 school year, 100% of students had full access to a broad course of study.  All elementary schools provide instruction the areas identified as a broad course of study for grades 1-6.  Students participate in the required number of physical education minutes as required by Education Code.  In addition to the visual and performing arts curriculum, elementary students also participate in an integrated arts program. All junior high school students have access to a broad course of study.  All students are provided with English/Literature, Mathematics, Social Sciences, Science & Health and Physical Education.  Students are able to participate in honors courses in English/Literature and Mathematics. 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, and arts.  The applied arts are integrated into and across the core curriculum and electives for all students.  All students participate in one period of PE daily.  AVID courses are offered to prepare students for college and career.  Students may enroll in Spanish IA and IB, which allows students the opportunity to enter Spanish II when they enter high school.  Students also may select technology courses or a student leadership course.  Barriers to course access are that students may only select one elective in addition to their required coursework.	The district will continue to monitor course offerings as well as school and class schedules to ensure students have access to a broad course of study. This may include revising the course electives offered to meet the changing needs of the learners or to better align with educational priorities.	Met		08JUN2023	2023
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 2022-2023 school year, 100% of students at Mt Baldy School had full access to a broad course of students as defined by California Education Code 51210 and 21220. The LEA offers access and enrollment in the seven areas, that mya include but are not limited to subject area in Education Code 51210, identified as broad course of studies. All secondary students have access to 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 curiculum 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 wtih 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		29JUN2023	2023
36678010000000	Needles Unified	7	All students have access to a broad course of study.  Principals and our counselor update the master schedule annually and all school sites look for ways to improve programs brought to our students.   For instance, our AVID students will have college visits to improve the experience of the AVID course.	We are always trying to add CTE courses that student would participate in and reviewing teacher credentials to support other course offerings for our students.	We could always use more courses to offer students.  We are limited by our school size and the ability to support staff with a small number of students. In addition, it is difficult to find California credentialed teachers to support the coursework.	We have a strong staff climate so we do not have high staff turnover.  We replaced 2% of our certificated staff last year, and that was due to a retirement.  This allows us to maintain the course of study we currently offer.   We are also working with the local community college to provide more course offerings for our students.	Met		20JUN2023	2023
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. ELOP grant funding has helped maximize access to additional course aligned programs afterschool.  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 State 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. ELOP-funded programs continue to expand access to enriching course content after school and during intersessions, with new partners continually added.	Met		15JUN2023	2023
36678270000000	Oro Grande	7	Students from all grade levels and all unduplicated student groups are provided with a broad course of study.  All students participate in the school's specials program, which includes music, PE, drama, library and SEL.	100% of students have access to a broad course of study.	No barriers exist.  All students participate in a broad course of study.	The LEA will continue to evaluate the master schedule for students to ensure all students have access to the specials program provided at the school.	Met		14JUN2023	2023
36678270113928	Riverside Preparatory	7	Master scheduling analysis and course demographic analysis.  Counselor and site admin evaluate the courses offered and course enrollment to ensure students have access to and enrolled in a broad course of study for unduplicated student groups and individuals with exceptional needs served.	Grades 1-6 ensure all students participate in the available special classes, which include: Music, Drama, PE, SEL, and Library. In grades 6-12, counselors and admin ensure students participate in CTE, electives and Dual Enrollment courses.	Students are provided a broad course of study to all students.	The LEA will continue to monitor course enrollment numbers by unduplicated student groups and individuals with exceptional needs to ensure appropriate subgroups are represented in the courses provided.	Met		14JUN2023	2023
36678270137174	Mojave River Academy - Gold Canyon	7	The LEA analyzes course enrollment numbers, master agreements, CALPADS reports, SIS reports, and four-year 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.	Based on the locally selected measures, students at all grade spans, elementary, middle and high, have access to and are enrolled in a broad course of study.  Student groups are also appropriately represented in the courses available at Mojave River Academy.	Students at Mojave River Academy are provided with a broad course of study.  However, the LEA recognizes that it serves a high population of low socioeconomic students and students requiring credit recovery at the high school level.  The LEA has established protocols to overcome the hurdles these students face to ensure a broad course of study is available.	The school staff will continue to play an active role in ensuring students, including student groups, have access to and are enrolled in a broad course of study.   This includes providing students with the proper resources, such as technology, and academic support through tutoring and math lab.  In addition, supports are provided to students to address their overall well-being, by having access to school nurses, counselors, social workers, and psychologists.  Last of all, students are provided one-on-one time with their instructors to provide the appropriate academic support students need.	Met		14JUN2023	2023
36678270137182	Mojave River Academy - National Trails	7	The LEA analyzes course enrollment numbers, master agreements, CALPADS reports, SIS reports, and four-year 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.	Based on the locally selected measures, students at all grade spans, elementary, middle and high, have access to and are enrolled in a broad course of study.  Student groups are also appropriately represented in the courses available at Mojave River Academy.	Students at Mojave River Academy are provided with a broad course of study.  However, the LEA recognizes that it serves a high population of low socioeconomic students and students requiring credit recovery at the high school level.  The LEA has established protocols to overcome the hurdles these students face to ensure a broad course of study is available.	The school staff will continue to play an active role in ensuring students, including student groups, have access to and are enrolled in a broad course of study.   This includes providing students with the proper resources, such as technology, and academic support through tutoring and math lab.  In addition, supports are provided to students to address their overall well-being, by having access to school nurses, counselors, social workers, and psychologists.  Last of all, students are provided one-on-one time with their instructors to provide the appropriate academic support students need.	Met		14JUN2023	2023
36678270137190	Mojave River Academy - Oro Grande	7	The LEA analyzes course enrollment numbers, master agreements, CALPADS reports, SIS reports, and four-year 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.	Based on the locally selected measures, students at all grade spans, elementary, middle and high, have access to and are enrolled in a broad course of study.  Student groups are also appropriately represented in the courses available at Mojave River Academy.	Students at Mojave River Academy are provided with a broad course of study.  However, the LEA recognizes that it serves a high population of low socioeconomic students and students requiring credit recovery at the high school level.  The LEA has established protocols to overcome the hurdles these students face to ensure a broad course of study is available.	The school staff will continue to play an active role in ensuring students, including student groups, have access to and are enrolled in a broad course of study.   This includes providing students with the proper resources, such as technology, and academic support through tutoring and math lab.  In addition, supports are provided to students to address their overall well-being, by having access to school nurses, counselors, social workers, and psychologists.  Last of all, students are provided one-on-one time with their instructors to provide the appropriate academic support students need.	Met		14JUN2023	2023
36678270137208	Mojave River Academy - Route 66	7	The LEA analyzes course enrollment numbers, master agreements, CALPADS reports, SIS reports, and four-year 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.	Based on the locally selected measures, students at all grade spans, elementary, middle and high, have access to and are enrolled in a broad course of study.  Student groups are also appropriately represented in the courses available at Mojave River Academy.	Students at Mojave River Academy are provided with a broad course of study.  However, the LEA recognizes that it serves a high population of low socioeconomic students and students requiring credit recovery at the high school level.  The LEA has established protocols to overcome the hurdles these students face to ensure a broad course of study is available.	The school staff will continue to play an active role in ensuring students, including student groups, have access to and are enrolled in a broad course of study.   This includes providing students with the proper resources, such as technology, and academic support through tutoring and math lab.  In addition, supports are provided to students to address their overall well-being, by having access to school nurses, counselors, social workers, and psychologists.  Last of all, students are provided one-on-one time with their instructors to provide the appropriate academic support students need.	Met		14JUN2023	2023
36678270137216	Mojave River Academy - Rockview Park	7	The LEA analyzes course enrollment numbers, master agreements, CALPADS reports, SIS reports, and four-year 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.	Based on the locally selected measures, students at all grade spans, elementary, middle and high, have access to and are enrolled in a broad course of study.  Student groups are also appropriately represented in the courses available at Mojave River Academy.	Students at Mojave River Academy are provided with a broad course of study.  However, the LEA recognizes that it serves a high population of low socioeconomic students and students requiring credit recovery at the high school level.  The LEA has established protocols to overcome the hurdles these students face to ensure a broad course of study is available.	The school staff will continue to play an active role in ensuring students, including student groups, have access to and are enrolled in a broad course of study.   This includes providing students with the proper resources, such as technology, and academic support through tutoring and math lab.  In addition, supports are provided to students to address their overall well-being, by having access to school nurses, counselors, social workers, and psychologists.  Last of all, students are provided one-on-one time with their instructors to provide the appropriate academic support students need.	Met		14JUN2023	2023
36678270137224	Mojave River Academy - Silver Mountain	7	The LEA analyzes course enrollment numbers, master agreements, CALPADS reports, SIS reports, and four-year 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.	Based on the locally selected measures, students at all grade spans, elementary, middle and high, have access to and are enrolled in a broad course of study.  Student groups are also appropriately represented in the courses available at Mojave River Academy.	Students at Mojave River Academy are provided with a broad course of study.  However, the LEA recognizes that it serves a high population of low socioeconomic students and students requiring credit recovery at the high school level.  The LEA has established protocols to overcome the hurdles these students face to ensure a broad course of study is available.	The school staff will continue to play an active role in ensuring students, including student groups, have access to and are enrolled in a broad course of study.   This includes providing students with the proper resources, such as technology, and academic support through tutoring and math lab.  In addition, supports are provided to students to address their overall well-being, by having access to school nurses, counselors, social workers, and psychologists.  Last of all, students are provided one-on-one time with their instructors to provide the appropriate academic support students need.	Met		14JUN2023	2023
36678270137232	Mojave River Academy - Marble City	7	The LEA analyzes course enrollment numbers, master agreements, CALPADS reports, SIS reports, and four-year 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.	Based on the locally selected measures, students at all grade spans, elementary, middle and high, have access to and are enrolled in a broad course of study.  Student groups are also appropriately represented in the courses available at Mojave River Academy.	Students at Mojave River Academy are provided with a broad course of study.  However, the LEA recognizes that it serves a high population of low socioeconomic students and students requiring credit recovery at the high school level.  The LEA has established protocols to overcome the hurdles these students face to ensure a broad course of study is available.	The school staff will continue to play an active role in ensuring students, including student groups, have access to and are enrolled in a broad course of study.   This includes providing students with the proper resources, such as technology, and academic support through tutoring and math lab.  In addition, supports are provided to students to address their overall well-being, by having access to school nurses, counselors, social workers, and psychologists.  Last of all, students are provided one-on-one time with their instructors to provide the appropriate academic support students need.	Met		14JUN2023	2023
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- 88.9% 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 74% English Learners; 89% Economically Disadvantaged; 89% of African American Students; 89% of Hispanic Students; and 68% Students with Disabilities have access to or are enrolled in a broad course of study.   SECONDARY- 62.9% 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 48% English Learners; 78% Economically Disadvantaged; 78% of African American Students; 78% of Hispanic Students; and 52% 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; access to tier 2 and tier 3 supports, enrichment for acceleration, more focus on science and social studies, and the need for collaboration & planning time.  SECONDARY- Barriers that the LEA faces to providing access to a broad course of study for secondary students: limited electives for middle school, need for remedial classes, restrictive programming for SPED & EL students, need for training, staffing & scheduling limitations, flexibility of student schedules, access to qualified teachers, and funding.	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		13JUN2023	2023
36678433630928	Grove	7	Grove’s graduation requirements match the University of California’s A-G requirements, and all students are enrolled in these courses, unless others are 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.	Met		21JUN2023	2023
36678500000000	Rialto Unified	7	Rialto USD uses the Transcript Evaluation Service (TES) 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 transcript data, the District noticed that a high number of students are failing their 9th and 10th grade English. When looking at the District's graduation rate, the data shows there has been positive growth for all student groups. Finally, the data indicated that the District's Advanced Placement scores were low.	The District will start focusing on Exceptional Grading Practices during the 2023-2024 school year for Elementary. While working towards this goal, the District will also monitor the D and F rates at secondary schools for each quarter to identify struggling students. 8th-grade students will develop a 4-year plan and will continue to revisit their plan with their counselor and teachers throughout their high school career.   For the CCI indicator, the District will focus on the Rialto Early College Start Program, continue to strengthen the college-going culture by incorporating a College Day at our school sites, and FAFSA completion by all students.	Met		21JUN2023	2023
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 2022-23 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. 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. All Rim students in our three elementary schools, grades TK-5, are offered and enrolled in a broad course of study that 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.  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 course offerings. This has prompted or review and evaluation of course offerings including A-G-approved CTE courses	Barriers preventing Rim from maximizing broad course of study offerings include declining enrollment and having only 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 that 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.  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		22JUN2023	2023
36678760000000	San Bernardino City Unified	7	9th grade placement recommendations for math and ELA based on district criteria and a 6-week check-in 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. A digitized version of the Career Success Plan is available in Aeries to track A-G status. The Multilingual Department provides oversight and monitoring of EL students. Monitoring is provided every 5 weeks for Newcomer secondary students. Monitoring Logs are reviewed to identify supports needed for these students. Language portfolios are used to monitor EL student language development. IEPs ensure Special Education students have access to the least restrictive environment. Opportunities are available based on student 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. State and local assessment scores are used to recommend testing, however students can be tested upon request. Secondary students have access to Career Pathway (CTE) opportunities. Student access and enrollment data are monitored with class rosters, Carl Perkins reporting through AERIES, and CALPADs reporting. A review of AA freshmen recommendations and placements in AVID and Accelerated Classes are completed annually.	Elementary students have access to Primary language instruction, Dual Language programs and Visual and Performing Arts programs. Secondary students have access to the four core areas, Health/Physical Education, Visual and Performing Arts, Career Technical, and World Languages. High schools offer AP courses with continued work to increase AA enrollment in advanced classes. There is regular monitoring of AA attendance, achievement, and progress towards graduation. Secondary AVID programs exceed district averages in attendance, A-G completion rates and graduation rates. Students have access to Career Technical Education Pathway courses at high school and integrated pathway experiences at the elementary and middle schools. Secondary EL students are placed in Designated ELD courses according to level to promote ELD. Long-Term ELs are provided ELD support which can impact access to the broad course of study. ELs are also enrolled in SEI standards-based content courses and A-G approved. An extra EL counselor is provided for high schools with a larger EL population. The IEP provides Special Education students access to a broad course of study based on individualized needs and school capacity. Prior to determining a course of study other than a High School Diploma, the IEP team needs to consider all possible supports to assist the student in achieving a diploma. Academic gaps for our secondary Special Education students are significant, so support programs often crowd schedules.	Awareness of class/program availability and student academic achievement have been identified as barriers to 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 ELA and math 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 ELs and AA students. Barriers to ensuring that AA 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. Special Education students may not have the same access, specifically those that require additional assistance from school special education staff. The student’s IEP may modify content and instruction to achieve desired outcomes. Students may need specific programs, services, accommodations, or other supports that assist them. We continue to support students in their effort to work toward a high school diploma.	Our goals are improving first instruction, mastering grade level standards in ELA and math for all using the Multi-Tiered System of Support (MTSS). Educational partners have identified priority student groups, working to better align course offerings to A-G requirements, monitoring student participation in advanced courses with an emphasis on students remaining within these programs, especially students from underrepresented populations. All CTE courses have been A-G approved. There is additional support for AA, Special Education, and ELs.  PD continues around first instruction for the 2022-23 school year. Reclassifying English Learners is a priority.   There continues to be 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. It is also important to ensure that students with disabilities have ways to demonstrate their knowledge and skills regardless of their specific disabilities. The use of universal design for instruction and assessment is one example of this.   Our district continues to improve the monitoring systems and tools utilized to ensure equitable student access using the MTSS framework.	Met		20JUN2023	2023
36678760107730	ASA Charter	7	The tools that ASA Charter School uses are:  Academic Counselor Social Emotional Counselor Formal and in-formal assessments Common Core State Standards Increased Administration and Teacher Collaboration Student work samples Admin mandated school intervention programs and supplemental prescriptive programs such as Language Live, Digital Playground and Science of Reading.	Every student enrolled at ASA Charter School has access to a broad course of study, including all students groups requiring interventions, modifications, accommodations and translations service.	ASA Charter Schools currently has no barriers to offering our students a broad course of student.	ASA continues to research and implement any new tools and/or selected measures to continue to ensure that students to access to a broad course of study.	Not Met For Two or More Years			2023
36678760109850	Public Safety Academy	7	All students are enrolled in courses in PowerSchool which serves as the tool to track the extent to which all students 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 are enrolled in a broad course of study.	All students are enrolled in a broad course of study.  There are no barriers preventing the LEA from providing access to a broad course of study.	All students are enrolled in a broad course of study.	Met		22JUN2023	2023
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 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 during extended learning.	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.	Met		24MAY2023	2023
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 the state-adopted curriculum. All students participate in these core subjects in addition to a 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 after-school tutoring at all levels for students at risk, along with our skills reinforcement computer program IXL which 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 groupings provide for both heterogeneous and homogeneous 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 service for qualifying students. In addition, we are providing designated and integrated instruction to our English language learners.	Met		10JUN2023	2023
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 multiple forms of instruction, including independent study workbooks, direct instruction classes, and online learning. The student activity workbooks ensure CCSS and NGSS alignment for the independent study designed curriculum, and Edmentum has provided CA state aligned maps to guarantee their courseware is aligned to the CCSS and NGSS. As of the 2022-23 SY, all English and Mathematics courses are aligned to the CCSS and all available Science courses, including Biology, are aligned to the NGSS.	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.	The LEA is in the process of acquiring additional classroom/instructional space for increasing enrollment to ensure every school site has access to SGI instruction in Math, English and Science. These efforts are to ensure students have access to quality of instruction and academic enhancement and have been included in our LCAP specifically in LCAP Goal 2, action 1 Quality of Instruction and Academic Enhancement.	Met		30JUN2023	2023
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 equals or exceeds 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 a 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		10JUN2023	2023
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.	Met		13JUN2023	2023
36678760126714	Woodward Leadership Academy	7	WLA believes the staff members who serve our scholars are a key factor in student success.  Providing training and support to staff is an essential component of ensuring student achievement,	Our student achievement data demonstrates a need to increase the academic performance oa ALL students in meeting or exceeding grade level standards in ELA and mathmatics.	Due to school closures caused by COVID-19 PBIS was not taught with fidelity.  During the 22/23 school year there werent any substantive differences in planned actions and actual implementation.	Weekly PD training/workshops PLC's will be conducted to support the overall school environment.	Met		26JUN2023	2023
36678760133892	Ballington Academy for the Arts and Sciences - San Bernardino	7	Ballington Academy for the Arts & Sciences – San Bernardino (Ballington Academy) was established in 2016 authorized by San Bernardino City Unified School District.  Ballington Academy currently serves 168 students in grades TK-5 with student demographics that include: 77% Hispanic, 18% African American, 2% White, 2% Two or More Races, 0.6% Asian, 21% English Learners (EL); 6% Students with Disabilities, 1% Foster Youth; 7% Homeless; and 88% Socioeconomically Disadvantaged. Ballington Academy provides its students with an Art, Music, Technology, and Science.  Science is a supplemental course that includes the integration of the Science lab and provides students with hands-on experiential learning opportunities aligned to the Next Generation Science Standards (NGSS).   Ballington 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 Ballington Academy’s educational program.   Ballington 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 Ballington Academy, 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 Ballington Academy.	Currently, 100% of the students have access to a broad course of study and Ballington Academy will continue to monitor this to ensure no barriers arise to change access.	Due to the current success of Ballington 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		20JUN2023	2023
36678760136952	Entrepreneur High	7	The locally selected measures or tools that our 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 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 during 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 various pathways offered on our campus by gaining exposure to the content of each pathway course offering.  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		10JUN2023	2023
36678760137935	Savant Preparatory Academy of Business	7	Access to standard bases instructional curriculum and materials is provided to every student.Resident substitutes have been placed in every classroom to assist during intervention and support at risk students inside and outside of the classroom. We continue to use NWEA data to monitor student performance and growth. This data not only identifies at risk students but also allows teachers to create intervention groups	Savant Preparatory Academy of Business is one LEA with grades Transitional Kindergarten through 6th grade.	Given the results of the locally selected measures, there are currently no barriers preventing Savant Prep from providing access to a broad course of study for all students.	In response to the results Savant Prep has determined that the systems and processes in place are effective ensuring scholars have access to a broad course of study. Access to standards bases instructional curriculum and materials is provided to every student. Resident substitutes are in every classroom to assist during intervention and support at risk students inside and outside of the classroom. New Chromebooks were purchases for students to have a device that stays on campus and a device at home to be used to complete homework and other classroom specific assignments.	Met		21JUN2023	2023
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		29JUN2023	2023
36678920000000	Trona Joint Unified	7	TJUSD has developed a Multi-Tiered System of support model that allows us to track student progress, differentiate instruction, and identify unduplicated groups of students to better meet their needs. Our team is committed to the implementation of a rigorous curriculum focused on the instruction of the state standards and frameworks. We are using internal monitoring screeners and additional diagnostic testing to ensure the best educational experiences for our students. IXL is our universal screener for Language Arts and Math. Additionally, we use benchmarks and follow curriculum-developed assessments to track students' progress. Working with our educational partners, SVM, Cerro Coso, CTE, and SELPA allows us to improve our services and provide additional resources to our school community. 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 help our students that need to recover grades.	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. Student who are identified as not meeting expectations, get immediate support and follow with their assigned mentor.	Based on our data, attendance is a challenging area for many students. To motivate and engage our students, we have developed a motivational assembly, created an incentive program, and monthly attendance assemblies.	We have created additional periods for credit recovery and provided tutoring after school. In addition, we created an A-G pathway to ensure success for all High School Students. In additional, we created a Universal Access process for our Elementary School students.	Met		29JUN2023	2023
36679180000000	Victor Elementary	7	Victor Elementary School District utilizes grade level report cards to gauge the instruction in all of the areas included within a broad course of study. Using this method, Victor Elementary is able to evaluate the access students have including students with exceptional needs, and based on student groups.	Based on third trimester report card data, the vast majority of students in Victor Elementary received instruction and assessment in science (92.90%), PE (98.62%), and social studies (87.89%).  All students received instruction and assessment in math and English Language Arts, who were enrolled for an adequate time period. Other content areas identified as broad courses of study are assessed via the Elective grade. 37.43% of students received instruction and assessment in this area. Note that elective grades were given throughout the school year, however, first and second trimester data is not readily accessible at this time.	Based on the analysis in question 2, science and social studies are approaching 100% availability. The district’s understanding of these content areas continues to evolve. Concerning the other areas that fall under the Electives grade, there are barriers to address. Lack of understanding of content knowledge in the other areas of broad course of study is the main barrier that prevents widespread student access.	Continued professional development in Visual and Performing Arts and Health will help to support teachers in the delivery of content in these areas. Victor Elementary has consistently offered professional development in these areas as part of its Summer Institute and will continue to do so for the foreseeable future.	Met		28JUN2023	2023
36679186101927	Sixth Street Prep	7	Victor Elementary School District utilizes grade level report cards to gauge the instruction in all of the areas included within a broad course of study. Using this method, Victor Elementary is able to evaluate the access students have including students with exceptional needs, and based on student groups.	Based on third trimester report card data, the vast majority of students in Victor Elementary received instruction and assessment in science (92.90%), PE (98.62%), and social studies (87.89%).  All students received instruction and assessment in math and English Language Arts, who were enrolled for an adequate time period. Other content areas identified as broad courses of study are assessed via the Elective grade. 37.43% of students received instruction and assessment in this area. Note that elective grades were given throughout the school year, however, first and second trimester data is not readily accessible at this time.	Based on the analysis in question 2, science and social studies are approaching 100% availability. The district’s understanding of these content areas continues to evolve. Concerning the other areas that fall under the Electives grade, there are barriers to address. Lack of understanding of content knowledge in the other areas of broad course of study is the main barrier that prevents widespread student access.	Continued professional development in Visual and Performing Arts and Health will help to support teachers in the delivery of content in these areas. Victor Elementary has consistently offered professional development in these areas as part of its Summer Institute and will continue to do so for the foreseeable future.	Met		28JUN2023	2023
36679186118350	Mountain View Montessori Charter	7	Victor Elementary School District utilizes grade level report cards to gauge the instruction in all of the areas included within a broad course of study. Using this method, Victor Elementary is able to evaluate the access students have including students with exceptional needs, and based on student groups.	Based on third trimester report card data, the vast majority of students in Victor Elementary received instruction and assessment in science (92.90%), PE (98.62%), and social studies (87.89%).  All students received instruction and assessment in math and English Language Arts, who were enrolled for an adequate time period. Other content areas identified as broad courses of study are assessed via the Elective grade. 37.43% of students received instruction and assessment in this area. Note that elective grades were given throughout the school year, however, first and second trimester data is not readily accessible at this time.	Based on the analysis in question 2, science and social studies are approaching 100% availability. The district’s understanding of these content areas continues to evolve. Concerning the other areas that fall under the Electives grade, there are barriers to address. Lack of understanding of content knowledge in the other areas of broad course of study is the main barrier that prevents widespread student access.	Continued professional development in Visual and Performing Arts and Health will help to support teachers in the delivery of content in these areas. Victor Elementary has consistently offered professional development in these areas as part of its Summer Institute and will continue to do so for the foreseeable future.	Met		28JUN2023	2023
36679340000000	Victor Valley Union High	7	During the 2022-23 school year, 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, VVUHSD regularly evaluates our access to a broad course of study using multiple measures.  The areas that are 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 to track English Learners, Attention 2 Attendance (A2A) for attendance and local data through our Aeries student information system. The district evaluated 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 2023-24. One  focus is to update the course adoption process and use cross district teams and community partners to create and add board approved courses to meet student needs, increase literacy at every school site, increase dual enrollment courses during the school day and increase the number of high interest electives offered.	"The VVUHSD population is composed of students in grades 7 through 12. The course of study at each of the 10 schools includes a focus on student preparation for courses that are aligned with “A-G” requirements. There is a more intentional focus on student access to a rigorous course of study. School sites offer a variety of Career Technical Education (CTE) and Project Lead the Way (PLTW) pathways, in addition to Advanced Placement and  Dual Enrollment  courses.  Each site’s course of study is more personalized and responsive to their students’ various needs. The district has also greatly increased its dual enrollment offerings through the local community college, which has articulated multiple CTE courses for college credit. Recognizing the needs of student groups who struggle in the traditional course of study, the district has expanded learning options for students using online programs such as APEX and Acellus which are offered during the school day,  before and after school. Victor Valley Virtual Academy expanded in 2023 to meet the needs of more students who benefit from this specialized learning environment. Their course of study allows all students to access a rigorous and viable curriculum including world language and reading intervention.  We have increased ourAP offerings, and enrollment in AP courses has grown from 1,210 in 2022 to 1442 AP students and 2532 course enrollments in 2023.  We have expanded the number of  ""G"" electives to support ""A-G"" attainment."	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 needs as 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. The special day classes (SDC) are aligned with standard- based 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.  In a renewed focus on our foster youth, we learned that they do not feel connected to school and thus often do not perform well in their courses. They also move from school to school which can prevent them from access to pathways and higher level courses which are not offered at all sites.	The district has identified special education and English Learners as two groups in need of additional support. The special education teachers, in conjunction with general education teachers, are working together 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. 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 will begin the Legacy Program for English Learners at three comprehensive high schools and has expanded the Heritage Program to all comprehensive high schools  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		27JUN2023	2023
36679343630670	Options for Youth-Victor Valley Charter	7	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. 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 and NGSS alignment for the independent study designed curriculum, and Edmentum has provided CA state aligned maps to guarantee their courseware is aligned to the CCSS and NGSS. As of the 2022-23 SY, all English and Mathematics courses, with the exception of the Integrated Math 1 course  are aligned to the CCSS and all available Science courses, including Biology, are aligned to the NGSS. Students have access to over 60 core courses and 100 elective courses. 90% 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.  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. Students have the option of selecting to complete their courses in primarily 3 modalities. These include our SAW (Student Activity Workbooks) packets reserved for independent style learning, our online Edmentum curriculum, and our SGI (Small Group Instruction) classes that meet in-person. Sometimes, an issue arises with these offerings because a student who prefers 1 specific modality may not have the option to take all courses in that preferred modality due to course and curriculum availability in each modality. 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. Therefore, the number of students in each SGI classroom can be limited to between 12 and 20 students depending on the school site. As a result of the smaller classroom sizes we are unable to offer courses such as Chemistry that involve a great deal of labs with larger space requirements. Although the smaller classroom size has helped improve social emotional learning and the relationships between teachers and students, it has created a barrier to offering Chemistry due to EdCode spacing requirements. As a result, we have replaced chemistry with physical science to ensure A-G requirements are met.	In order to ensure access to a broad course of study for all of our students we have implemented dual enrollment which allows students to take courses at the local community college (Victor Valley Community College). In addition, we offer CTE courses specifically in nursing and information technology. We plan to implement 2 additional CTE pathways in the 23-24 school year in both construction and veterinary science. We offer CP courses in core subjects and A-G pathways for students. Additionally, we offer Advancement placement (AP) SGI courses in English Literature and Language. 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		30JUN2023	2023
36679590000000	Yucaipa-Calimesa Joint Unified	7	Yucaipa-Calimesa Joint Unified School District (YCJUSD) tracks progress in meeting Priority 7 standards by reviewing the following indicators of access to a broad course of study. In grades 1-5, the following measures are utilized to define a Broad Course of Study: student access to Board approved instructional materials, student access to physical education and music instruction, student access to science, technology engineering, art and mathematics instruction, teacher professional development.   In grades 6-12, we measure access to a Broad Course of Study with a course catalog and master schedule that provides students with several opportunities to meet the college and career readiness indicators which includes meeting high school graduation requirements, A-G course completion, Career Technical Education, Advanced Placement (gr. 9-12), dual enrollment and opportunities to earn the Seal of Biliteracy.	All YCJUSD students in grades K-5 are enrolled in a broad course of study. 100% of students have access to physical education pursuant to Ed Code 33352. All grade 4 and 5 students have access to Music Instruction; 100% of students in grades K-5 have access to Science, Technology Engineering, Art and Mathematics (STEAM) Instruction.   All YCJUSD students in grades 6-12 are enrolled in a broad course of study. 100% of students have access to physical education pursuant to Ed Code 33352. Park View Middle School, Mesa View Middle School, and Yucaipa High School are AVID certified schools with all students receiving support in school-wide AVID strategies. At Mesa View Middle School, all students have access to a Science, Technology, Engineering, and Math curriculum.   100% of Students enrolled in grades 9-12 are enrolled in courses designed to meet YCJUSD graduation requirements. The Yucaipa High School (YHS) course catalog and master schedule is designed to provide all students access to A-G coursework, thus meeting requirements for admittance into the UC/CSU university system.  YHS currently offers more than 40 A-G approved courses, and three Linked Learning Academy pathways. A Linked Learning Academy is a sequence of courses that engages students by making their education relevant. YHS partners with Crafton Hills Community College to offer students credit in dual enrollment courses. Students at YCJUSD’s continuation high school and community day school can take a UC Doorways ap	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 continues its development of a math response to intervention system and structure to supports at tiers one, two, and three. The goal is to reduce the number 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		20JUN2023	2023
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 3rd grade as well as intervention classes starting in kindergarten. Summer school is also offered in 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 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		22JUN2023	2023
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 TK-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 as well as a whole-staff focus on inquiry-based instruciton.  . A new addition/goal that was added to the training cycle following our MYP reevaluation visit is to accomplish three IB certified training 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 TK-8.  Students identified through STAR math and reading data go to intervention multiple times a week.  In grades K-5 reading support and math support happens within the school day.  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 Heggerty phonics and phonemic awareness practice, an area of need based on data.  The YCJUSD has created and implemented common formative assessments in mat	Met		20JUN2023	2023
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 and is imbedded in classroom schedule.     o Classroom observations and visits are conducted to ensure all course of study are taught.      o 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 our identified on the Master Schedule.        o Student schedules are built so that they all have access to the outlined broad course of study.      o 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		22JUN2023	2023
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.  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 2022-23 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 & 2 classes, business/finance classes, and AVID classes.  The Alternative Education Center (AEC) offers a food course that would allow a student to get a food handlers certificate. The AEC has also started a graphic design CTE course that will add a second course in the upcoming year to create a CTE pathway at the site. The AEC also offers a photography and art elective course along with a wide variety of online CTE and elective courses as well.	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		20JUN2023	2023
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, evaluating the rigor of student access at the high school level is more challenging due to student choice, which includes multiple academic and career technical education (CTE) pathway selections.   Snowline’s graduation requirements include completing a comprehensive course of study and offering 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 comprehensive course of study.	One hundred percent of Snowline students had access to a comprehensive course of study, with reasonable variance based on unique needs and participation in non-traditional programs. The following is an overview of the scope of learning for Snowline students in grades 1-8 and the course requirements for high school graduation.    Courses in grades 1-8 progress contextually and increase their rigor level. They include English, mathematics, social sciences, science, visual and performing arts, health, physical education, applied arts, and career technical/vocational-technical education.    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	The main barriers to access to a comprehensive course of study at the elementary level 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. 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 traditional college preparatory ones in high school. Referencing the former, Snowline offers more career technical education (CTE) paths than any of its neighboring districts throughout the high desert.	An 85.6% graduation is low for Snowline JUSD and must be addressed intentionally. Additionally, English learners (75.0%), homeless students (79.2%), foster youth (53.3%), and socioeconomically disadvantaged students (84.9%) fall below the district average.    The College/Career indicator will return in 2023 and will be summarized in this narrative.     In response to this data and other quantifying figures, Snowline purposefully evaluates how it delivers Good First Instruction (GFI), remediation, English language development (ELD), and enrichment to all students served. There is also continued work regarding TK-12 vertical alignment and strategic articulation about students transitioning from middle to high school and their preparedness. 2023-24 will be the third year dual enrollment is available at the comprehensive high school. Additionally, Snowline aims to bolster current A-G and CTE course offerings.	Met		27JUN2023	2023
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 2022-2023 school 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 district continues to experience challenges with a shortage of qualified staff.	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		12JUN2023	2023
36750440107516	Summit Leadership Academy-High Desert	7	NULL	NULL	NULL	NULL	Not Met			2023
36750440112441	Pathways to College K8	7	All students in grades TK-8 follow a broad coarse of study as measured and tracked through the school SIS system.	All students are assigned courses that represent a broad course of study that includes all four core subjects and P.E. every semester. Students are given an elective choice at the middle grade level for no more than one period a day. It is thereby guaranteed that 100% of students participate in a broad course of study.	There are no barriers to providing a broad course of study for all students.	No revisions or new actions need be taken to ensure access to a broad course of study as virtually all students participate in and take all core subjects plus P.E. every semester.	Met		20JUN2023	2023
36750440114389	Mirus Secondary	7	As of CBEDS  2022-2023 Mirus Secondary served 287 students in grades 7-12.  The student demographics include:   • Percentage of Students with Disabilities: 14.6% • Percentage of English Learners: 6.0% • Percentage of Socioeconomically Disadvantaged: 67.5% • Percentage of Homeless and Foster Youth (FY): 2.7%  Mirus 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.      Mirus 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, and post-high school goals. All courses leading to a high school diploma are UC-ag approved and NCAA approved. Students have access to Advanced Placement (AP) courses, honors courses, dual-enrollment, and articulated courses, CTE courses and courses based on their PPEP. There are no differences in accessibility to courses across student groups at our school.	There are no barriers preventing Mirus 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		22JUN2023	2023
36750440116707	Encore Jr./Sr. High School for the Performing and Visual Arts	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
36750440118059	LaVerne Elementary Preparatory Academy	7	All teachers at LaVerne Elementary Preparatory Academy submit weekly lesson plans which aid administration in tracking students' access to a broad course of study. Administration will continue to use these, along with monitoring student enrollment and use of online curriculum to ensure students have access to curriculum and instructional materials that are aligned to CCSS thereby addressing the academic needs of all learners.	Both teachers and administrators have access to digital curricular components in order to track students' access to a broad course of study and their progress toward learning goals. The selected tools for measuring student access to and enrollment in a broad course of study show that all students are enrolled in and are utilizing the curricular tools provided.	There are no barriers to access for all students. Every student has access to curricular materials and Chromebooks are provided for each student so they have access to online programs.	There are no revisions needed at this time. LaVerne Elementary Preparatory Academy will continue to provide instructional materials and computer access for all students.	Met		14JUN2023	2023
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 2022-23 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, art and P.E. at the elementary school, 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, intervention during the day, credit recovery during the day, 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. Our high school will be adding additional science classes and intervention classes.	Met		08JUN2023	2023
36750510115089	Sky Mountain Charter	7	All students access a broad course of study. Locally selected measures are compiled and tracked in the school’s Student Information System including: CAASPP data, Special Education enrollment, CTE participation, course enrollment, community college dual enrollment, a-g course participation and graduation requirements. Student learning record logs ensure the student is working on a broad course of study by assessing the standards covered. Monthly, the teacher addresses needed areas through additional curricular opportunities.  All students take an internal diagnostic in Reading and Math, three times each year.  Results are used to formulate an individualized learning plan that meets the needs of the student and to track their progress.  Students scoring below grade level on the internal assessments are provided additional support through the school’s intervention program to close the achievement gap. For students in grades 8-12, annual School Counselor meetings with families allow for the development and updates to a 4-year individual plan.    The Special Education Department uses a variety of standardized measures to assess eligibility for all areas of suspected disability.  These include: WIAT, WISC, WJIV.  There are also other standardized assessments that are utilized for assessing in the areas of Speech and Language, Mental Health and Occupational Therapy.	100% of our students are enrolled in a broad course of study as verified through their learning record logs. 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		14JUN2023	2023
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 2022-23 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. The student information system shows that at a minimum, there were English Learners, low-income, foster youth, exceptional needs students, and different grade levels completing the required coursework, during the first semester of 2022-23.  Enrollment for interventions was evident for all grades, exceptional needs students, and unduplicated students for core subject areas. Driver education, CTE, and foreign language courses had the lowest enrollment for exceptional needs and foster youth students.  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 driver’s 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 good 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 action in LCAP Goal 2 - College and Career Readiness . Enrollment in CTE and Professional Skills courses are tracked and reported to our educational partners. 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		06JUN2023	2023
36750510136960	Elite Academic Academy - Lucerne	7	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, which is housed in our Student Information System and reported to CALPADs. Elite Academic Academy also uses a student interest survey to further broaden and personalize a child’s academic journey with Elite. While our counseling and academic departments ensure we are in full implementation for the Core subject areas, and initial for VAPA, Physical Education, and EL, students also support us in expressing their unique needs and often add or create courses for our students as a result. Areas of need that we are constantly improving are continuing to increase Career Technical Offerings, increased EL curriculum for TK-12, and additional VAPA and Physical Fitness avenues.	Elite Academic Academy excels as an independent study school, particularly in the realm of curriculum diversity. We boast access to a vast array of state-approved curricula, ensuring our students' access to UC/A-G courses, CTE Pathways, and High School Diploma Tracks. These academic choices are meticulously documented in our Master Agreements tailored for each student, Assignment Work Records, Individualized Learning Plans, and comprehensive 4-year plans. To stay ahead, we continually enrich our Course Catalog, which resides within our Student Information System and is reported to CALPADs. At Elite Academic Academy, we go beyond conventional approaches. We employ student interest surveys to tailor and personalize each child's academic journey with us. While our counseling and academic departments diligently implement core subject areas, with a promising start in VAPA, Physical Education, and EL, our students play an active role in articulating their unique elective requirements. As a result, they often propose new courses or create innovative ones, enhancing our curriculum offerings. We acknowledge the areas where we are consistently refining our offerings. Our commitment includes expanding Career Technical Offerings, enhancing EL curriculum from TK to 12th grade, and providing additional avenues for VAPA and Physical Fitness.	Being a smaller educational institution, our subgroups consist of fewer individuals. As we continue to expand, we anticipate having more significant representation within each subgroup, thereby enhancing opportunities for all. It's worth noting that as an independent study school, we encounter minimal obstacles when it comes to offering a diverse range of courses.	We have taken several initiatives to enhance the educational experience for our English Learner (EL) students. To begin with, we've introduced a Newcomers and Foundation course, led by a highly qualified teacher who specializes in instructing English Learners. This year, our specialist is dedicated to providing personalized support to assist EL students in their preparation for the Summative ELPAC and in enhancing their writing skills. Furthermore, we have partnered with Outlier, a renowned dual-enrollment college course provider, to diversify our course offerings. This collaboration allows students to explore specialized and advanced courses that were previously unavailable through our teaching staff. We are actively developing specific courses and programs to broaden access for all students, with a particular focus on underrepresented populations. These developments include: 1. Introduction of College & Career Readiness courses/curriculum, aligned with A-G Curriculum providers or our own adopted A-G course catalog. 2. Integration of enhanced project-based learning within various courses. 3. Implementation of Social and Emotional Learning (SEL) support through an A-G SEL curriculum, complemented by the availability of two dedicated school counselors. 4. The creation of a comprehensive curriculum tailored to EL learners. 5. Establishment of Mentoring and Coaching programs, as well as Career and Technical Education (CTE) pathways.	Met		14JUN2023	2023
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 a 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 which includes designated instruction. 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 manage the additional services provided to those students.	Met		29JUN2023	2023
36750510138107	Southern California Flex Academy	7	Southern California Flex Academy uses Canvas as our LMS and StrongMind as our curriculum. StrongMind offers a broad range of courses for all grade levels. Each of our students has access to the StrongMind curriculum through Canvas. It is through this LMS that we are able to track student enrollment and access to these courses.	Every student who is enrolled at Southern California Flex Academy has equal access to a broad range of courses available through the StrongMind curriculum. We provide equity in access to these online courses by supplying Chromebooks and hotspots to students in need of reliable technology and equipment.	There are no barriers to providing a broad course of study as Southern California Flex Academy ensures equity in connectivity and access to the online curriculum to all students by offering school-issued Chromebooks and hotspots to those who need reliable technology and equipment.	Southern California Flex Academy made the decision to implement the StrongMind curricuum across all grade levels.	Met		14JUN2023	2023
36750510139188	Granite Mountain Charter	7	It is the goal of GMCS to provide all TK-12 students with access to standards-aligned, grade level curriculum. Through meetings with students and families, the GMCS teacher is able to provide a curriculum offering for them that is conducive to the student’s learning style and educational needs. Our teachers continually monitor the student’s progress and success within their curriculum to have a clear scope of the student’s achievement level and what resources that might be needed to enrich learning or provide interventions as needed. Content Specialists are accessible to our high School students that come alongside the student as well to help support them in the given area of their expertise. Student achievement is monitored on multiple levels. These levels include curriculum success, progress, school-wide benchmark assessments, and tiered supports. This is done to ensure that all students, no matter their grade level, demographics, or needs are met or exceeded. With the use of the student’s core curriculum, the student is also offered other learning opportunities through the form of Universal curriculum offerings and through the use of various programs with our MTSS model.	GMCS strives to keep data talks at the forefront of our academic discussions. We see the value in utilizing assessment data to guide curriculum selection, instruction and intervention for students. GMCS continues to utilize the STAR 360 assessment as our local assessment and assess student progress three times a year. We also administer a school-wide writing benchmark to assess writing abilities, and proctor the SBAC state assessment in the spring to measure academic performance.  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. These assessments allow us to monitor progress and ensure students are mastering state standards. In addition, we regularly take a needs assessment of our student population, including unduplicated students, to ensure we are offering courses that meet our students' needs. In an effort to increase the achievement of our high school students, we have developed a Secondary Education Division that solely supports the needs of our high school students. This will offer more opportunities for families and students to meet with high school staff for assistance when building their four year plan and making curriculum choices to meet their specific HS needs. Our Student Support Division works closely in reviewing assessment data to target intervention needs and offers tier 1 and tier 2 supports to all students in need.	We at GMCS understand the importance of standards based curriculum and share this with our educational partners. When our staff meet with families to make curriculum selections for the year, we ensure the curriculum that is chosen meets the state requirements and are standards aligned. We will also note that a barrier that continues to be of concern is that some of our families do not support formalized assessments.  We have worked with our educational partners to share the importance of engaging in the practice of formal assessments in general for the benefit of future application for college and career and life skill opportunities. We have seen a great improvement in our participation rates that we credit to our motivational videos, educational partner conversations, and GAME TIME and test prep sessions, so the next step for us as a school is to find new ways to ensure students are performing at their best on these assessments. We will continue to offer fun and engaging test prep sessions that reduce test anxiety, and continue to share the importance of assessments as an educational tool with our families to work on changing their perception of assessments and encouraging a more active participation when completing these assessments.	Every year, GMCS reflects on the success of our students within our various curriculum offerings. Because of this reflection, we have been able to perform a data analysis that showed that we were in need of more Content Specialist support for our adopted curriculum offerings.  These curriculum options are fully standards aligned, created and implemented by the staff of GMCS so that we are able to serve all students in Granite Mountain Charter School. As we continue to build out our adopted curriculum options, we are now able to provide our students a variety of curriculum modality options that include exclusively offline, online and hybrid types. Our GMCS Content Specialists are able to provide specialized evaluation and feedback to these curriculum options and are also able to connect with students according to their diverse learning needs. Our adopted curriculum options provide Content Specialist support, necessary materials such as textbooks, virtual platforms , project based curriculum and many other supplemental materials that offer a broad range of materials to ensure equitable student access and success.	Met		08JUN2023	2023
36750690000000	Upland Unified	7	Engaging in equitable practices, it is the district's goal to give each student the necessary support needed to learn at high levels. At the secondary level (grades 7th through 12th), all scholars meet with their counselor each year to create, review and revise their individualized four-year academic plan. This assures that all scholars, including those identified as unduplicated pupils 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 are of genuine interest to them. Counselors review the different career pathways that are available 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, students 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 providing all student access to a broad course of study. At the high school level we are seeing evidence of increasing access via a number of indicators by student groups. As a district we boost the highest graduation rate of any unified school district with over 100 students in our county and have very high graduation rates for African Americans, foster youth, students with disabilities, and socio-economically disadvantaged as measured by the 2022 CA Dashboard. 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. We are now into our second year of our U-College Academy that allows high school students to earn college credits while still enrolled in high school, which can potentially lead to them graduating from high school with not only a diploma, but with an AA from Chaffey College. We have been offering a Summer Bridge program for elementary and secondary students aimed at increasing access to a broad course of study by enhancing the necessary skills needed to be successful during the regular school year. Additionally, our English Learners at the high school level have been provided opportunities to take courses over summer school to allow for advancement.	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 student 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 student 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. It is believed that we are still experiencing some lingering effects of the pandemic and as a result we have increased our efforts as a district to focus on the social-emotional health and school connectedness for all our students 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 student achievement, the district has implemented a Clean Data Initiative to assure accurate data so staff and students can make informed decisions around teaching and learning. To support teachers' work, the district and all school sites have a focus on improving first instruction in the classroom by 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 via student performance data; to implement improvement strategies, and regularly assess their effectiveness. We will also expand our family engagement outreach, in particular, for families of unduplicated student groups to strengthen our partnership.	Met		21JUN2023	2023
36750770000000	Apple Valley Unified	7	Apple Valley Unified School District utilizes our student information system as a tool to generate data to track the extent to which students have access to and are enrolled in a broad course of study.  The measures that we watch for this priority area vary based on grade span.  The elementary segment, which includes Transitional Kindergarten through grade six, is evaluated based on access to the core content areas, special supports, and expanded learning opportunities. In the middle grades, the schools vary based on the size of the program and the facility.  We do not have traditional middle schools and instead operate five campuses that serve grades Tk-8.  The measures for these programs include access to core content areas, elective opportunities, specialized support, and expanded learning opportunities.  Finally, at the high school level, the measures we gather include, not only access to the core content required for graduation, but access to a college and career pathway for all students which may include the University of California A-G course requirements, dual enrollment with a local community college, and/or enrollment in a career pathway with connection to industry certifications. For high school students the transcript evaluation process assists in gathering data.   Each of these measures by segment is evaluated for the whole population and then for each student group including our unduplicated population and students with special needs.	With respect to the main high school measures of graduation rate and UC A-G completion, we see diverging trends.  The graduation rate rose for all groups for the class of 2022 with the greatest increase in those groups who had the largest gap in outcome, Foster Youth, African Americans, and Students with Special Needs.  Conversely, the rate of completion of the A-G requirements declined for most student groups for the class of 2022.  This trend suggests that students were enrolled in a broad course of study suitable to meet the graduation requirements but not the more rigorous university criteria.  The analysis of transcripts suggests that students indeed missed the mark in one or more of the main college Preparatory categories, mostly during the COVID-19 closures and subsequent years with frequent quarantine and absence.  The Apple Valley Unified educational community has put extensive measures in place to provide students with both initial support to earn passing grades in those college prep classes, but also ample time to retake those classes with additional support either after school or in the summer.	As mentioned, the primary barrier is the understanding that a passing grade for graduation may not be sufficient for university admission.  In addition, the requisite reading comprehension skill for success in college preparatory classes is lacking for many students as they enter high school.  The deficits that our current students face require extensive action and targeted interventions.	In order to meet this need for both a greater understanding of the impact of low grades in required courses and the need for literacy support, we have implemented the following: 1- We have added counseling staff at the high school and middle grades so that the ratio of interaction can be improved.  This will allow for parents and students to better understand the requirements for graduation, college entry, and career pathways. 2- Increased reading support at all levels but focused on elementary schools to meet the need at the earliest possible time.  We have hired teachers tasked with intensive reading intervention and support.	Met		08JUN2023	2023
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 2022-23 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. Twelve AP courses including AP Capstone are offered to all students. Space Force Junior ROTC is offered to all students within the school day. Space Force JROTC also has a zero period for special teams. Middle and high school students are able to select from a wide range of co-curricular and extracurricular activities.	No barriers exist to prevent student access to a broad course of studies in all grades, TK-12.	Regular analysis of course offerings, class schedules, and school schedules continues to inform the administration of student access to a broad course of study.	Met		12JUN2023	2023
37103710000000	San Diego County Office of Education	7	We are an alternative school with a transient student population, and we have systems in place to ensure our students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs. During our enrollment process, every student undergoes a transcript review (by a school counselor and student-support specialist), reading and mathematics assessments, a career/interests survey, and, when needed, a review of their IEP (by a special education teacher). Our counselors then work with our school office staff and school administrators to ensure our students are enrolled in the right courses and a broad course of study that advances them towards culmination/graduation based on our graduation requirements and course list. At each grading period, counselors review student transcripts to ensure students are taking a broad course of study that advances students towards culmination/graduation.	Our LEA had four CDS codes: Court Schools (schools in detention facilities), Community Schools (serving students who have been expelled or referred from their districts, social services, or probation), San Pasqual Academy (serving foster youth at a residential facility), and Monarch School (serving students impacted by homeless). Each CDS code enhance our orientation/transcript review and scheduling process in ways that best meet the needs of their student population; this is best seen through the development of the personal learning plan which encompasses both academic and post-secondary inquiry and resources. For example, San Pasqual Academy has a stronger college-going culture, where a full A-G course is offered. In our Court Schools, we have a shorter-term placement and so in addition to A-G approved courses, students are exposed to a wider range of CTE options. At Monarch, the emphasis is greater on meeting academic needs as well as attending to the social emotional strategies, thus all high school students have access to a full college-preparatory A-G curriculum as well as access to basic needs support on campus. 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. There is also strong attention to Visual and Performing Arts supporting learning design.	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, have updated our curriculum (core course adoptions) to better meet the needs of our students' diverse transcript needs through consistency in curriculum and professional learning focused on stronger instructional strategies. This course of study includes our newest addition which is a course in computer science; the pilot concluded with positive results and a desire to move forward. Second, we are moving our system towards having more broad supplemental course sequences where students can take “Critical Literacy 1, 2, or 3” for example and thus engage in the literacy learning they need based on their skill level and transcripts without having to worry about duplicating courses or leaving courses only partially complete (because students would just pick up where they left off after moving to a new CDS code in our LEA). Third, we are continuing to refine a multi-tiered system of support (MTSS) with documentation and data management systems to help improve student attendance, student engagement 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.  We have seen the results of these measures and continue to exert energy and effort to continue along this manner.	Met		14JUN2023	2023
37103710108548	Iftin Charter	7	Iftin School is currently organized in self-contained classes from grades Tk- 5th, with 6th through 8th graders organized by a homeroom teacher and departmentalized classes. All students participate in a comprehensive program aligned to the standards for core curriculum at each grade level. In addition, all students receive explicit PE instruction from a specialist, participate in computer lab instruction, and students in grades TK-8th receive Character Education development.	Students achieving below grade level have access to intervention programs after school. ELD specialists push into the school to provide instruction for students in grades 2-8 integrate those skills into the literacy development. DnA, Tools for teachers and MAPS are used as assessment tools to measure progress and determine next steps. All students have access to adopted digital programs which include but are not limited to IXL for all subjects, Active Classroom, Reach for Reading, and Mystery science. The school is committed to fully disaggregate the data and provide timely interventions and enrichment opportunities for all students.	Students are assessed early in the year using MAP software and are placed in appropriate instructional units with differentiated lessons at all levels to adequately support students along with project-based instruction. The 2023-2024 LCAP will include goals to remedy this and provide more home access for web-based and digital programs to ensure a 21st Century education.	There is also a need to focus on literacy and study skills along with intervention using student data generated from benchmarks. More professional development will be offered in this area. There is a need to provide access to instruction in the arts, and the sciences.	Not Met For Two or More Years		28SEP2023	2023
37103710124321	Howard Gardner Community Charter	7	HGCS serves approximately 239 students in grades TK-8 with the following demographics: 98% Hispanic, 2% African American, 16% Students with Disabilities (SWD), 56% English Learners (EL), 0.4% Foster Youth (FY), 30% Homeless Youth (HY), and 85% Socioeconomically Disadvantaged (SED). Howard Gardner Community School provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of Howard Gardner Community School’s educational program.  Howard Gardner Community School uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include master schedule, student course schedule (semester), report cards, student presentations, and parent/teacher conference reports. Also, IEP audits are frequently conducted as well as integrated and targeted ELL instruction and intervention.  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 Howard Gardner Community School all students in grades TK-8 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education with a nutrition component. In addition, all students in grades TK-8 have access to and are enrolled in the following electives based on student choice: Art, HipHip, Photography, Leadership, and multicultural courses.  There are no differences in accessibility to courses, across student groups at Howard Gardner Community School.	Currently, 100% of the students have access to a broad course of study and Howard Gardner Community School will continue to monitor this to ensure no barriers arise to change access.	Due to the current success of Howard Gardner Community School in providing all students with access to a broad course of study, no changes are currently planned, however, this data will continue to be monitored and revisions made, with implementation as needed.	Met		15JUN2023	2023
37103710134577	Audeo Charter II	7	As of CBEDS  2022-2023 Audeo Charter II served 219 students in grades 6-12.  The student demographics include:   • Percentage of Students with Disabilities: 23.5% • 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 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, and post-high school goals. All courses leading to a high school diploma are UC-ag approved and NCAA approved. Students have access to Advanced Placement (AP) courses, honors courses, dual-enrollment and articulated courses, CTE courses and courses based on their PPEP. There are no differences in 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 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		22JUN2023	2023
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.	Met		13JUN2023	2023
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	Met		28JUN2023	2023
37103710137752	Dimensions Collaborative	7	At Dimensions Collaborative, Independent Study Contracts (ISC) are signed each semester by the parent, student, and teacher. The ISC outlines the responsibilities of the parent, student, and teacher in providing an appropriate and broad course of study for all students. This form is kept in the student’s cumulative file, and noted in Aeries, the student information system(SIS). Parent/Teacher handbooks are disseminated to all staff and families which outline all core and elective course offerings available. All students are required to enroll in language arts, math, science, social studies, and PE. A wide variety of elective offerings are available which include, but is not limited to, Visual and Performing Arts, Health, Technology, Vocational Studies, Career Technical Education, College Prep, and Foreign Languages. For high school students, the Academic Counselor performs graduation status checks in the SIS and meets with students to ensure they are on track to graduate and are aware of the broad range of classes and other opportunities available to them. A Personalized Plan and Record (PPR) is used each semester to reflect details of the course of study, resources and other support, as well as performance.	In addition to a robust program of core course offerings and A-G courses, Dimensions Collaborative has a robust Visual and Performing Arts program supported by two VPA instructors and an Engineering and Robotics program supported by trained and credentialed teachers. Robotics clubs and competitive teams are available at all grade levels. CTE pathways with concurrent enrollment options are available to all students, and Dimensions is actively working on adding additional CTE pathways. A Global education program is being actively developed. Dimensions supports six different foreign language offerings, and provides tutoring and other supports for students concurrently enrolled in Community College classes. A Future Business Leaders of America program has begun implementation.	None	Dimensions has implemented CTE pathways with concurrent enrollment options, access to robotics, AR/VR, Coding, and other tech classes.  A FBLA offering has been added for middle and high school students.  A-G courses continue to be added annually.	Met		28JUN2023	2023
37103710138016	Pacific 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. Homeschool students have access to HELLO courses taught by credentialed teachers. 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 assessments. 8th-grade students have access to high school-level math and language courses.	Students are identified by diagnostic assessments 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 students are provided with a Chromebook to ensure that every student has complete access to a broad course of study. This includes intervention, remediation, and acceleration support.	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 Learning Management System (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		08JUN2023	2023
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.	Classical Academy Vista will continue to review and evaluate student access to a broad course of study as defined in its charter so that each student has access to a rigorous and engaging, broad course of study. As barriers or access issues come up, Classical Academy Vista will make corrections in its practices to fulfill our goal of all students growing and learning.	Met		23MAY2023	2023
37103710138594	Dual Language Immersion North County	7	The school uses a variety of means to ensure that students and parents alike feel that they have access to a broad course of study. Both students and parents are surveyed twice yearly to measure satisfaction with curriculum offerings, among other things. Parents participate in monthly Coffee with the Principal meetings where they are encouraged to share their feedback. They also participate in public hearings while the LCAP is being drafted to ensure that their voices are heard.	As part of its dual immersion mission, DLINC introduces concepts of both English and Spanish in a variety of modalities such as art, music, physical education and project-based learning. All curriculum is state adopted, standards-aligned, and common-core compliant. However, it is our comprehensive low cost after school program that truly broadens the course of study. Students participate in music, movement, nutrition, cooking, sports, STEM and more. The curriculum changes each trimester so that students are exposed to a wide variety of activities.	The greatest barrier which prevents an even broader course of study is our facility, which is too small.	Parents are interested in seeing their children's Spanish language production grow. Students read, write and understand Spanish but their speech is somewhat limited. With this feedback, the school is working with a bilingual coordinator to ensure that as many students as possible qualify for a Pathway to Biliteracy award. Qualifications for this award include a spoken examination.	Met		19JUN2023	2023
37103710138792	JCS - Manzanita	7	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.	All students have access to the same curriculum and supports provided by JCS-Manzanita. 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 each year. A wider range of a-g offerings will be implemented in 23-24 using the Arts & Music Grant block monies and CTE pathways are being explored.	Met		09JUN2023	2023
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 a large ELL, SPED and underrepresented population, which presents challenges and barriers. Our longer school day and longer school year aid in helping us meet the needs of these students which enables the broad course of study.	As a school we have increased our support staff, this includes SPED, ELL intervention, and general Ed staff to meet the needs of our students. We've restructured the master schedule to better support reading, writing and math.	Met		22JUN2023	2023
37679670000000	Alpine Union Elementary	7	AUSD employs localized criteria to gauge the degree to which students are afforded access to and enrolled in a comprehensive spectrum of courses. This evaluation is conducted within specific grade spans and extends to unduplicated student groups, as well as individuals with exceptional needs. At the core of this assessment lies the master schedule, which functions as a pivotal instrument utilized at both middle school and elementary levels within AUSD.  By leveraging the master schedule, AUSD is equipped to systematically analyze the allocation of courses available to students. This analysis considers various factors such as grade levels, diverse student groups, and students with distinct educational requirements. The master schedule serves as a dynamic tool that plays a central role in ensuring equitable access to a rich and diverse curriculum for all students.	"AUSD places paramount importance on affording every student a comprehensive and diverse course of study. This commitment is especially evident in our middle school, where an intricate and comprehensive master schedule is meticulously crafted. This schedule is designed to ensure that each student not only meets the mandated ED Code requirements but also benefits from a range of elective options and intervention opportunities. The utilization of data aids in the strategic placement of students in classes that are most aligned with their individual needs, thereby optimizing their learning experience.  Furthermore, AUSD is dedicated to enhancing the educational journey at the elementary level. In the coming year, our elementary schools will be introducing an extensive array of ""specials."" These offerings span beyond traditional subjects and encompass areas such as coding, music, art, and scientific gardening. By integrating these enriching opportunities into the curriculum, AUSD is fostering a well-rounded education that nurtures students' diverse interests and passions."	AUSD remains steadfast in its commitment to ensuring that every student has equitable access to a diverse and comprehensive course of study. However, it is acknowledged that scheduling conflicts, particularly prevalent at the middle school level, can sometimes pose challenges for certain students. These challenges may stem from the necessity for these students to receive more intensive interventions and support services during specific periods throughout the school day.  Recognizing the complex nature of students' needs, AUSD is actively engaged in navigating these scheduling obstacles. The District is devoted to finding solutions that strike a balance between providing specialized interventions and enabling students to partake in a well-rounded curriculum. By carefully weighing these considerations, AUSD aims to accommodate the unique requirements of each student while still ensuring their access to a rich educational experience.	AUSD's commitment to ensuring a comprehensive course of study for all students remains steady. To achieve this goal, the district will undertake a multifaceted approach that focuses on continual progress monitoring to ensure that all students are provided with the appropriate courses to meet students' diverse learning needs.  Firstly, AUSD will implement a diligent system of progress monitoring to closely track each student's academic growth and development. This proactive approach enables timely identification of students who might require additional support. Through this process, the district can tailor interventions to address individual needs, ensuring that no student is left behind.  Secondly, AUSD is dedicated to providing the necessary interventions and support to students who require extra assistance. By tailoring interventions based on each student's unique needs, the district seeks to bridge any gaps in their educational journey and facilitate their access to a well-rounded course of study.  Through these concerted efforts, AUSD reaffirms its dedication to providing all students with an enriched and comprehensive educational experience. By combining progress monitoring and tailored interventions the district is poised to offer a holistic learning journey that empowers every student to succeed academically and thrive personally.	Met		21JUN2023	2023
37679830000000	Borrego Springs Unified	7	Review of master schedule and CALPADS Report 3.11 Course Sections	BSUSD uses the following to track how all students have access to, and are enrolled in, a broad course of study: 1) All schools offer the minimum course requirements required by California Education Code (EC). The middle and high school course catalog outlines all required additional courses. These courses are available to all students who meet the minimum prerequisite if there is one; 2) the high school offers a broad course of study with courses that meet A-G eligibility and fulfill graduation requirements; 3) The elementary and middle school offer a broad course of study that are available to each student.  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.	Barriers preventing the district from providing a broad course of study to all students include schedule limitations given the available time for targeted intervention and services. Students enrolled in interventions and special educational services may be limited to a broader course of study.	The district has implemented online courses to supplement the regular day as well as Saturday and ELOP programs.	Not Met		13SEP2023	2023
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 2022-23 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. The student information system shows that at a minimum, there were English Learners, low-income, foster youth, exceptional needs students, and different grade levels completing the required coursework, during the first semester of 2022-23.  Enrollment for interventions was evident for all grades, exceptional needs students, and unduplicated students for core subject areas. Driver education, CTE, and foreign language courses had the lowest enrollment for exceptional needs and foster youth students.  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 action in LCAP Goal 2 - College and Career Readiness. Enrollment in CTE and Professional Skills courses are tracked and reported to our educational partners. 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		06JUN2023	2023
37679910000000	Cajon Valley Union	7	For the 2022-2023 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 offer summer school in 2023, hosted at various sites across the district, 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, access to electives in grades 6-8 varied for English Language Learners. This often includes applied arts, foreign language and career technical education. We also found students with an Individualized Educational Plan (IEP) are often provided services required in their IEP during enrichment based periods.	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 22-23 school year, 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		13JUN2023	2023
37679910108563	EJE Elementary Academy Charter	7	EJE Elementary Academy offers a 90/10 dual language model that provides students with a multi-lingual and multicultural educational experience. The 90/10 dual language model starts in Transitional Kindergarten/Kindergarten (TK/K) using the following Spanish/English language model:  - TK/K: 90% instruction in Spanish/10% English  - Grade 1: 80% Spanish/20% English  - Grade 2: 70% Spanish/30% English  - Grade 3: 60% Spanish/40% English  - Grades 4/5: 50% Spanish/50% English  EJE Elementary Academy is a WASC-accredited public charter school currently serving 564 students in grades TK-5 with student demographics that include: 93% Hispanic, 4% White, 2% African American, 1% 2+ Races,  50% English Language Learners, 12% Students with Disabilities, and 55% who qualify for free/reduced lunch.   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, Art, 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		20JUN2023	2023
37679910119255	EJE Middle Academy	7	EJE Middle Academy (EJEMA) is a WASC-accredited public charter middle school providing all students with instruction in two languages: 80% in English and 20% in Spanish. Current enrollment reflects 254 students with demographics that include: 93% Hispanic, 5% White, 1% African American, 32% English Language Learners, 8% Students with Disabilities, 1% Foster Youth, and 78% Socioeconomically 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 Art, Music, AVID, Journalism, Yearbook, Computer Science - 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		20JUN2023	2023
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		20JUN2023	2023
37679910140558	Bostonia Global	7	For the 2022/23 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.	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). 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 2023 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-12. Due to the pandemic, access seemed to be more interrupted with the impact to instructional time as well as the changing of schedules throughout the year.	In response to the challenge found in adequately supporting students with special needs, Bostonia Global is in the process of meeting with families, students, and stakeholders in determining and revising IEP goals to align with the curricular and instructional methodologies. Embedded in the IEP revisions are improved assessment tools used to create individual learning plans for all students including students with IEPs. At Bostonia Global all students have an Individualized Learning Plan whose intent is to ensure the personalized support and success of each student.   In response to the challenge of differentiating our model to the needs of language learners, we have continued to improve our dual language model for grades Tk-8. This includes added professional development opportunities, a greater focus on oral language development, increased release time for planning purposes, and the implementation of AVANT as our primary assessment tool. To support students in the high school we are implementing a strategic literacy program for all students including English Learners that is research based and has been proven to be highly effective. High School and Middle School advisors are receiving 1:1 coaching from a national expert in literacy instruction on a bi-monthly basis with the intent of implementing these literacy strategies across all content areas including Science, Mathematics, and Social Science.	Met		13JUN2023	2023
37680070000000	Cardiff Elementary	7	To ensure all students, including unduplicated students and students with exceptional needs are enrolled in a broad course of study we utilized weekly walkthroughs, a master schedule at each site and intervention and pull out schedules at each site.  The master schedule includes instructional blocks for core academics and weekly pull out and push in times for specialty classes such as additional science, maker space, additional physical education, library, garden, music, and Spanish.  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 both sites.  The intervention schedule shows both push in and pull out times when teams of instructional aides support reading instruction.  Access to intervention and progress monitoring of students are done through assessments at each trimester.  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. We also use physical education and NGSS participation rates to track the extent to which all students have access to, and are enrolled in, a broad course of study. Weekly classroom walkthroughs by administration support teachers’ robust lesson planning and instructional strategies that fulfill the requirements of a broad course of study.	By engaging in weekly classroom walkthroughs and instructional observations, we are able to ensure all students have access to and are engaging in a broad course of study. The differences between the two sites lie in the instructional delivery and/or learning management systems used to provide direct instruction. Teachers are also provided professional autonomy to personalize instruction based on student strengths and areas of growth. With that said, 100% of students K-6 participate in 200 minutes or more of physical education every 10 days. We pride ourselves in ensuring that 100% of students participate in physical fitness testing as measured by the Physical Fitness Test. We are fortunate enough to have science teachers at each site that are trained in and provide NGSS aligned instruction to all students as measured by attendance in the science pull our classes at both sites. All K-3 students are able to participate in weekly music and garden instruction. Students in grades 4 - 6 are provided with conversational Spanish instruction.	By analyzing site schedules, it has been identified that it is becoming increasingly difficult to support special education students to meet their IEP goals and for general education students to receive Tier 2 and Tier 3 intervention without having them miss core classroom instruction and grade level content.	Administration will ask all grade level teachers to teach the same core content at the same time at both sites so that when special education students are pulled for support toward an academic goal, it can be scheduled across multiple classes in the same grade without the student losing access to grade level curriculum.  This action will also support students receiving Tier 2 and 3 interventions for reading and math.	Met		13JUN2023	2023
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 TK-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 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. Additionally, 6th graders experience a 'Sound Station' which allows students to explore their strengths and interests and align them with potential careers in the creative economy.  5th graders are exposed to the blue economy (water) workforce sector at a 'Hydro Station"" 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, we expanded partnerships with the City of Chula Vista and launched 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. CVESD has identified staffing and transportation barriers and are committed to finding solutions to ensure all students are able to attend our station experiences.	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. CVESD is expanding teacher and administrator professional development to support knowledge in core content areas as a foundation to ensure access to a broad course of study for all students.   Additionally, CVESD students have access to a variety of expanded learning opportunities through before school, after school, summer, and intersession learning programs that focus on developing the academic, social, emotional, and physical needs and interests through hands-on, engaging learning experiences.	Met		14JUN2023	2023
37680230119594	Leonardo da Vinci Health Sciences Charter	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
37680230138073	Learning Choice Academy - Chula Vista	7	The Learning Choice Academy 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.	Met		21JUN2023	2023
37680236037956	Feaster (Mae L.) Charter	7	We are in compliance with the Williams Act; all students have access to the board curriculum through text, physical, and virtual.  All teachers are expected to teach common core standards in order for students to be prepared to be assessed on local and state assessments.  Unduplicated pupils receive differentiated instruction, including whole and small groups to meet their present academic levels, to provide grade-level standard access, and to meet their social-emotional needs. Individual students with additional needs beyond tier I and II supports are referred to the Student Study Team to evaluate and assess progress and additionally needed supports, including psycho-educational assessment as needed.	100% of Feaster Charter School students are enrolled in a pathway towards college and career by engaging in Common Core standards content learning, with access to VAPA, STEM, and College and Career readiness programs.  All students have access to the curriculum per the Williams Act.  100% of Feaster Charter Students students are enrolled in a comprehensive course of students inclusive of Literacy, Math, Science, and Social Studies, as well as STEAM activities in our Mindlabs program.	While 100% of our students have access and are enrolled in these pathways that provide a board coarse of study.  No barriers exist.	As a result of our review of the data and the complications of COVID, including the goal of expanding access to STEAM, College and Career Pathways to help students be ready for High School and College and Career, we have taken the following steps: • Focus on early literacy and foundational learning for TK-8 grade; phonics in Tk-2 and vocabulary in 3-6. • Increase pathways for dual enrollment into our Middle School • Focus on math instruction during our electives and clubs ---as well as starting a Math committee • Provide teachers with more differentiated professional learning cycles to meet the needs of grade-level bands.  • Continue to increase and enhance parent and community engagement by opening more volunteer and learning workshop opportunity	Met		31MAY2023	2023
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. 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 learning opportunities to classroom teachers to support both staff and students in accessing the curriculum included in a broad course of study, For the 2022-2023 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		11MAY2023	2023
37680236111322	Discovery Charter	7	The LEA monitors and tracks the extent that students have access to a broad course of study.  Teachers identify focus students from the state-identified target groups to monitor academic progress during weekly collaboration and grade level planning.  The English Language Arts and English Language Development curriculum engage students in reading, writing, speaking, and listening standards.  Teachers create integrated units of study using materials, such as recommended texts from the Common Core State Standards and District and school supplied materials, such as the Benchmark Universe materials.  The school's Mathematics instruction is also part of the integrated units of study and taken from resources such as Illustrative Math.  Science and Social Studies are taught throughout the year and are embedded in the language arts instruction.  Students learn visual and performing arts as part of their weekly 2 hour Fine Arts block.  All students have the required PE and health instruction based on their grade level.  Teachers present student work and data during collaboration time and work with our RTI and RSP staff to make learning accessible to students with varying needs.  Tools that assist staff in this endeavor include focus student tracking documents, interim Assessment Blocks, and Jupiter Grades reporting systems, which provide information on the access students have to the school's broad course of study.	All students have access to and are enrolled in a broad course of study.  However, there are differences across student groups in access to and enrollment in a broad course of study.  For example, our English Learners receive designated ELD based on their individualized learning needs and ELPAC level.  Students in our Dual Immersion Spanish program receive specialized and targeted instruction to meet the student learning outcomes of a two-way dual immersion program.  Students with IEPs and 504 plans have scaffolded and modified assignments, but the work and expectations are the same so that a high level of rigor is maintained while still accommodating that student's learning needs.	There are no known barriers to provide access to a broad course of study for all students.  The school's administration ensures that all students receive all courses regardless of individualized learning needs.  The RSP staff works to ensure that students do not miss physical education or the visual performing arts, while still meeting required services based on individual student needs.	Discovery's LEA will continue to research best practices and use data to drive instructional decision for its state-identified target groups and teacher-identified focus students.  Discovery will continue to use the Harmony social-emotional learning curriculum for all students in grades K - 6th to foster communication, connection, and community both in and outside the classroom, and develop students into compassionate and caring people.  The school continues to place a very high priority on its fine arts teachers, fine arts instructional materials, and the fine arts program for the whole school.	Met		16JUN2023	2023
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 at the elementary school have access to and are enrolled in physical education, service-learning, art, and innovation. Students at the middle school have access or enrolled in foreign language, art, service-learning, and organized sports. Students in high school have access to 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		12JUN2023	2023
37680236116859	Arroyo Vista Charter	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
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. 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.  All students in grade 7 and 8 have access to 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 2022 was 97.52%, the UC A-G completion rate for all students was 59.6%, and the CTE participation rate was 58%.	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 is being 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 offering 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		08JUN2023	2023
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 combination 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		28JUN2023	2023
37680490127118	The Heights Charter	7	Grades -TK - 8:  Reading/Language Arts, Mathematics, Science, History/Social Science, Health, Spanish, Visual and Performing Arts (music, drama, and art) and Physical Education are offered to all enrolled students.	Although we are a non-classroom based charter, we offer onsite classes for all TK through 8th grade subject areas. Students are free to attend these classes on a regular basis as well as get tutoring in any/all of these academic areas.	There are no barriers preventing The Heights Charter from providing access to the course of study required for elementary school students.	Continue to maintain a Resource Center that provides the space required for all interested students.	Met		22JUN2023	2023
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. 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 continues to be low.   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. Method continues to develop Smartfox curriculum and will soon include grade 2 courses, work experience, and ethnic studies courses.    At all grades, Method provides instructional support, a rotating selection of exploratory classes to middle school students, as well as clubs, events and community activities.   The high school has created an ASB program to encourage student participation in both school and civic events and learning.	Met		15JUN2023	2023
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 had trouble 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.	Met		30JUN2023	2023
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 had trouble 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 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.	Met		28JUN2023	2023
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 2022-23 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.  The student information system shows that at a minimum, there were English Learners, low-income, foster youth, exceptional needs students, and different grade levels completing the required coursework, during the first semester of 2022-23.  Enrollment for interventions was evident for all grades, exceptional needs students, and unduplicated students for core subject areas. Driver education, CTE, and foreign language courses had the lowest enrollment for exceptional needs and foster youth students.  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 foreign language courses and none in drivers’ education. 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 online courses. English learners are receiving ELD courses. Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts 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 action in LCAP Goal 2 - College and Career Readiness. Enrollment in CTE and Professional Skills courses are tracked and reported to our educational partners. 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		05JUN2023	2023
37680560000000	Del Mar Union Elementary	7	The following measures were selected to monitor the extent to which all students, including unduplicated student groups and individuals with exceptional needs, have access to a broad course of study: 1. Access to board-approved standards-based materials as reported in the annual hearing regarding Sufficiency of Instructional Materials, 2. 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 2022-23 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 differentiated based on experience level, which provides teachers with the knowledge to help develop students as mathematical thinkers and problem solvers. 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		21JUN2023	2023
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.	Met		13JUN2023	2023
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 stud	Met		22JUN2023	2023
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.	Met		07JUN2023	2023
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.	Met		23MAY2023	2023
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 Escondido Union High School District (EUHSD) 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, Career Technical Education (CTE), Advanced Placement (AP) & other post-secondary transitional content. EUHSD is implementing College Career Guidance Initiative (CCGI) 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.	Escondido Union High School District (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 (AP) have open access enrollment policies, which have affected overall AP course enrollment rates: 18-19 10.3%, 19-20 11.1%, 20-21 10.2% and?21-22 7.7%.  Annual enrollment and successful completion in honors, AP, and 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%, 20-21 43.9%  and?21-22 45.4% 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. To address the needs of all students, the district has expanded its programming to reflect a full continuum of services.	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.).	High school students (grades 9-12) access a diverse curriculum at EUHSD supported by various tools and evaluated through multiple methods. The EUHSD course catalog is updated yearly, detailing prerequisites, content, workload, and alignment with A-G CSU/UC requirements. Students use course selection forms aligned with A-G criteria, with opportunities for engagement and guidance from staff. School counseling offers targeted guidance lessons by grade and term, covering topics like NCAAP, A-G, CTE, AP, and post-secondary transition. These lessons often include pre and post surveys to assess student engagement. EUHSD uses the College Career Guidance Initiative (CCGI) for 4-year course planning and collects data in Synergy and state reporting tools, reviewing metrics like D-F grades, AP enrollment, A-G completion, CTE completion, SBB, college credit, and graduation rates annually.  For Special Education students, a comprehensive curriculum is available and tracked through progress monitoring reports in IEPs. IEP writing software helps generate appropriate goals, and case managers ensure IEP services align with the plan. Transition plans determine whether students will receive a certificate of completion, or a high school diploma based on their secondary course of study.	Met		20JUN2023	2023
37681060111195	Classical Academy High	7	Students in 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.	Students 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.	Met		23MAY2023	2023
37681060137034	Audeo Charter School III	7	As of CBEDS  2022-2023 Charter School of San Diego served 110 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: 65.8% • Percentage of Homeless and Foster Youth (FY): 3.4%  Audeo 3 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 3 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, and post-high school goals. All courses leading to a high school diploma are UC-ag approved and NCAA approved. Students have access to Advanced Placement (AP) courses, honors courses, dual-enrollment and articulated courses, CTE courses and courses based on their PPEP. There are no differences in accessibility to courses across student groups at our school.	There are no barriers preventing Audeo 3 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		22JUN2023	2023
37681063731023	Escondido Charter High	7	Escondido Charter High School (ECHS) 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 ECHS (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 preventing ECHS from providing access to a broad course of study for all students.	No revisions, decisions, or new actions are necessary since all students at Escondido Charter High School (including unduplicated student groups and all individuals with exceptional needs) are enrolled in a broad course of study that satisfies the requirements of the California Education Code.	Met		07JUN2023	2023
37681140000000	Fallbrook Union Elementary	7	To track student access and enrollment in a broad course of study, FUESD will use the following measures to examine participation of unduplicated student groups, students with exceptional needs, and student groups using our Student Information System that shows enrollment counts.  FUESD uses our student information system to track enrollment of all students PK-8 (including unduplicated and individuals with exceptional needs) and the courses they have access to.  In elementary grades, we offer self-contained classrooms districtwide PK-6 and a single subject schedule in 7th and 8th.  As an elementary school district we focus on access to school of choice, along with enrollment in core courses required at each grade level based on standards and ensuring that students in specialized programs are given the same levels of access.	FUESD has been able to provide access to our broad course of study to all students enrolled in our programs.  All students are enrolled in and receiving instruction in all the core courses.  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 at their school sites where their IEP services are also provided.  In TK-6 our students were able to participate in a VAPA wheel and all students participate in an elementary PE program.  TK-6 students all receive time in our site innovation labs focusing learning on STEM, along with time in our library media centers, which support literacy, digital literacy, and in 6th grade PROJECT STEM.  Our 7th-8th grade students have access to a board course of study through an elective wheel.  While students may not receive their elective first choice, we have been able to identify that all students were able to receive at least one of their top two choices.	We have no identified barriers at this time. Our programs of choice: Dual Immersion (TK-6/ Language Pathway 7th-8th) does not have a waitlist and all students requesting to participate have been able to be admitted.  Our dual immersion school does have a lottery system in case we lack space availability, however, in the 22-23 school year, we did not have to use it.  For our Homeschool Academy, families interested in this choice, apply and participate in an intake meeting.  Students meeting the education code requirements have been admitted to participate, and we did not have a waitlist.	FUESD will continue to offer physical education by PE credentialed teachers, and classified PE assistants to all students (including unduplicated student groups and individuals with exceptional needs), meeting the mandated PE instructional minutes each week.  We offer Innovation/STEM labs at all school sites, intervention programs to support students' unique needs, and provide access to technology to 100% of our students through 1:1 Chromebook initiative.  100% of our students have access to visual and performing arts through integrated learning experiences and we intend to increase our wheel to 24 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 (FHA/FVA), as a school of choice for families that wish to homeschool through a virtual school environment guided by a classroom teacher.	Met		20JUN2023	2023
37681220000000	Fallbrook Union High	7	The Fallbrook Union High School District has pulled enrollment and demographic data and disaggregated the total enrollment of subgroups at the district and then compared the ratios to the enrollment in a broad course of study. The data was then reviewed across all three schools and within courses at each school site.	Our students at Fallbrook Union High School District have access to a broad course of study across all three schools. When we disaggregate our data and our enrollment in a broad course of study, we begin with our data across the three school sites. There is some disproportionality across all three schools with a larger percentage of Hispanic/Latino students enrolling at Ivy HIgh School in comparison to our demographic across the district and a smaller percentage of Hispanic/Latino students enrolling at Oasis HIgh School. At Fallbrook High School we see similar percentages of our students by language fluency across all of our courses with similar percentages of redesignated students in our more rigorous AP, IB, and Honors courses. There is a lower percentage of English learners in AP, IB, and Honors courses, and while we are seeing the percentage of English learners in courses rising to get closer to meeting the 18% mark in courses that is comparable to the district's English learner population. In the past, students with disabilities were enrolled at lower numbers in CTE courses; however, during the 2021-20222 school year we see the percentage of students with disabilities in CTE courses rising in most courses to meet the district wide percentage and a similar trend in 2022-2023.	The current barriers that students have to accessing a broad course of study is our bell schedule for many of our students but especially for our English learners. Because our English learners need designated ELD to support their language acquisition, there is a decreased opportunity for them to engage in electives or courses beyond their graduation and A-G requirements. The district has also increased the graduation requirement from two years of math to three years of math, which also decreases the amount of spaces available in a students four year schedule to take additional electives.	The district looked at options for bell schedules that would allow students to take more courses over the course of four years, which would increase their access to a breadth of courses and would allow them more opportunities for credit recovery.   The first steps were to discuss the possibilities with our Curriculum, Instruction, and Assessment Committee and gather student and parent feedback. The next step was to research and visit schools to learn more about the pros and cons of various bell schedules across San Diego county.  After deciding upon a trimester system, the superintendent discussed the possibility with our bargaining units to determine impacts on our unit members. The actions necessary for implementation spanned a year including but not limited to program adjustments, necessary training for administration, counselors, and teachers in order to move to a new schedule, and constant communication and partnership with parents to relay and explain changes.  As of 2023-2024, Fallbrook High School will begin in a trimester system and incorporate a flexible homeroom called Warrior PRIDE Time.	Met		28JUN2023	2023
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 sixth 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.	Met		12JUN2023	2023
37681300139063	The Learning Choice Academy - East County	7	The Learning Choice Academy 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.	Met		21JUN2023	2023
37681303731262	Steele Canyon High	7	SCHS graduation and A-G completion rates were utilized as our locally selected measure of access to a broad course of study. These measures were also used to analyze whether English Learners, Foster Youth, Homeless, and Students with Disabilities were able to access all required subjects.	All students (including all unduplicated students and students with disabilities) are offered access to all required subject areas at Steele Canyon High School. However, there is a discrepancy between the success (using course grades) of each student group relative to the graduation rate and the UC A-G completion rate, showing that unduplicated students or students with disabilities are still struggling to achieve at the same level in the required courses when compared to all students.	At SCHS, English learners and students with disabilities are also enrolled in support classes, limiting access to singleton electives.	Actions include:  -Regularly monitor student progress and provide needed support and intervention  -Provide professional learning and coaching to teachers and administrators on evidence-based instructional strategies Improve tutoring and credit recovery options for students to improve grades. -Continue to provide information to parents and the community about graduation requirements, student scheduling, A-G requirements, and college readiness.  -Continue to ensure that SCHS is offering the required subject areas.  Develop an MTSS vision to guide and implement a school-wide multi-tiered system of support that will address academic, behavioral, and social-emotional needs in order to provide a learning environment where all learners can be successful.	Met		23MAY2023	2023
37681303732732	Helix High	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:   Access to board-approved standards-based materials as reported in the annual board meeting regarding Sufficiency of Instructional Materials,  Professional Learning provided to each teacher in focus areas.	Students had access to a broad course of study for grades 9-12 during the 2022-23 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.	Met		26JUN2023	2023
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		22JUN2023	2023
37681556117303	Greater San Diego Academy	7	GSDA monitors our students subject matter using a student information system that tracks monthly assignments and grades. Student portfolios are kept with evidence of learning collected to accompany the monthly work summary reports. The work summary reports detail the course of study, curriculum, assignments, modifications, and personalized goals of each student.	Students in grades TK-12 have access to a broad course of study at GSDA. Using the CA Standards as a guide, credentialed teachers support parents in choosing the best course of study for their student based on grade level, academic ability, English Language proficiency, and exceptional needs. High school students have the ability to follow an A-G courses diploma track or complete the general education diploma requirements as defined by the state of California.	Due to the personalized nature of our program, all of our students have access to a broad course of study. Students are able to enrich their course of study with courses offered 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. GSDA provides Chromebooks for student use and shares opportunities in the community for families to access 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 core and supplemental support for students in grades K-8.	Met		20JUN2023	2023
37681630000000	Julian Union Elementary	7	Our district is comprised of two campuses that span grades Kindergarten through 8th grade. Due to the small size of our district, student placement is determined on an individual student basis and classroom daily schedules are developed in a manner to provide all students with access to a broad course of study. Additional care is given in the placement and scheduling of English Language Learners and students with disabilities to ensure that they are in an instructional environment that is rigorous and challenging to meet their individual developmental and educational needs.	100% of students at Julian Union Elementary School District are enrolled in a broad course of study as evidenced by elementary school classroom schedules and the junior high school master schedule. As the needs of our students with disabilities have shifted, we have adjusted grade level supports and structures to ensure an adequate adult to student ratio to ensure that all students have access to the curriculum.	Due to small numbers of English Learner students spread across multiple grade levels, it had been a bit challenging to schedule appropriate integrated and designated ELD in a manner that does not disrupt student access to arts, physical education and the development of technology competencies. Through intentional scheduling and rethinking the manner in which we provide supports, this need has been met ensuring that all EL students maintain access to a broad course of study. We have additionally been working with our early childhood education programs to provide early intervention educational services to students with disabilities prior to their entry into kindergarten to ensure all students have the best opportunity to access a rigorous and challenging course of study.	All students have access to a broad course of study.	Met		15JUN2023	2023
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. Homeschool students have access to HELLO courses taught by credentialed teachers. 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 assessments. 8th-grade students have access to high school-level math and language courses. School counselors advise 9th- 12th-grade students to take courses required for graduation to ensure that students are enrolled 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 Geometry math course. 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. We are focusing the K12 Strong Workforce Grant funding to add CTE teacher support, dual enrollment opportunities, and work-based learning options to increase SWD and EL student participation. 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 Learning Management System (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-Calculus, 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. We are continuously creating new courses with embedded interventions to support all learners and address any learning loss. 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 Vista Higher Learning (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 much easier to 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		08JUN2023	2023
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 2022-23 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.  The student information system shows that at a minimum, there were English Learners, low-income, foster youth, exceptional needs students, and different grade levels completing the required coursework, during the first semester of 2022-23.  Enrollment for interventions was evident for all grades, exceptional needs students, and unduplicated students for core subject areas. Driver education, CTE, and foreign language courses had the lowest enrollment for exceptional needs and foster youth students.  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 action in LCAP Goal 2 - College and Career Readiness. Enrollment in CTE and Professional Skills courses are tracked and reported to our educational partners. 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		05JUN2023	2023
37681630138156	JCS - Mountain Oaks	7	Master Agreements class schedules 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.	All students have access to the same curriculum and supports provided by JCS-Mountain Oaks. Students with IEPs and English learners have access to the same curriculum and courses as other students with supports as needed for success. However, CAASPP and MAP data shows that our SwD declined significantly in 2022.	TBD	We'll need to further examine class schedules to ensure this is not a factor in the decline.	Met		09JUN2023	2023
37681630138628	JCS - Cedar Cove	7	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.	All students have access to the same curriculum and supports provided by JCS-Cedar Cove. 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 each year. A wider range of a-g offerings will be implemented in 23-24 using the Arts & Music Grant block monies and CTE pathways are being explored.	Met		09JUN2023	2023
37681630139402	Brookfield Engineering Science Technology Academy	7	All students are enrolled in a digital program aligned with the state standards.  We can monitor progress daily through our Learning Management and Student Information System.  The programs allow for accommodation and modifications as instructed by the IEP.	All students are enrolled in our digital curriculum.  English Learners are enrolled in a language development program and receive additional support.  We can monitor in real-time and provide accommodation and modification to individual students based on need, IEP, interventions, or acceleration.	There are currently no barriers.	We will be increasing the use of school-provided technology to be able to monitor and manage all devices more effectively.	Met		13JUN2023	2023
37681633731239	Julian Charter	7	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.	All students have access to the same curriculum and supports provided by JCS-LIVE. Students with IEPs and English learners have access to the same curriculum and courses as other students with supports as needed for success. Our data shows that while our SwD are graduating with a regular diploma at a higher rate, and the dropout rate is low (0% for 2022) this group of students is not meeting a-g requirements despite having access to the courses in both home study and at the academy. One action/service for the 23-24 LCAP is an analysis of the student group to determine why they are not enrolling in a-g courses.	N/A	Dual enrollment opportunities began in 2020-21 and are being expanded each year. A wider range of a-g offerings will be implemented in 23-24 using the Arts & Music Grant block monies and CTE pathways are being explored.	Met		09JUN2023	2023
37681710000000	Julian Union High	7	JUHSD conducts open enrollment for all students in all classes, except for Strategies For Success which is identified for students with exceptional needs. The Academic/Behavior Counselor meets with all students and their parents to discuss desired courses.	JUHSD conducts open enrollment for all students in all classes. During the 21-22 SY: 14% of students are enrolled in AP History, 31% students enrolled in Honors English, 4% students enrolled in Dual Enrollment with Palomar College, and 88% students enrolled in Ag/FFA.	JUHSD conducts open enrollment for all students in all classes. However, given the extremely small school, the offerings are limited to one period and may interfere with other required classes.	The Superintendent and the Academic/Behavioral Counselor collaborate to develop the Master Schedule and purposely align classes that will benefit all students.	Met		08JUN2023	2023
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, and 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 support 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 support 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		22JUN2023	2023
37681893731072	River Valley Charter	7	RVCS uses a variety of measures and tools to ensure students have access to a broad course of study.  RVCS high school graduation requirements exceed state graduation requirements, so the school continually monitors student course enrollments to determine if graduation requirements are being met.  This information is tracked using a graduation plan document.  The RVCS counselor meets with all students to ensure students remain on-track to meet RVCS graduation requirements.  Families are able to participate in these meetings as well so they are informed about their students' academic progress.  The school counselor also works with students interested in dual enrollment courses at local community colleges by ensuring the courses in which students wish to enroll are courses that will help them simultaneously fulfill their high school graduation requirements and earn college credit.      College tours, AP/SAT/ACT fee waivers and coverage programs, which provide opportunities for low income students to take advantage of these academic opportunities regardless of their financial situation, are provided to students in need and are used as a measure to track students' access to a broad course of study.        RVCS sends out a course selection form to all students.  This form introduces potential courses that the school will offer if there is enough interest.  This form drives our course offerings and provides insight into the types of courses students are interested in taking.	River Valley is committed to being a college preparatory school. In addition to college preparatory courses, however, advanced placement and honors courses are also offered for high achieving students. All high school courses offered at River Valley meet the A-G requirements. The school also has many Section 504 and I.E.Ps. in place to accommodate a variety of students with special needs. With the exception of some honors and advanced placement courses that have prerequisites, all students have access to each course that is offered at River Valley. Within the curriculum are tasks which require students to use critical problem solving skills, work cohesively in a group, and communicate effectively and dynamically in class presentations. River Valley encourages students to enroll in local community college courses to broaden their course of study, and on-campus curriculum is continually being evaluated for changes and additions to the program that will benefit the students' course of study.  RVCS entered into an agreement during the 2022-23 and 2023-23 school years to offer dual enrollment Social Science college courses on the RVCS campus rather than have students take these courses on the community college campus.	The barriers preventing RVCS from offering a greater variety of courses are a lack of physical space in which to offer instruction, a limited number of periods during the school day, and teacher credentialing constraints that create barriers to providing students a broad course of study. Being such a small school, RVCS understands these limitations, and is constantly seeking remedies in order to offer more courses.  Since the return to in-person learning, RVCS has worked to provide elective courses to students.  These courses include Introduction to Aeronautics, CAD/3-D Printing, and GIDAS (Genes In Diseases And Symptoms).	In recent years, RVCS has added a number of on-campus courses that provide students with a broad course of study.  However, one area of needed growth is the creation of honors courses in English and History at the ninth and tenth grade levels (RVCS already offers honors courses at all grade levels in Science and Math).        RVCS is seeing significant learning loss in students, especially in math as indicated on local and state assessments.  Starting in 2023-24, RVCS created a math extension course at both the 7th and 8th grade levels.  Based on teacher recommendation and math placement scores, students needing math support receive an additional period of math instruction on each school day in order to help them achieve success in math.  These two periods of math run consecutively, so students have adequate time to receive instruction and seek help on areas of needed remediation.	Met		21JUN2023	2023
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		26JUN2023	2023
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.	"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. We are looking forward to enhancing opportunities for all of our students through the implementation of supplemental visual and performing arts instruction via Prop 28 funding that was approved by voters this year."	Met		20JUN2023	2023
37681970136408	Sparrow Academy	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
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, Science (AMPS) program which provides additional enrichment opportunities for all TK-6 students and the middle school campuses provide a variety of elective opportunities. 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 2022-23 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 the 2023-24 school year. To support underserved students and students with disabilities, the district has implemented multi-tiered systems of support and more inclusive practices.	Met		27JUN2023	2023
37682130000000	Mountain Empire Unified	7	MEUSD serves students in grades P-12, so we continually assess the accessibility of a comprehensive course of study for all our students. We conduct this assessment through a thorough analysis of our course offerings, utilizing our local data from our Student Information System (AERIES) to review completion of Career Technical Education (CTE) Pathways, Advanced Placement (AP) course enrollment, successful completion of A-G courses, master schedule of classes, and benchmark assessment data, as well as statewide data from the Smarter Balanced Assessment Consortium. This process encompasses an evaluation of access for various student groups, including those with exceptional needs.	In each of the elementary schools in MEUSD, all students have access to core academic curriculum. Students at all grade levels who are identified as English Language learners or students with disabilities are provided curriculum that may be differentiated to meet their individual needs. At the junior high and high school, all students are offered courses in all academic areas. In reviewing our statewide reported data for CTE completion rates compared to local data, we have identified the need for a systematic review of data reporting of our CTE completion rates as it does not reflect the completion rate at the local level, specifically at the high school.	While all students have access to and are enrolled in a broad course of study, achievement levels at the various sites differ.  Formal assessment data continues to show a significant gap in early literacy skills in grades TK-3 across all elementary sites. Attendance continues to be identified, specifically english language learners and students with disabilities, at all grade levels, which impacts students by creating academic gaps as well with loss of instructional time and participation in targeted intervention programs.  At the high school, English learners and students with disabilities are also enrolled in support classes, limiting access to a broad course of study.	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 has expanded to include a district level literacy specialist who supports the overall program implementation and coaching for all schools sites and all P-12 grades. This practice will ensure the same rigorous and standards aligned instruction at all of our schools.	Met		27JUN2023	2023
37682130123224	San Diego Virtual	7	At the beginning and end of the year mathematics and language arts diagnostics/benchmarks are given to all sixth through eleventh grade students to establish individual areas of  growth and allow for intervention and reteaching when necessary. San Diego Virtual utilizes an online curriculum that has access throughout, identifying all students having access to a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served	This is fully developed and implemented. 100% of students have access to the curriculum.	All students in need of laptop devices or hotspots were given the equipment  needed to eliminate any barriers to accessing their curriculum. All in all, providing transcript evaluations and devices (laptops or hotspots) were very  effective actions to help us reach our goals of increasing graduation rate by 5% and giving all students equal access to the curriculum	This school year, 153 Chromebooks purchased and handed to students, with 60 WIFI Hotspots purchased for students without access. San Diego Virtual will continue to purchase Chromebooks as needed, to ensure all students have access.	Met		15JUN2023	2023
37682130127084	Compass Charter Schools of San Diego	7	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. 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. English Learners use the Lexia ELD courses, which are research-based. Scholars advance in language proficiency, allowing them to access our full course offerings. Scholars with exceptional needs have access to supplemental resources that 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 ensure they have the support they need to access the full course of study. For high schoolers, we track scholar access to Accelerated Course Options Program (ACOP) courses and concurrent enrollment. Scholars with special needs who, per their IEP, cannot complete the grade-level course of study are provided access to and supported with a modified curricular offering. Surveys are used annually to help drive any additional changes	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. Our team has a robust catalog of course offerings linked to our student information system which tracks course enrollment and completion. As a virtual school, our curriculum is available online and the schools ensures that all scholars have a computer and internet access.	There are currently no barriers.	We will continue to evaluate our course offerings and approved community providers list. We continue to evaluate data to determine which supplemental resources are most helpful for scholars to maximize success in their course of study. We have a full time McKinney-Vento Liaison to advocate for and support our families experiencing homelessness and foster youth to ensure their needs are met to be able to access our course of study.	Not Met		07JUL2023	2023
37682130129668	Motivated Youth Academy	7	MY Academy staff maintains students' access to a broad course of study through transcript evaluations to ensure students are placed appropriately in courses. All students, including unduplicated students, have access to a broad course of study through individualized curricula that is selected based on assessments, lived experiences, and interests of each student. The curricula and learning plan draws from the following platforms: Edmentum courseware, Exact Path, Thrively, Pathful, School Pathways SIS, AP courses, CommonLit, and additional teacher-created curricula.	All students have access to a broad course of study through Edmentum courseware, Exact Path, Thrively, Pathful, and AP courses. In partnership with the Teacher of Record, student, and educational partners, the counselor plans out students' courses as part of the Motivated Youth Personalized Learning Plan Now (MY PLAN). With the counselor's guidance and the support of the Student Success Coordinator, students are able to access a broad course of study that includes the A-G pathway.	Providing students with hands-on experience in CTE Capstone courses has been a challenge due to the fact that we do not have a physical location. However, we overcome that barrier by encouraging dual enrollment in local Community Colleges where the resources for hands-on instruction and training are available. Another barrier is student and family understanding of the importance of attempting and participating in a broad course of study. Many 2022 Local Performance Indicator Self-Reflection for families are focused on their day to day existence so understanding of what a broad course of study can do is limited.	The counselor, teacher, educational partner, & student develop a Motivated Youth Personal Adventure (MY Plan) for each student. The EL Coordinator, Student Success Coordinator, Special Education Case Managers, & Homeless & Foster Youth Liaison join the review of each MY Plan, as needed. This plan includes a broad course of study aligned with the California standards & graduation requirements. It is updated as students' interests & abilities change to reflect the students' changes & needs. It is updated throughout the semester during regularly scheduled teacher & student meetings.  The school counselor monitors course enrollment to align with each student's MY Plan. The measures & tools that are used are weekly reviews & teacher meetings of what the student is doing & what their interests are. In consultation with the counselor, and other appropriate school staff, each student's unique MY Plan may pivot to reflect changes in students' interests & abilities that have been identified with data from course performance, teacher anecdotal assessments, & contemporary street data.  MYA has expanded the eligibility for participation in the Possibility Project which is a partnership with the KRA Corporation to develop job skills & career training. MYA continues to work to align CTE offerings with Community Colleges in the areas we serve, develop internship & pre-internship programs, provide work-based learning and student entrepreneurial opportunities.	Met		22JUN2023	2023
37682130136978	Elite Academic Academy - Mountain Empire	7	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, which is housed in our Student Information System and reported to CALPADs. Elite Academic Academy also uses a student interest survey to further broaden and personalize a child’s academic journey with Elite. While our counseling and academic departments ensure we are in full implementation for the Core subject areas, and initial for VAPA, Physical Education, and EL, students also support us in expressing their unique needs and often add or create courses for our students as a result. Areas of need that we are constantly improving are continuing to increase Career Technical Offerings, increased EL curriculum for TK-12, and additional VAPA and Physical Fitness avenues.	Elite Academic Academy excels as an independent study school, particularly in the realm of curriculum diversity. We boast access to a vast array of state-approved curricula, ensuring our students' access to UC/A-G courses, CTE Pathways, and High School Diploma Tracks. These academic choices are meticulously documented in our Master Agreements tailored for each student, Assignment Work Records, Individualized Learning Plans, and comprehensive 4-year plans. To stay ahead, we continually enrich our Course Catalog, which resides within our Student Information System and is reported to CALPADs.  At Elite Academic Academy, we go beyond conventional approaches. We employ student interest surveys to tailor and personalize each child's academic journey with us. While our counseling and academic departments diligently implement core subject areas, with a promising start in VAPA, Physical Education, and EL, our students play an active role in articulating their unique elective requirements. As a result, they often propose new courses or create innovative ones, enhancing our curriculum offerings.  We acknowledge the areas where we are consistently refining our offerings. Our commitment includes expanding Career Technical Offerings, enhancing EL curriculum from TK to 12th grade, and providing additional avenues for VAPA and Physical Fitness.	Being a smaller educational institution, our subgroups consist of fewer individuals. As we continue to expand, we anticipate having more significant representation within each subgroup, thereby enhancing opportunities for all. It's worth noting that as an independent study school, we encounter minimal obstacles when it comes to offering a diverse range of courses.	We have taken several initiatives to enhance the educational experience for our English Learner (EL) students. To begin with, we've introduced a Newcomers and Foundation course, led by a highly qualified teacher who specializes in instructing English Learners. This year, our specialist is dedicated to providing personalized support to assist EL students in their preparation for the Summative ELPAC and in enhancing their writing skills.  Furthermore, we've partnered with Outlier, a renowned dual-enrollment college course provider, to diversify our course offerings. This collaboration allows students to explore specialized and advanced courses that were previously unavailable through our teaching staff. We are actively developing specific courses and programs to broaden access for all students, with a particular focus on underrepresented populations. These developments include: 1. Introduction of College & Career Readiness courses/curriculum, aligned with A-G Curriculum providers or our own adopted A-G course catalog. 2.Integration of enhanced project-based learning within various courses. 3.Implementation of Social and Emotional Learning (SEL) support through an A-G SEL curriculum, complemented by the availability of two dedicated school counselors. 4. The creation of a comprehensive curriculum tailored to EL learners. 5. Establishment of Mentoring and Coaching programs, as well as Career and Technical Education (CTE) pathways.	Met		14JUN2023	2023
37682130138636	JCS - Pine Valley	7	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.	All students have access to the same curriculum and supports provided by JCS-Pine Valley. 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 continuing in 23-24 and we'll continue to educate parents and students on the benefits of this program. A wider range of a-g offerings and CTE pathways are being explored.	Met		09JUN2023	2023
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 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 2022-2023 59% of teachers indicated a minimum of four (partial/full implementation) or five (full implementation) for English Language Arts. Implementation of standards-based math curriculum was higher with 71% of teachers reporting a four or five.  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 every student, regardless of their identification, 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 enroll any interested students 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. Teachers will have opportunities with their colleagues to review the core ELA and math curriculum, deepen their understanding of the ELA standards for writing, and learn best practices for implementing the science standards The district remains committed to ensuring that each student has access to a broad course of study by expanding implementation of the MTSS framework in order to meet the needs of all students.	Met		28JUN2023	2023
37682210101360	Integrity Charter	7	Integrity has a master list of all curriculum provided to students in all content areas. The master schedule ensure students have access to a broad course of study including the core and enrichment opportunities. The School tracks all course access via the Master Agreement for our students up to grade 8. All students are receiving English, Mathematics, Social Studies, Science an Physical Education instruction per the charter school petition. In addition, English Learners receive daily English Language Development.	All students at Integrity Charter School have access to a broad course of study. Currently, there are no differences across student groups related to access to and receiving a broad course of study. Teachers and administrators collaborate to provide all students, including those in unduplicated student groups or with exceptional needs, the opportunity to learn and master the knowledge.	There are no barriers preventing the School to provide a broad course of study to all students.	The School will continue to do what it is doing to support students' access to a broad course of study.	Met		12JUN2023	2023
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 2021-2022 to the 2022-2023 school year, we increased  the number of enrollments in CTE courses by over 2.3% (from 8113 in 2021-2022 to 8298 in 2022-23). Pathway Completion increased by over 14% in the same time period (from 1295 to 1476). The number of CTE course offerings at Middle and High Schools also experienced a slight increase  over the past year (increased by 1.97%). 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. Another barrier is that there are sometimes misunderstandings about the way that course progression works and students may not enroll in a course based on that misinformation.	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.   We increased the number of counselors to work with students - this will help remove or reduce barriers related to misinformation about courses.   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. Three years ago, we 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		15JUN2023	2023
37683040000000	Ramona City Unified	7	Ramona USD used the LCFF Priority 7 Self-Reflection Tool to track the extent to which all students have access to and are enrolled in a broad course of study for all students.	100% of high school students (grades 9-12) had access to a broad course of study with the exception of Driver's Education. 100% of middle school students (grades 7-8) had access to a broad course of study with the exception of Health (Health curriculum is being piloted in the 2023-2024 school year). 100% of elementary school students (grades TK-6) had access to a broad course of study.	At the high school level, we learned in the 2022-2023 school year that we did not offer a free option for students to enroll in Driver's Education courses, not realizing this had been changed in Education Code in 2021. We had challenges obtaining a Health credentialed teacher to administer the Health curriculum at the middle school level.	We are working on researching viable resources for Driver's Education and writing a course description in the 2023-24 school year. We have a credentialed Health teacher teaching Health at the middle school and the teacher is piloting instructional materials this school year. These actions will hopefully lead to school board approval of course offerings, instructional materials, and full implementation and access.	Met		29JUN2023	2023
37683120000000	Rancho Santa Fe Elementary	7	We use the master schedule to track the extent to which all students have access to, and are enrolled in, a broad course of study.	One hundred percent of students, including unduplicated pupils and pupils with exceptional needs, are  enrolled in a broad course of study as evidenced by master schedule.	All students are provided access to a broad course of study.	No changes are needed.	Met		15JUN2023	2023
37683380000000	San Diego Unified	7	The district measures, and routinely reports to the Board of Education as part of its monthly LCAP updates, the distribution of grades in core courses as well as career technical education and visual and performing arts. These measures include results for numerous student groups, including grade levels, gender, racial/ethnic groups, low-income, English learner, and students with disabilities. Further, the district uses internal dashboards to measure and track elementary student performance on numerous subjects that teachers assess for the trimester 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 2023-24 LCAP Action Plan, Goal 2.	Met		27JUN2023	2023
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 2020/21 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH students completed a presentation of learning during the 2022/23 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		21JUN2023	2023
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, Humanities, English, and Physical Education. 6th grade core classes are Physical Education, Science, Math, Humanities (Social Studies), and English. 7th grade core classes are English, Humanities (Social Studies), Math, Science, and Physical Education. 8th grade core classes are English, Science, Humanities (Social Studies), 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 to 5th through 8th grade.	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		15JUN2023	2023
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 2020/21 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH students completed a presentation of learning during the 2022/23 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		21JUN2023	2023
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.	Met		21JUN2023	2023
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 2020/21 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH students completed a presentation of learning during the 2022/23 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		21JUN2023	2023
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 2020/21 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH students completed a presentation of learning during the 2022/23 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		21JUN2023	2023
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, expanded use of technology across the content areas, and a Spanish-English Dual Language Immersion program. English learners, in particular, have benefitted from these initiatives. We also partner with community organizations to increase access to experiential learning opportunities.	At this time, there are no barriers preventing the LEA from providing access to a broad course of study for all students.  The school recognizes the importance of supporting the non-academic needs of students in order to create optimal conditions for learning.  We provide resources, services, and training to offset potential barriers in the form of income, language, family engagement, and special needs.	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		07JUN2023	2023
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		22JUN2023	2023
37683380111898	Albert Einstein Academies	7	All students have access to the IB curriculum which includes instruction in literacy, mathematics, science, social studies, physical education, the fine arts, and an additional target 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		20JUN2023	2023
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		07JUN2023	2023
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		14JUN2023	2023
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 six different enrichment classes (art, ceramics, performing arts, 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, 100% of our students have access to an incredibly broad range of study. We have a program that involves students in six different enrichment classes (art, performing arts, 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 the natural time constraints with so many enrichment opportunities, guest speakers and field study experiences. We will continue to work with our staff to streamline our schedules and logistics.	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. Each year we review our schedules, logistics, impact of different enrichment schedules and core academics in order to make each day productive for students and teachers.	Met		27JUN2023	2023
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		07JUN2023	2023
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 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.,Advanced Placement Testing, LGL, 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 through project based learning opportunities. The school uses CAASPP, ADAM, and DOMA assessments to assist teachers in making appropriate placement of students.	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.	Over the past two years, 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 25 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 graduation and college acceptance data. 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 diploma-bound seniors since our first graduating class in 2012, ensuring a high percentage of students complete at least one application for college admission.	Met		20JUN2023	2023
37683380121681	San Diego Global Vision Academy	7	San Diego Global Vision Academy (SDGVA) is a direct-funded charter school serving 417 students in grades TK-8 that include the following demographics: 57% Hispanic, 19% African American, 12% White, 10% Two or More Races, 1% Asian, 1% Filipino, 15% Students with Disabilities (SWD), 13% English Learners (EL), 8% Homeless Youth (HY), 0.2% Foster Youth, and 61% 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		20JUN2023	2023
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.	Met		21JUN2023	2023
37683380123778	Old Town Academy K-8 Charter	7	NULL	NULL	NULL	NULL	Not Met			2023
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. 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.	Met		02JUN2023	2023
37683380126730	Kavod Charter	7	100% 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; that is our baseline.	100% 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; that is our baseline. Kavod is a single site LEA.	There are no identifiable barriers preventing the LEA from providing access to a board course of study to all students. However, lower enrollment and chronic absenteeism has made it more difficult to access more funds to better support students.	100% of students will continue to have access to a broad course of study as baseline at Kavod.   To better support English Language Learners, the LEA is looking into creative scheduling to incorporate additional ELD support.	Met		20JUN2023	2023
37683380127647	e3 Civic High	7	By design in the e3 Charter, e3 Civic High's course of study is A-G aligned for all scholars. College & Career Counselors, the Principal, Deans of Instruction, and the Program Specialist (SPED) track the student data on a continuous basis to ensure all scholars are on path to graduation.	e3 Civic High's College & Career Counselors and School Principal work together to develop a master schedule of A-G aligned courses that all scholars enroll in as part of the e3 Graduation Requirements.	There are no barriers identified preventing e3 Civic High from providing any scholars with access to a broad course of study.	e3 Civic High will continue to meet its Charter expectations by providing any scholars with access to a broad course of study.	Met		26JUN2023	2023
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		20JUN2023	2023
37683380129395	Elevate	7	Elevate School currently serves approximately 461 students in grades TK-8 with the following demographics: 34% White, 24% Hispanic, 17% Two or More Races, 15% African American, 4% Asian, 5% Filipino, 14% Students with Disabilities (SWD), 6% English Learners (EL), and 34% Socioeconomically Disadvantaged (SED).   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 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students have access to: Art and  STEAM elective courses 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		19JUN2023	2023
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 2020/21 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH students completed a presentation of learning during the 2022/23 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		21JUN2023	2023
37683380131979	Ingenuity Charter	7	Upon enrollment, the LEA has a counselor review transcripts of students and creates a credit audit, individually, for all students. The student information system tracks student enrollment in all courses and grade spans. The LEA’s graduation requirements meet and/or exceed California’s A-G requirements.	All students have access to a broad course of study. All students in the middle and high school have access to a range of electives. In grades 9-12, all students meet or exceed A-G requirements. All academic high school courses are UC system approved.	There are no seen barriers to the LEA providing a broad course of study to all students.	The LEA will continue to offer this curricular program selection to all students.	Met		12JUN2023	2023
37683380135913	Urban Discovery Academy Charter	7	There is one course of study at both of our school sites (UTK-6 and 7-12). All student groups have access to the broad course of study, including enrichment coursework and college preparatory curriculum.	All students have access to coursework offerings at the UTK-6 and 7-12 levels. There is one track of study which students can enroll in, with differentiated math and language options for student placement according to math diagnostics and Spanish placement tests. There are additional electives and credit recovery options at the high school this year.	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		21JUN2023	2023
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.	Met		21JUN2023	2023
37683383730959	Charter School of San Diego	7	As of CBEDS  2022-2023 Charter School of San Diego served 1,414 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: 68.8% • Percentage of Homeless and Foster Youth (FY): 5.7%  CSSD 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.      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, and post-high school goals. All courses leading to a high school diploma are UC-ag approved and NCAA approved. Students have access to Advanced Placement (AP) courses, honors courses, dual-enrollment and articulated courses, CTE courses and courses based on their PPEP. There are no differences in 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 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		22JUN2023	2023
37683383731189	Preuss School UCSD	7	The Preuss school strives for a 100% completion of all A-G requirements each year.  The school's detracked curriculum allows the school to focus on the support scholars need to pass these courses.	With the addition of our Literacy and Numeracy Specialists, the school has focused on providing scholars with the support they need to reach the content being taught in all of their courses.	In the prior year, 98 % of scholars were enrolled in courses required for UC/CSU Admission. In the prior year, 94% of scholars completed all courses required for UC/CSU Admission.	The Preuss School provided scholars with a detracked system.  All scholars are enrolled in courses required for UC/CSU Admissions.  A few scholars receiving learning services can elect to take a course for college preparatory level credit as opposed to the A-G level.  A few numbers of scholars have difficulty passing the A-G level courses.  Our goal is to lower the number of scholars with learning services needing to take college preparatory courses by being able to provide the growth and support needed for them to pass the UC/CSU level courses.  Our goal is also to provide the support needed for scholars who are not meeting the A-G level course requirements.	Met		26JUN2023	2023
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 2020/21 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH students completed a presentation of learning during the 2022/23 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		21JUN2023	2023
37683383731395	Audeo Charter	7	As of CBEDS 2022-2023 Audeo Charter School served 309 students in grades k-12.  The student demographics include:   • Percentage of Students with Disabilities: 23.5% • 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 courses, dual enrollment and articulated courses, CTE courses and courses based on their PPEP. There are no differences in 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		22JUN2023	2023
37683386039457	Darnall Charter	7	NULL	NULL	NULL	NULL	Not Met			2023
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 and String 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		13JUN2023	2023
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 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 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.  The school would like to provide a music teacher, but has been unable to find a teacher to fill the position.	As we expand our extracurricular programs, we will broaden the scope of opportunities across subject areas available to our students.	Met		21JUN2023	2023
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		07JUN2023	2023
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		12JUN2023	2023
37683386113211	McGill School of Success	7	McGill utilizes Renaissance as a means to gather formative and summative data throughout the year. Benchmark and Go Math is the curriculum aligned to the common core that gives our staff the ability to asses students on an ongoing basis. Our 3rd through 5th grade students engage in the CAASPP to assess their mastery levels in English Language Arts, Math, and Science.	All students have access to the same assessment tools, technology, and knowledge of their outcomes. The program may vary slightly, but all students have access to the same course of study aligned to the common core standards.	The barriers that may exist are technology issues if they arise, absenteeism, and lack of proper teacher management of the secure testing environment. Another barrier could be the lack of knowledge and access of family understanding the importance of the assessments.	McGill has worked to properly align our curriculum, testing protocols, and trainings to continue to have accurate assessment procedures in place. McGill has committed funding to ensure that all students have 1 to 1 technology.	Not Met For Two or More Years		20JUL2023	2023
37683386115570	Museum	7	The Museum School monitors the extent to which all students have access to, and are enrolled in, a broad course of study via our Master Schedule and Student Information System. This includes unduplicated pupils and all grade spans. Individuals with exceptional needs are also monitored via the Special Education Information System (SEIS).	All students have access to, and are enrolled in, the school's base courses.  These provide the broad course of study described in the school's charter petition.  This includes all requirements specified in the California Education Code, such as physical education minutes. The Museum School is a single-site LEA, so there are no differences across school sites.	There are no identified barriers preventing access to a broad course of study.  Students have access to accommodations and support both in and out of the classroom so that they may fully participate in the school's programming.	The Museum School will continue to provide differentiated student support via qualified teachers in order to promote universal access to a broad course of study.	Met		26JUN2023	2023
37683386117279	Holly Drive Leadership Academy	7	Holly Drive Leadership Academy is a small K-8 school where all students receive the same high-quality course of study.  We emphasize experiential learning and focus on ensuring our students link what they are learning in class to the outside world.  We both take students out to experience our community (e.g. Elementary Science Institute, San Diego Zoo, etc.) as well as bring folks to our school for enrichment activities (e.g., robotics, dance, sign language, etc.).	Given we are a single school LEA, all of our students have access to the same broad course of study.	We have no barriers to offering a broad course of study.	HDLA is a K-8 single-school LEA.  This question is not applicable.	Met		29JUN2023	2023
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 2020/21 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH students completed a presentation of learning during the 2022/23 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		21JUN2023	2023
37683386119168	San Diego Cooperative Charter	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
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		07JUN2023	2023
37683460000000	San Dieguito Union High	7	SDUHSD continues to use the district student information system, course registration, and ongoing record audits to track the extent to which all students access and enroll in a broad course of study.  All families receive the same course information, and students are not in academic or course tracks. Counselors conduct grade and transcript audits and meet with students to plan, including remediation opportunities, toward achieving post-secondary goals. The Special Education department supports course placement through the IEP process, and the new CA Alternate Assessment Diploma pathway is being implemented. SDUHSD has expanded course options including targeted academic interventions for students in general education and special education settings and co-teaching in core content.   To ensure practices meet the needs of all students, grades are reviewed every reporting period to monitor student progress and determine needed interventions. SDUHSD reviews measures disaggregated by student group and ethnicity, including grade level course enrollment, cohort graduation rates, Career Technical Education, Advanced Placement, International Baccalaureate and Honors course enrollment, UC/CSU eligibility rates, and early college credit courses, along with results on the CA School Dashboard and the National Student Clearinghouse Student Tracker	Student access and enrollment in a broad course of study continues to improve with more students in all groups accessing core content coursework and CTE, A-G, college-level or dual enrolled and classes leading to the State Seal Biliteracy. A continued area of growth are the differences across schools, subject areas and students in groups who earn D or F grades. Intentional work continues to pilot additional courses, including Structured English Immersion and CA Alternate courses as well as co-teaching. In addition, the district continues to build staff and community understanding about the types and scope of courses and pathways offered, as well as consistent and expanded placement tools and course scopes.	Continued barriers to providing access to a broad course of study for all students include:  -Aligning articulation with multiple elementary feeder school districts and with domestic and international transfer schools for all student enrollment  -Improving in-time universal classroom teaching strategies and materials to support all learners and additional supports such as tutoring or push-in/pull out targeted at foundational skills and knowledge in content in each course level  -Methods to address and support students with interrupted learning for disparate reasons   -Students without fixed housing or resources who may be impacted in attending or progressing and there may be barriers to getting them matched to needed resources in a timely manner  -Multilingual learners who may be focused on improving English language skills, making  accessing all content areas more difficult  -Limitations of the master schedule or logistics - examples include students who are enrolled in intervention or support courses may not have room in their class schedule for other courses necessary for eligibility or that a finite number of classrooms set up for laboratory sciences exist within a bell schedule	To ensure access to a broad course of study for all students, SDUHSD implements:  -Tutoring  -Professional development for certificated staff  -Increase social-emotional supports to remove barriers to learning -Tiered attendance support -Proactive Student Study Team meetings -Coursework revision -Addition of a K-14 Pathway coordinator to support the enrollment of underrepresented students in CTE and early college credit opportunities -Increase access to college and career courses for underrepresented students by adding a college and career specialist position at each high school	Met		29JUN2023	2023
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) also 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 and, especially for students requiring extra remediation, work to 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.  By providing additional opportunities for our unduplicated students, the District made progress in closing the achievement gap."	Met		14JUN2023	2023
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”. With the expansion of VAPA funding statewide, Santee will be able to provide VAPA courses at each school site. Site administration continue to employ creative master schedule building to provide an extraordinary education in an inspiring environment with caring people.	Met		20JUN2023	2023
37683790000000	San Ysidro Elementary	7	SYSD Measures to track the extend two which all students have access to, and are enrolled in, a broad course of study. 1. Common Core State Standards Matrices for English Language Arts/Math 2. Instructional Materials Scope and Sequence check for alignment with CCSS 3. Synergy, Student Information System course enrollment 4. SEIS System, Students IEPS as it pertains to course enrollment and educational setting placement 5. Classroom observations and walkthroughs	Using our SYSD Multi Tiered System of Support model, we are committed to make sure that all students have access to robust Tier 1 instruction.  Students are placed in Tiers 2 and 3 based on present levels and are monitored regularly to ensure that all students have access to a broad course of study.   English Language Learners who require designated ELD instruction in the middle school are precluded from having elective options until they are reclassfied.  In addition, some Students with Disabilities are placed in a more restrictive setting, based on IEP goals and present levels.   Every effort is made to address: 1. Course Diversity--making sure that all students have access to all core subjects 2. College/Career Readiness  All students are progressing in the areas of reading, problem-solving, critical thinking, and communicaiton skills 3. Creation of Path to Meet State Graduation Requirements 4. Elective Course Options at both middle Schools 5. Allignment with State Standards as evidenced in the SYSD  Standards Matrices 6. Career and Technical education exploration	SYSD strives to provide a solid Multi Tiered Instructional program which is based on student needs and present levels.  Every effort is to make sure that the proportionality of the 3 Tiers is maintained.  With funding and staff resources remaining constant, we anticipate being  essentially no barriers preventing SYSD from providing access to providing access to a broad course of study for all students.  The only barriers that could still be in place are ELL students who are not able to access elective course options in grade 7 and 8 as they require additional ELD support.	*SYSD is making every effort to make sure that ELL students are able to reclassify as early as possible, preferably before entrance in grade 7 so that they have access to more elective course options. *In the 2023-2024 school year, an implementation plan will be developed to expand our dual language immersion program to middle school with the goal of offering the Pathways to Biliteracy Seal on the promotion certificate *Our Root Cause Analysis and CIM process has has provided the opportunity to restructure, refine, and expand inclusion models for Students with Disabilities *The middle schools will expand more opportunties for Career/Technical education  *Expand Advancement via Individual Determination (AVID) and AVID Excel for grades 6-8	Met		22JUN2023	2023
37683870000000	Solana Beach Elementary	7	Daily attendance data, class schedules, equity visits, 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 supplemental 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, equity visits, and formative and/or summative assessments.	Not applicable	Not applicable	Met		22JUN2023	2023
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 where 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 IEPs. 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 choices 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, we have hired additional staff to support students academically with Tier 2 support 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, and LCAP Advisory Board, and through our site-based listening tours which are led by our Superintendent.	Met		22JUN2023	2023
37683956040505	Imperial Beach Charter	7	We use our Student Information System (SIS) to determine the master schedule and placement in the correct classes. This is also used for grading and communication purposes for all students. Our school counselor also monitors student academic progress and their access to classes and a broad course of study. Our IEP chair also provides their input regarding student placement and their needs according to their goals within those IEPs. There are also the curriculum guides and units of study that are provided by the district, which demonstrates the broad course of study.	The master schedule demonstrates the course of study for all students which shows a clear line from one grade level to the next. This is also demonstrated with our middle school students where there is a clear transition from one grade level course to another. The units of study and standards also demonstrate this.	While we are meeting the requirements for students to meet their promotion needs, we are limited in what electives we can provide to our middle school students. We have created a schedule which allows students access to different experiences and opportunities, but opportunities for actual elective classes would add to their experience at school.	Currently, the broad course of study is being met as seen in the locally selected measures.	Met		22JUN2023	2023
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 1,076 students and lack of working space can be an issue and/or barrier.	We have partnered with our school district special education department to improve our processes, routines, master schedule and student support groups to ensure we are maximizing our space/time for students with special needs.	Met		22JUN2023	2023
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 22-23 self-reflection tool provided by CDE along with classroom schedules, school master schedule, curriculum materials, and observations.	Spencer Valley is a one school, school district serving 42 students during the 22-23 school year.  All students enrolled have access to a broad course of study since Spencer Valley is a one school district. A world language class will be implemented during the 23-24 school year.  Health materials will be researched and piloted with full implementation during the 24-25 school year.	For 5th and 7th  grades, Health curriculum and materials will be researched for possible implementaiton in 24-25 school year. SV will be offering a world language option for students in grades TK-8. Due to our size, the implementation of a world language option has been challenging.	A new Spanish course will be implemented during the 23-24 school year and Health materials and standards are being researched during the 23-24 school year with possible implementation during the 24-25 school year.	Met		14JUN2023	2023
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. The 2022-2023 school was extremely successful with conference attendance and graduation plan reviews by students/families (over 90%).	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 ASVAB opportunities. The upcoming 2023-2024 school year Insight is planning to provide courses with Microsoft for students to have the opportunity to take an exam for a Microsoft certificate.	Met		12JUN2023	2023
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.  Middle school students are offered an elective of career technical education, with the opportunity to take high school courses.  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 and middle school students.	Students are accessing available courses and enrolling in a wide range of electives in addition to the required 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 7th and 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		12JUN2023	2023
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%).  (Our 2022-2023 graduation rate is not yet available.) 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%). (Our 2022-2023 promotion rate is not yet available.)	During the 2022-2023 school year, the challenge that has persisted since our return from Distance Learning is chronic absenteeism.  Overall our chronic absenteeism has hovered over 20%, whereas that rate was around 14% pre pandemic.  Students are still missing school and the subsequent instructional opportunities more frequently than before we entered into distance learning for the entire 2020-2021 school year.	During the 2022-2023 school year we have partnered with WestEd to facilitate leadership training and coaching around focused solutions to each site’s greatest problems of practice. This work has led our schools to focus on the structures of effective Professional Learning Communities (PLCs).  Our ability to support and strengthen these units of teacher teams will impact all student performance and outcomes related to a broad course of study. We have This work was further bolstered by the participation of 75 Sweetwater staff to the Solution Tree PLC conference in February and will be supplemented by Solution Tree PLC training for every Sweetwater teacher in July 2023.  We have also increased tutoring opportunities for all students, in particular through the addition of Hey Tutor! Staff which we intend to extend in the 2023-2024 school year.	Met		26JUN2023	2023
37684110126086	Hawking S.T.E.A.M. Charter	7	following demographics: 94% Hispanic, 3% White, 1% African American, 1% Filipino, 1% 2+ Races, 10% Students with Disabilities (SWD), 41% English Learners (EL), 0.1% Foster Youth (FY), 0.5% Homeless Youth (HY), and 69% 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 the following electives/enrichments: AVID, Spanish, Music, Band/Orchestra, Choir, Visual Arts, Gizmos & Gadgets (ES), and Robotics (ES).   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		20JUN2023	2023
37684113731304	MAAC Community Charter	7	MCCS, established in 2001 in response increasing need for a supportive, alternative learning environment to help struggling students gain self-confidence, embrace learning and earn a high school diploma. MCC has been designated Dashboard Alternative School Status (DASS). MCCS 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.  To prepare all students for post-secondary education and 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		21JUN2023	2023
37684370000000	Vallecitos Elementary	7	Vallecitos School District uses a variety of measures and tools to ensure that our students have access to a broad course of study.  We monitor enrollment data to follow our demographic trends to make sure that underrepresented students are participating in our high value programs for intervention and enrichment.  We also utilize this data to help prioritize our participation in expanded learning programs.  Another tool that we use to ensure that we are offering a broad course of study that appeals to our student body is the use of surveys for teachers, parents, and students.  Survey data helps us determine the top interest areas of our students and we respond as appropriate and within our constraints.  We also work hard to expand our network of educational partners as they often have opportunities for our students to participate in learning environments that go beyond our traditional program.  Finally, we also look closely at the needs of our Special Education population to ensure that they have access to the least restrictive environment and have the same opportunities for participation in all programs in the same way that our general education students do.	Due to the Vallecitos School District being a single school district, all of our students have access to and are enrolled in a broad course of study that is consistent with our constraints.  In cases when demand exceeds capacity for any program, school and district administration utilize student demographic and outcome data to prioritize program participation.	The Vallecitos School District faces several barriers to providing a broad course of study for all students due to its limited budget and small size. These include:      Limited Resources: The district's small budget restricts the acquisition of diverse educational materials, technology, and staffing necessary for a comprehensive curriculum.      Staffing Constraints: As a small district, we struggle to hire specialized teachers for a wide range of subjects, limiting course offerings.      Facility Limitations: We also lack the physical space and facilities needed for various courses like labs or studios.      Inadequate Technology: Our small budget hinders access to up-to-date technology and online resources, limiting educational opportunities.      Reduced Extra-curricular Activities: Low funding levels also restrict our offerings of extracurricular activities.      Limited Professional Development: Our teachers have limited time and opportunities for training and development in diverse subject areas.      Transportation Challenges: Our rural location adds complexity for students to access courses offered off-site.   Overcoming these barriers will require creative solutions, collaboration with neighboring districts, and seeking grants or community support to provide a more comprehensive education.	Vallecitos School District can collaborate with educational partners to overcome the challenges it faces in the following ways:      Resource Sharing: Partner with nearby districts to share educational resources, such as textbooks, technology, and specialized teachers, reducing costs.      Shared Staff Development: Pool resources with neighboring districts to provide professional development opportunities for teachers, enabling them to teach a broader range of subjects.  This also includes online PD opportunities.       Joint Extracurricular Programs: Collaborate with nearby schools to offer joint extracurricular activities, expanding options for students without straining individual budgets.      Shared Facilities: Explore sharing facilities with neighboring districts to access specialized spaces for subjects like science or art.      Online Course Partnerships: Partner with online education providers to offer a wider variety of courses, leveraging technology to overcome budget constraints.      Grants and Community Engagement: Work together with local businesses, community organizations, and educational foundations to secure grants and donations for additional resources.      Transportation Solutions: Collaborate with nearby districts to improve transportation options for students to access off-site courses or resources.  Through the development of strategic partnerships, resource sharing, and the pursuit of additional grant funds, Vallecitos will improve in this area.	Not Met		10OCT2023	2023
37684520000000	Vista Unified	7	Vista 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, utilizing the master schedule, on-time graduation, and A-G completion rates.  Vista Unified 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 seven elective, world language/art, and physical education requirements. All students have access to all required courses necessary for students to obtain a high school diploma and meet college entrance requirements.  Students have opportunities to enroll in a variety of art programs that encompass dance, visual art, theater, and music, as well as UC/CSU a-g approved CTE course pathways that include Culinary Arts; Arts, Media, and Entertainment; Information and Communication Technologies; and Building and Construction Trades.	English learners are required to enroll in an English Language Development (ELD) course until they are reclassified as proficient in English.  Students take this course in addition to meeting the high school graduation requirements in English language arts, mathematics, science, and history-social science.  Two of our three high schools currently offer a six period day schedule (the third offers a 4x4 schedule).	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 students failing a course, which then requires the student to repeat the course the following year. This too has an impact on their ability to access a broad course of study.	A review of educational partner feedback and local data continues to reveal the social-emotional impacts and trauma that our students have experienced as a consequence of the pandemic.  For the 2023-24 school year, we will implement a continuum of services that address students’ behavioral, attendance, academic, and engagement needs by providing increased access to professional health care staff and providing academic support.  In addition, the district plans to explore potential alternate schedules for two of our comprehensive high schools to increase access and enrollment in a broad course of study.  We also plan to implement districtwide procedural changes to improve our student attendance and suspension rate.	Met		22JUN2023	2023
37684520106120	SIATech	7	SIATech provides a broad course of study where programs and services are developed and provided to English learners, students with special needs, and foster youth, which 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.	SIATech provides a broad course of study where programs and services are developed and provided to English learners, students with special needs, and foster youth, which satisfies the UC a-g graduation requirements and CTE pathway requirements in priority industry sectors. PowerSchool, the student information system, shows evidence of this. SIATech offers a customized curriculum accessible to all students. Beginning July 1, 2023, SIATech will transition to Edgenuity curriculum for all students and will offer Learning Upgrade and EDGE curriculum for ELL students. Beginning in July 2023, SIATech will also offer three graduation pathways based on individual student needs and allow for a broad course of study.	All students have access to the curriculum through computers at the school site, and students who work outside the school site are provided with Chromebooks 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. Beginning July 1, 2023, SIATech will transition to Edgenuity curriculum for all students and will offer Learning Upgrade and EDGE curriculum for ELL students. Edgenuity also includes intervention courses in literacy and numeracy, CTE pathways, and SEL courses. Beginning in July 2023, SIATech will also offer three graduation pathways based on individual student needs and allow for a broad course of study.	Met		01MAY2023	2023
37684520114264	North County Trade Tech High	7	All students have access to all classes, as long as they have met the prerequisites. No students are counseled away from particular programs for any reason.	We are a single site LEA. All students have access to all classes.	No barriers. All students are encouraged to enroll in a broad range of classes.	We continuously collaborate with our community partners to increase the engaging and practical opportunities we offer to our students.	Met		13JUN2023	2023
37684520124917	Guajome Learning Centers	7	Most courses are delivered through APEX Online Learning System which includes a course of study that is UC Doorways A-G approved.  Students have access to a K-12 curriculum and we also provide supports for students who are English Language Learners along with students that have special needs.	Families have access to the following courses of study: Most courses are delivered through APEX Online Learning System which includes a course of study that is UC Doorways A-G approved Career and Technical Education: Four career exploration paths are available Preparing for switch over to Edmentum to broaden access to more courses Optional access to:  -Guajome Park Academy courses -Palomar College and Miracosta College courses	A barrier is the students not coming to campus on a regular basis.  Students are provided with opportunities to come to campus on a more regular basis when intervention is necessary.	We have provided more opportunities for students to attend tutoring sessions along with utilizing Guajome's seat based program when a student chooses to do so.	Met		13JUN2023	2023
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 and in line with our mission to provide a Montessori-based education: Recipe for Reading and Montessori Waseca Cards for ELA, grades TK-6, StudySync for grades 7-8,  Reveal Math for grades 7-8, Montessori Math Task cards for 1-6, TCI for Social Studies and Science, Grades 7-8, Montessori Social Studies and Science Albums for grades 1-6. NWEA Maps benchmark testing is administered three times per year to monitor academic growth. Lexia Core5 and PowerUp are online platforms to assess for reading and language acquisition and data is analyzed to inform instruction and interventions needed in the classroom. State Interim tests in grades 3-8 are administered throughout the year to monitor progress in focused areas.	Met		13JUN2023	2023
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. This is evident in our a-g offerings and access. 89% of core courses offered are a-g aligned and CSU/UC approved. The courses that are not a-g courses, are still valuable in offering the broadest course of study for our students. These courses include our multiple career-related studies courses, as well as academic support courses. Our course offerings have resulted in 60% of our students graduating UC/CSU eligible for the 2022-23 academic year.   In addition to access to a broad course, we see evidence of success in our Early Assessment Program (EAP) data from the most recent CAASPP data. In 2023, 29% of GPA juniors tested ready for college in English Language Arts, with an additional 28% testing conditionally ready. In math we had 8% of GPA juniors test ready for college, and 15% test conditionally ready.	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		15JUN2023	2023
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.  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 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		28JUN2023	2023
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 2022 was 89.2%, with English learners at 75.6%, students with disabilities at 73.7%, and Foster Youth and Homeless students at 78.3%. 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 35.7%, while English learners was 14%, students with disabilities was 11.2%, Too few Foster students to report, and Homeless was 18.3%.	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.	Met		13JUN2023	2023
37735690136267	Coastal Academy Charter	7	Based on Coastal Academy's charter, students in grades TK-8 are enrolled in English Language Arts, Math, History/Social Science, and Science courses. For grades 9-12, 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 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 will make corrections in its practices to fulfill our goal of all students growing and learning.	Met		23MAY2023	2023
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 and Instruction, 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 PVC 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, 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 PVC. Students also have access to the entire A-G sequence of courses. Students have access to curriculum designed by credentialed PVC teachers or online curriculum and those students who need it have access to foundational curriculum that can provide remediation in deficient skills.	All students in grades K-12 are provided access to a broad course of study while at PVC. However, the school has run into barriers in providing a CTE Pathways program for high school students. Most students at PVC 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, PVC has chosen to provide access to CTE courses through an online curriculum provider and not pursue a pathways program at this time.	PVC 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.	Met		20JUN2023	2023
37737910000000	San Marcos Unified	7	San Marcos Unified School District monitors the extent to which all students have access to a broad course of study through the following:  1) the percent of students completing A-G course requirements;  2) the percent of students enrolled in one or more Advanced Placement (AP) courses;  3) the percent of students passing one or more AP courses;  4) the number of students earning the California State Seal of Biliteracy;  5) the percent of secondary students enrolled in CTE pathway courses.   These measures are inclusive of our unduplicated student groups, such as English learners, socioeconomically disadvantaged students, and students with disabilities.	The San Marcos Unified School District (SMUSD) provides open access to all core, electives, Career Technical Education (CTE), and Advanced Placement (AP) courses at the secondary school level. To support students with exceptional needs, SMUSD provides co-taught courses in our core classes in conjunction with the students’ individual education plans (IEP). All middle school students have access to CTE and elective courses, including art, technology, music, and elective wheels. At the elementary level, all students participate in music education as part of our core program. Access to a broad course of study data collected in 2022-23: 15% secondary students enrolled in Career Technical Education (CTE) pathways.  38% of English learners enrolled in CTE pathways.  40% of Socioeconomically Disadvantaged students (SED) enrolled in CTE pathways.  66% of 12th grade students completed A-G course requirements.  36% of English Learners in 12th grade met A-G course requirements 52% of SED students in 12th grade met A-G course requirements 69% of African American/Black students met A-G requirements 52% of Hispanic students met a-g requirements 70% of the total students enrolled in one or more Advanced Placement (AP) classes passed at least one AP Exam 42% of English learner students in 9th - 12th grade enrolled in at least one Advanced Placement (AP) course 32% of low-income students enrolled in at least one AP course 18% of Foster Youth enrolled in at least one AP course, and 4% in CTE.	Some barriers remaining in the San Marcos Unified School District for students to access a broad course of study include: -Lack of Foster Youth that are enrolled in Career Technical Education is only 4%. Some of potential barriers include transportation, education regarding CTE pathways, support for students within those pathways, and counseling and other supports regarding post high school college or career planning.  -Only 18% of Foster Youth, and 32% of Socio Economically Disadvantaged students were enrolled in one or more Advanced Placement courses. Additionally, although 70% of high school students that were enrolled in Advanced Placement courses passed, only 42% of the total student population was enrolled in these courses. This low number may be associated with the need for additional preparation and academic support, in addition to in class instruction. Additionally, the cost of Advanced Placement assessments may also have deterred some students from taking the AP exam.	The San Marcos Unified School District will ensure access to a broad course of study through the following: -Waive the fee for AP Exams for income eligible students. -Offer dual enrollment opportunities at our local community college, Palomar Community College.  -Students meet with counselors to support enrollment in pathways that align with A-G requirements for graduation.  -Continues to expand the 50-50 Spanish Dual immersion program, as well as promoting the CA Seal of Biliteracy.  -Continue to prioritize and ensure access to a broad course of study for unduplicated pupils through individualized counseling and guidance, as well as creation of an equitable Master Schedule, which promotes and avails opportunities for advanced course enrollment to students from unduplicated populations.  -Hire a Foster Youth Liaison to support the social, emotional, and academic needs of these students, and to provide guidance related to post-secondary planning and guidance.  -Maintain a salary schedule that is competitive with other districts in and around San Diego County.  -Continue to expand Career Technical Education (CTE) course offerings.  -In order to provide education and support to parents and families of students, SMUSD shall provide career and college training and informational meetings.	Met		22JUN2023	2023
37737910138222	Pivot Charter School - San Diego II	7	The metrics and tools that the LEA will be using to track the extent to which all students have access to a broad  course of study will be our updated course library, as well as our internal recommended course list for concurrent  enrollment. The LEA will measure the extent to which students are enrolled in a broad course of study by examining the number of students who enroll in each course and the number of students who go on to complete those courses.  We will also examine the number of students engaged in concurrent enrollment. Each of these metrics will be broken out to show grade spans, unduplicated student groups, and individuals with exceptional needs.	At the elementary level, students access core coursework online and additional coursework while attending the on-site program at the resource center. The on-site program provides students with additional support and enrichment opportunities, such as workshops, clubs, and electives. At the middle school level, students also access core coursework online. In addition to core courses, students have the opportunity to take a variety of electives, such as art, music, and foreign language. The on-site program for middle school students offers even more opportunities for enrichment, such as clubs, sports, and other activities. At the high school level, students have the most flexibility in their learning. They can choose from a wide variety of online courses, including AP and honors courses. They can also take courses at local community colleges. The on-site program for high school students offers a variety of support services, such as tutoring, academic advising, and career counseling.	Elementary students who do not attend the resource center program have the greatest barrier to accessing a broad course of study. Parents are trained on the curriculum, but some parents may not be able to commit to working with their children on a daily basis. Elective courses and field trips can help provide a broader course of study for these students.  Another barrier is the low number of electives being taken by middle school students. Middle school students who attend the resource center or participate in field trips regularly do have the opportunity to engage in enrichment activities. However, those that do not engage in these activities may not engage with other areas of study.  One major barrier for high school students is the limitations created by the use of academies. By asking students to select a pathway in 9th and 10th grades, some students may be selecting out of a more broad course of study that they could have found success in.	The LEA will create more embedded support for middle school students within their core curriculum to provide more students to participate in elective course work. These supports will focus partly on creating assignment alternatives that connect to a broader range of the student’s knowledge and experience. Pivot will also create more accurate and engaging course catalogs for teachers, students, and their teams to review eligible elective coursework.  The LEA will remove the academy selection form and process for 9th and 10th graders, and instead expose them to the widest options for choices. Narrowing of courses will occur later, when students' individual goals and best interests become more clear. Pivot has expanded the use of on-site support and enrichment courses for high school students. These will continue to be strengthened by embedding these activities in students dashboards, for better tracking and wider use across schools.	Met		15JUN2023	2023
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 are.	Transportation to college classes and internships is our greatest obstacle but we have built a College and Career Aide into the budget to offer van rides to college classes, internships and community service opportunities.	"We are always trying to increase opportunities for students to ""get off the mountain"" and have more experiences.  Online courses through Palomar College have proven to be a success and we will continue to facilitate more in person, off campus learning as it becomes available.  We will continue to explore internships."	Met		13JUN2023	2023
37754160122796	All Tribes Elementary Charter	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
37754160132472	California Pacific Charter - San Diego	7	LCAP Goal 4 encapsulates LCFF Priority 7: Access to a Broad Course of Study. Action Items 4.1, 4.3, 4.4, 4.6, and 4.7 have been developed to specifically support LCFF priority 7.  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. 2021-22 Pupils Enrolled in Courses Required for UC/CSU Admission- 93.17%.	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. 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 or students not achieving a grade of C or higher in courses required for UC/CSU admission.	CPCS has focused it's efforts on supporting credit deficient high school students through student success initiatives such as tracking student progress toward graduation each learning period througout the school year and has seen tremendous success. Counselors are using a 4 year plan template when advising students and are setting students up for success in regard to A-G course recommendations and courses that prepare student for post secondary endeavors. These 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.	Met		20JUN2023	2023
37754160138651	San Diego Mission Academy	7	We are an online school using our 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 2022-23 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.  The student information system shows that at a minimum, there were English Learners, low-income, foster youth, exceptional needs students, and different grade levels completing the required coursework, during the first semester of 2022-23.  Enrollment for interventions was evident for all grades, exceptional needs students, and unduplicated students for core subject areas. Driver education, CTE, and foreign language courses had the lowest enrollment for exceptional needs and foster youth students.  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 foreign language courses and none in drivers’ education. 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 online courses. English learners are receiving ELD courses. Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts and CTE.	We believe that students should participate in coursework that ensures their graduation and enhances their career-readiness. We would like to increase the participation in career technology education (CTE) and we have an action for it in LCAP Goal 2 - College and Career Readiness. Enrollment in CTE and Professional Skills courses are tracked and reported to our educational partners. 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		07JUN2023	2023
37754160139378	Sage Oak Charter School - South	7	The counselor, teacher/EA, parent, and student develop a personalized educational plan for each student. The EL Coordinator, Homeless and Foster Youth Liaison, 504/SST Coordinator, and Special Education Case Managers 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, the EL Coordinator, Homeless and Foster Youth Liaison, 504/SST Coordinator, and the Special Education Team, 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.	Met		22JUN2023	2023
37754160139386	Excel Academy Charter	7	EACS offers students across all grade levels innovative personalized programs and pathways that offer a broad course of study, flexibility, and independent learning developed from data analysis of assessment and academic portfolios built on  integrity, accountability and compliance. With the support and guidance of a credentialed teacher, students build a customized learning plan based on individual educational goals. Our teachers work with their assigned students to identify and implement a personalized learning plan for each student. All 9-12 grade students meet with their assigned high school counselor yearly to review graduation progress, select courses that will ensure they meet their academic goals, and create a detailed 4-year plan that indicates specifically the courses the student will be completing. The teacher takes the 4-year plan and determines the corresponding curricular plan and pacing guides using vetted and approved curriculum and assessments. 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, in addition to participating in concurrent enrollment. If necessary, students have access to credit recovery classes. The high school counselor and principal initiates a general education meeting with every eighth grade student to ensure a plan is in place to begin high school.	All students across all grade levels have access to a broad course of study, internal and state assessments, and oversight from credentialed educators. The EACS high school counselor and teachers work together to plan the approved courses and develop four-year high school plans. The high school principal and HQT team monitor student enrollment and progress 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 Intervention Coordinator works in conjunction with the special education team, high school counselor, teachers, 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		22JUN2023	2023
37754160139451	Pathways Academy Charter School - 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 guide 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 that include teacher meetings with students to review 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 in a broad course of study.	Met		06JUN2023	2023
37754166119275	All Tribes Charter	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
37756140000000	Valley Center-Pauma Unified	7	VCPUSD annually measures our 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.  We employ 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 students with special needs.	All students in VCPUSD are enrolled in core class subjects that include English, Math, History-Social Science, Science and the minimum state requirement of 200 minutes of Physical Education every ten days. Additionally, all students enrolled in 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 middle school grades are enrolled in English, Math, History-Social Science, Science, and Physical Education courses. While our middle schools do offer Visual and Performing Arts, World Languages and other elective courses 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.  All students are offered access to all required subject areas at the high school level. 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 2022 was 94.6%, the UC/CSU A-G completion rate for all students was 39.9%, and the CTE pathway completion rate was 39%.	Barriers exist 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 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.  These barriers are not limited to schools in VCPUSD and exist in all schools that provide a broad course of study while also providing targeted supports for students or student groups with identified supports.	The following areas are reviewed as part of our process to ensure access to a broad course of study. - Access to board-approved standards-based materials as reported in the annual hearing regarding Sufficiency of Instructional Materials - Professional Learning provided to each teacher in district focus areas - Course requirement, appropriate pathways and new course proposals. - Reports from the district’s student information system to summarize access and enrollment based upon grade spans, unduplicated student groups and students with special needs. - Course catalogs available to all students and parents outlining offerings at high schools, course options, college preparatory courses, prerequisites, A-G and graduation requirements. - Administrative review of master schedules to ensure a balance of offerings and equity in all courses. - Providing students and parents with information on course offerings, A-G and graduation requirements.   Using these measures and actions VCPUSD will continue to ensure all students have access to and are enrolled in a broad course of study supported by highly skilled teachers.  Actions to ensure access to a broad course of study for all students in VCPUSD 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 - Continu	Met		22JUN2023	2023
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 2020/21 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH students completed a presentation of learning during the 2022/23 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		21JUN2023	2023
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 2020/21 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH students completed a presentation of learning during the 2022/23 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		21JUN2023	2023
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 2020/21 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH students completed a presentation of learning during the 2022/23 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		21JUN2023	2023
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 2020/21 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH students completed a presentation of learning during the 2022/23 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		21JUN2023	2023
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 2020/21 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH students completed a presentation of learning during the 2022/23 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		21JUN2023	2023
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 2020/21 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH students completed a presentation of learning during the 2022/23 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		21JUN2023	2023
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 2020/21 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH students completed a presentation of learning during the 2022/23 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		21JUN2023	2023
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 2020/21 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH students completed a presentation of learning during the 2022/23 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		21JUN2023	2023
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 2020/21 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH students completed a presentation of learning during the 2022/23 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		21JUN2023	2023
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 2020/21 (the most recent year this data is available) is greater than 96%.  In addition, 100% of HTH students completed a presentation of learning during the 2022/23 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		21JUN2023	2023
37768510000000	Bonsall Unified	7	Bonsall Unified School District will be using master schedules, transcripts/report cards, course requests forms, core academic class offerings, VAPA course offerings, course catalogs, and CTE enrollment to track the extent to which all students have access to and are enrolled in a broad course of study in all grade spans, unduplicated student groups, and those with exceptional needs.	Students have access to and are enrolled in a broad course of study for grades 1-6 and 7-12, including unduplicated student groups and students with special needs. Two sites with grades 6-8 and 9-12 are continually redesigning the master schedule to allow all students, including unduplicated student groups and students with special needs, access to Foreign Language and other VAPA courses. Changes to the master schedule will also be reflected on the student transcripts and course selection cards. Currently, English Learners and students with special needs are limited in their access and enrollment options in broad courses of study. The master schedule plan for this year will be to increase the opportunities to access and enroll in Language and VAPA courses for our unduplicated student groups and students with special needs.	Barriers preventing the LEA from providing access to a broad course of study for all students include: having systems in place for providing English language development, identifying students for reclassification, and that subsequent monitoring requires alignment to the expectations of the ELPAC.	The district EL committee 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, and Foster Youth subgroups. Bonsall believes that all of its students must graduate from high school prepared to meet high standards of college or career readiness. Strengthening the rigor of courses taken in elementary school through high school can be an effective strategy to raise student achievement levels and ensure college and career readiness for more students. Research has demonstrated that when students are given access to advanced coursework opportunities, they work harder and engage more in school, leading to fewer absences and suspensions and higher graduation rates. Raising expectations regarding student access and enrollment in rigorous courses is crucial, particularly for students who have historically been underrepresented in those courses.	Met		28JUN2023	2023
37768516113468	Vivian Banks Charter	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
37770990000000	SBE - Grossmont Secondary	7	As of CBEDS  2022-2023 Grossmont Secondary served 257 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): 5.0%  GSS 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.      GSS 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, and post-high school goals. All courses leading to a high school diploma are UC-ag approved and NCAA approved. Students have access to Advanced Placement (AP) courses, honors courses, dual-enrollment and articulated courses, CTE courses and courses based on their PPEP. There are no differences in accessibility to courses across student groups at our school.	There are no barriers preventing GSS 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		22JUN2023	2023
37770990136077	Grossmont Secondary	7	As of CBEDS  2022-2023 Grossmont Secondary served 257 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): 5.0%  GSS 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.      GSS 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, and post-high school goals. All courses leading to a high school diploma are UC-ag approved and NCAA approved. Students have access to Advanced Placement (AP) courses, honors courses, dual-enrollment and articulated courses, CTE courses and courses based on their PPEP. There are no differences in accessibility to courses across student groups at our school.	There are no barriers preventing GSS 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		22JUN2023	2023
37771070000000	SBE - Sweetwater Secondary	7	As of CBEDS  2022-2023 Sweetwater Secondary served 368 students in grades 7-12.  The student demographics include:   • Percentage of Students with Disabilities: 190% • Percentage of English Learners: 19.0% • Percentage of Socioeconomically Disadvantaged: 70.8% • Percentage of Homeless and Foster Youth (FY): 4.4%  SSS 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.      SSS 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, and post-high school goals. All courses leading to a high school diploma are UC-ag approved and NCAA approved. Students have access to Advanced Placement (AP) courses, honors courses, dual-enrollment and articulated courses, CTE courses and courses based on their PPEP. There are no differences in accessibility to courses across student groups at our school.	There are no barriers preventing SSS 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		22JUN2023	2023
37771070136473	Sweetwater Secondary	7	As of CBEDS  2022-2023 Sweetwater Secondary served 368 students in grades 7-12.  The student demographics include:   • Percentage of Students with Disabilities: 190% • Percentage of English Learners: 19.0% • Percentage of Socioeconomically Disadvantaged: 70.8% • Percentage of Homeless and Foster Youth (FY): 4.4%  SSS 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.      SSS 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, and post-high school goals. All courses leading to a high school diploma are UC-ag approved and NCAA approved. Students have access to Advanced Placement (AP) courses, honors courses, dual-enrollment and articulated courses, CTE courses and courses based on their PPEP. There are no differences in accessibility to courses across student groups at our school.	There are no barriers preventing SSS 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		22JUN2023	2023
37771560000000	SBE - 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. Homeschool students have access to HELLO courses taught by credentialed teachers. 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 assessments. 8th-grade students have access to high school-level math and language courses. School counselors advise 9th-12th-grade students to take courses required for graduation to ensure that students are enrolled 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 Geometry math course. 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. We are focusing the K12 Strong Workforce Grant funding to add CTE teacher support, dual enrollment opportunities, and work-based learning options to increase SWD and EL student participation. 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 Learning Management System (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-Calculus, 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. We are continuously creating new courses with embedded interventions to support all learners and address any learning loss. 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 Vista Higher Learning (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 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		08JUN2023	2023
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. Homeschool students have access to HELLO courses taught by credentialed teachers. 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 assessments. 8th-grade students have access to high school-level math and language courses. School counselors advise 9th-12th-grade students to take courses required for graduation to ensure that students are enrolled 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 Geometry math course. 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. We are focusing the K12 Strong Workforce Grant funding to add CTE teacher support, dual enrollment opportunities, and work-based learning options to increase SWD and EL student participation. 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 Learning Management System (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-Calculus, 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. We are continuously creating new courses with embedded interventions to support all learners and address any learning loss. 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 Vista Higher Learning (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 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		08JUN2023	2023
37771640000000	SBE - 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 not been able to replace a teacher that had been teaching a foreign language. Additionally, we are looking forward to building partnerships with our local high school to strengthen our CTE offerings	We will continue to explore avenues to provide a robust world language program. We will also look to renew our partnerships with our local high school to support future CTE offerings.	Met		14JUN2023	2023
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 not been able to replace a teacher that had been teaching a foreign language. Additionally, we are looking forward to building partnerships with our local high school to strengthen our CTE offerings	We will continue to explore avenues to provide a robust world language program. We will also look to renew our partnerships with our local high school to support future CTE offerings.	Met		14JUN2023	2023
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 at-risk students. All BPA-SD students accessed the differentiated curriculum through small group instruction while utilizing resources such as Houghton Mifflin’s Journeys and Go Math, ELA and Math i-Ready Programs, Eureka Math, Pearson ELA, Discovery Education, Mystery Science, Meet the Masters (art), and Second Step (social-emotional learning (SEL)).   Daily, BPA-SD students participated in the teacher centers, where the teacher applied a higher order of thinking (engagement, representation, action, and expression: application, analysis, evaluation, and creativity) to increase the rigor of the student's instruction. In addition, BPA-SD’s assessments, including i-Ready and CAASPP Interim Assessment Blocks (IABs), provide instructional staff data to guide instructional decisions throughout the academic year. Further, BPA-SD’s MTSS framework serves to align academic, behavioral, wellness, and SEL into levels of systems of support.	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 support the needs of English Learners. The TK-8 classroom utilizes station rotations and small group instruction to provide specialized support. Additionally, personal and academic support 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 differences, is conducive to learning, and provides the necessary support to students to access all subjects.	BPA-SD has no barriers preventing students from accessing a broad course of study.	BPA-SD has no barriers preventing students from accessing a broad course of study.	Met		27JUN2023	2023
37771720138099	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 at-risk students. All BPA-SD students accessed the differentiated curriculum through small group instruction while utilizing resources such as Houghton Mifflin’s Journeys and Go Math, ELA and Math i-Ready Programs, Eureka Math, Pearson ELA, Discovery Education, Mystery Science, Meet the Masters (art), and Second Step (social-emotional learning (SEL)).   Daily, BPA-SD students participated in the teacher centers, where the teacher applied a higher order of thinking (engagement, representation, action, and expression: application, analysis, evaluation, and creativity) to increase the rigor of the student's instruction. In addition, BPA-SD’s assessments, including i-Ready and CAASPP Interim Assessment Blocks (IABs), provide instructional staff data to guide instructional decisions throughout the academic year. Further, BPA-SD’s MTSS framework serves to align academic, behavioral, wellness, and SEL into levels of systems of support.	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 support the needs of English Learners. The TK-8 classroom utilizes station rotations and small group instruction to provide specialized support. Additionally, personal and academic support 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 differences, is conducive to learning, and provides the necessary support to students to access all subjects.	BPA-SD has no barriers preventing students from accessing a broad course of study.	BPA-SD has no barriers preventing students from accessing a broad course of study.	Met		27JUN2023	2023
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. Overall, SFUSD student proficiency rates for Grade 3 SBAC ELA continued to be at 52% for the last three administrations, and remained relatively steady overall and for most student groups for the last four administrations. Our Early Literacy Indicators are beginning to rebound. Three-fifths of 2022 Gr K students met expectations, a small increase of 2% from 2021 and inching closer to 2019 K-Readiness levels (Pre-Pandemic). In Gr 1 and 2 overall, 58% are meeting or exceeding standard at the beginning of the year, which are rebounding closer to 2019 proficiency rates (Pre-Pandemic). Overall, 53% of students taking RI scored proficient, an upward trend from pre-pandemic rates, with similar trends at all three school levels (Gr 3-5, 6-8, and 9-10). More than 90% of matched students maintained proficiency from Fall 2021 to Fall 2022. 4-Year Graduation Rate Source: CDE reports on DataQuest SFUSD’s Cohort Graduation Rate has improved from 88.3% in Spring 2021 to 90.4% in Spring 2022. College/Career Readiness Source: CDE reports on DataQuest The College/Career Readiness measure shows how many students graduate from high school better prepared for college or a career. It uses many different measures of college and career preparedness, such as completion of coursework and work experience to exam results. College and Career readiness trends were not reported in 2022.	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 responded to data from an external audit and begun the process of evaluating, piloting and will adopt new core curriculum in PK-8 Language Arts, Designated English Language Development, and K-12 History/Social Studies. We are also planning for a K-8 external math audit in the 2023-2024 school year.	As shared above, SFUSD is in the middle of a multiyear process of adopting a new curriculum in PK-8 Language Arts (English and Spanish) and Designated English Language Development, K-12 history/social studies and K-8 math. This process includes engaging in external auditing, establishing and reviewing rubric and evaluating core curriculum, piloting a finalized list of options, and then selecting one core curriculum to move forward to adoption in each grade band and subject area. 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 and developing teacher expertise in standards and the instructional shifts of the Common Core. In alignment with our College and Career readiness goal, we aim to strengthen the following supports for students: Credit Recovery: CCR will be expanding course offerings unique to each site based on data and student need. Each sites needs for credit recovery will be met through a tailored site based program that will be centrally supported. Transitions: In collaboration with CCSF, CCR is supporting matriculation into CCSF career pathways and courses. This includes dual enrollment, application support and the goal of a clearly outlined path to post secondary success.	Met		20JUN2023	2023
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. Overall, SFUSD student proficiency rates for Grade 3 SBAC ELA continued to be at 52% for the last three administrations, and remained relatively steady overall and for most student groups for the last four administrations. Our Early Literacy Indicators are beginning to rebound. Three-fifths of 2022 Gr K students met expectations, a small increase of 2% from 2021 and inching closer to 2019 K-Readiness levels (Pre-Pandemic). In Gr 1 and 2 overall, 58% are meeting or exceeding standard at the beginning of the year, which are rebounding closer to 2019 proficiency rates (Pre-Pandemic). Overall, 53% of students taking RI scored proficient, an upward trend from pre-pandemic rates, with similar trends at all three school levels (Gr 3-5, 6-8, and 9-10). More than 90% of matched students maintained proficiency from Fall 2021 to Fall 2022. 4-Year Graduation Rate Source: CDE reports on DataQuest SFUSD’s Cohort Graduation Rate has improved from 88.3% in Spring 2021 to 90.4% in Spring 2022. College/Career Readiness Source: CDE reports on DataQuest The College/Career Readiness measure shows how many students graduate from high school better prepared for college or a career. It uses many different measures of college and career preparedness, such as completion of coursework and work experience to exam results. College and Career readiness trends were not reported in 2022.	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 responded to data from an external audit and begun the process of evaluating, piloting and will adopt new core curriculum in PK-8 Language Arts, Designated English Language Development, and K-12 History/Social Studies. We are also planning for a K-8 external math audit in the 2023-2024 school year.	As shared above, SFUSD is in the middle of a multiyear process of adopting a new curriculum in PK-8 Language Arts (English and Spanish) and Designated English Language Development, K-12 history/social studies and K-8 math. This process includes engaging in external auditing, establishing and reviewing rubric and evaluating core curriculum, piloting a finalized list of options, and then selecting one core curriculum to move forward to adoption in each grade band and subject area. 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 and developing teacher expertise in standards and the instructional shifts of the Common Core. In alignment with our College and Career readiness goal, we aim to strengthen the following supports for students: Credit Recovery: CCR will be expanding course offerings unique to each site based on data and student need. Each sites needs for credit recovery will be met through a tailored site based program that will be centrally supported. Transitions: In collaboration with CCSF, CCR is supporting matriculation into CCSF career pathways and courses. This includes dual enrollment, application support and the goal of a clearly outlined path to post secondary success.	Met		20JUN2023	2023
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		06JUN2023	2023
38684780101352	KIPP San Francisco Bay Academy	7	There was a continued partnership with other KIPP schools in the region to create curriculum resources and common benchmark assessments that were aligned to the Common Core State Standards. Teachers were provided tools and resources for use in their classrooms. There was a rigorous selection process to determine the tools and resources for alignment with common core and college and career readiness standards. Course scheduling and student assignments were part of a Leadership and Teacher collaboration to ensure that students were best supported in their learning. This intentional and individualized approach to scheduling using data and feedback better prepares students for success in high school, college and beyond. KIPP believes that all students, regardless of family background, income, race, religion, disability, gender, or health can and will learn. KIPP implemented comprehensive programs for all students with special needs, in accordance with applicable state and federal law, and the needs of each child.	KIPP measures success by the percentage of students enrolled in a broad course of study across all student groups.  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		06JUN2023	2023
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.	At Five Keys, 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		29JUN2023	2023
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 73% of CAL’s students in the 22-23 school year were socioeconomically disadvantaged.  In 22-23 94% of our seniors applied to 4 year colleges and 90% 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.	Met		15JUN2023	2023
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.	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		29JUN2023	2023
38684780123265	Gateway Middle	7	All students at Gateway have the same course requirements to complete our program and to be promoted to high school.  There is no differential access to a broad course of study at Gateway and there is no tracking or differentiated expectations.  Course requirements include the following:  English:  Students take English all three years of middle school, with two years focused on world literature and one year focused on US literature. Social Studies:  Students take social studies all three years of middle school, with two years focused on world history and culture and one year focused on US history and culture. Math:  Students take math all three years of middle school, with extended blocks time on the subject each year. Science:  Students take science all three years of middle school Physical and Health Education:  Students take physical and health education in all three years of middle school Visual and Performing Arts:  Students take art in at least two years of middle school World Language:   Students have the opportunity to take Spanish in two years of middle school  Each student is assigned an advisor who helps the student and his/her family make course decisions annually.  Advisors are trained and receive coordinated support materials from Gateway’s leadership to ensure all students register for courses that move them towards meeting our broad course requirements.    In addition, our school leadership and student support teams monitor student progress in real time and w	See above	See above	See above	Met		24MAY2023	2023
38684780123505	Mission Preparatory	7	Mission Preparatory School utilizes teacher credentials, classroom schedules, and master schedules 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. 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.	Mission Preparatory School 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.   We expanded this year to include dance and music TK-8.  We added Kinesthetic and Health classes for 3-8th.  We leveraged community partnerships to utilize facilities and expand our capacity to offer arts and movement options–We’re utilizing the local Boys and Girls Club gym as an art, PE and dance space.	Mission Preparatory School is a small charter school focused on supporting generations of young adults who are inspired and prepared to take meaningful action that positively transforms their lives and their communities. Due to staffing and physical space constraints, we cannot expand our course offerings any further.	Mission Preparatory School 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		15JUN2023	2023
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		06JUN2023	2023
38684783830429	Life Learning Academy Charter	7	LLA’s model of mixed grade level classrooms and individualized pathways to graduation ensures that all students have access to a broad course of study. In addition to the core academic curriculum, all students participate in workforce development electives and have access to college classes or other credit earning opportunities through credit earning classes online for classes that we can’t offer on campus during any given semester. If students are engaging in concurrent enrollment classes, LLA provides support through a college and career readiness class taught by the College and Transitions Adviser to help students find success and access resources.  Even though under LLA’s charter graduation requirements, students can receive a diploma having taken a reduced course load of 200 units, students interested in meeting the A-G subject requirements are able to do so through a combination of LLA and concurrent enrollment classes. For students who are credit deficient, LLA’s graduation requirements and credit recovery programming support students graduating in a timely manner. All students receive instruction, aligned to California state content standards and curriculum frameworks, as well as any necessary intervention, accommodations, and assistance to meet graduation, college, and career requirements. Access to core academic con	LLA’s model of mixed grade level classrooms and individualized pathways to graduation ensures that all students have access to a broad course of study. Our entire student population is less than 60 students and so we are more than prepared to provide individual pathways to success and to progress monitor student access and achievement along the way. Students meet with the academic advisor multiple times per semester to review proposed schedules, build and update their graduation plan, and address any other problems they may be experiencing in their classes. Additionally our student support team meets bi-monthly to address student concerns, and our transition team makes sure that students are fully engaged in the process for planning their path to graduation and beyond.	Our school size limits the amount of services we can provide. We remain a full inclusion model and therefore we are unable to serve all students with Individualized Educational Plans that require more services than we can provide. Our school size also limits the number of electives and other programming we can offer on site.	We are looking to expand staffing so that we can support students who have higher needs than we are currently able to. We are also in the process of hiring a Foreign Language teacher to offer a language pathway on campus in either ASL, Spanish, or Mandarin. While we have strong community partnerships we are looking to offer more opportunities for our educators to collaborate and calibrate with educators at other school sites. We are also committed to continuing expansion of course offerings here at LLA and expanding the types of internships we place students into.	Met		27JUN2023	2023
38684783830437	Gateway High	7	All students at Gateway have the same course requirements to complete our program and receive a diploma.  There is no differential access to a broad course of study at Gateway and there is no tracking or differentiated expectations.  Course requirements include the following:  English:  4 years  Social Science:  4 years, including 2 years of world cultures, 1 year of US history, 1 year of Civics/Econ Sciences:  Students take at least 3 years of science, including chemistry and biology World Language:  Students take 3 consecutive years of a language, though successful completion of Spanish 3 or the equivalent Visual and Performing Arts:  Students take at least 2 years of art Other Electives:  Students take at least 2 years of other electives and Project Week 9th Grade Seminar:  Students take 1 year of 9th Grade Seminar, which includes health education College Counseling:  Students take 1 year of college counseling Physical Education:  Students must complete 2 years of physical education or the equivalent Community Service:  Students must complete at least 25 hours of community service for each year in attendance at Gateway  Each student is assigned an advisor who helps the student and his/her family make course decisions annually.  Advisors are trained and receive coordinated support materials from Gateway’s leadership to ensure all students register for courses that move them towards meeting our broad course requirements.    In addition, our school leadership and student supp	See above	See above	See above	Met		24MAY2023	2023
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 has been 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		28JUN2023	2023
38684786112601	Creative Arts Charter	7	Creative Arts Charter School’s mission is to engage students in a rigorous and arts-integrated education, and we use a variety of measures to track student growth and progress. Students receive literacy instruction through a balanced literacy approach that includes Readers and Writers Workshop. We track student progress through using the Fountas and Pinnell Benchmark System and measure phonemic awareness in kindergarten students. Once we have identified students who might need extra support, our Literacy Specialist provides early intervention for students in grades K-2. In addition, K-8 teachers provide daily differentiation for ELLs and students of all levels through Guided Reading groups, conferencing, and work on comprehension. The same is true for Writers Workshop, where teachers can meet with individuals and small groups to work on organization, structure, mechanics, editing, and revision. We use the Units of Study rubrics from Writers Workshop so that students can self-assess, and teachers are able to assess student progress and provide valuable feedback. In addition to collecting data points in literacy, we also track math assessments three times a year to measure students’ progress in mathematical reasoning. Our math curricula allow for teachers to work with small groups of mathematicians to provide additional support. Our students are also assessed in their artistic development, using portfolio-based assessments.	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 5th graders learning about our planets will design and build Solar System within their classroom. Projects are shared with the community twice a year, when students become the teachers, taking responsibility, and educating visitors to their classroom about the content that they have studied. Students also receive a robust studio-arts education. K-5 students receive 3 50-minute sessions of dance, visual arts, and music each week. Middle School students choose an elective of either music, arts, dance, or theater. They attend their elective for 150 minutes each week. 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 most 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 the NGSS crosscutting concepts. This will continue to be a school-wide 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-5, one serves grade 6, and another serves grades 7-8. We have also collaborated with our Special Education team, so the bell schedule changed in the 2022-23 school year to ensure that we maximized support for our students with IEPs.	Met		20JUN2023	2023
38769270000000	SBE - The New School of San Francisco	7	All students have access to all course offerings. The K-8 curriculum is designed around Common Core, Next Generation Science Standards and the social-emotional CASEL competencies. For all areas, class size is 23-25 students with a student teacher ratio between 12-16 students per teacher. All students have access to: Literacy instruction: for ~400 minutes/week Numeracy instruction: for  ~200 minutes/week Social studies and science instruction: for  ~200 minutes/week  Social-emotional instruction: for  ~100 minutes/week Spanish instruction: for  ~90 minutes/week Art instruction: for  ~90 minutes/week Physical Education instruction: for  ~150 minute/week Proficiency is tracked through a goal-setting process for every child. All children have unique goals for reading, writing, math, science/ social studies, and social emotional learning, which are tracked in their Individualized Learning Plan (ILP). The ILP informs teaching strategies, interventions and supports. Benchmark assessments, MAP assessments, and observational data are collected to assess progress.  English Learners additionally have access to the CA ELD standards, which are integrated into all course offerings.  Students with exceptional learning needs have IEPs and their services are all done with the least restrictive environments such that learning is most often done alongside typically developing peers as ‘push in’ supports. NSSF o does not have a separate learning classroom for children with IEP's.	In the 2022-23 school year, 436 students were enrolled in Kindergarten through 8th Grade and all students had access to the above described course offerings. Attendance was, on average, 92.8% 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 future: - 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. - Curricular shifts to support literacy instruction that better aligns to the Science of Reading that will impact all students but especially the emergent bilingual students.	Met		23JUN2023	2023
38769270132183	The New School of San Francisco	7	All students have access to all course offerings. The K-8 curriculum is designed around Common Core, Next Generation Science Standards and the social-emotional CASEL competencies. For all areas, class size is 23-25 students with a student teacher ratio between 12-16 students per teacher. All students have access to: Literacy instruction: for ~400 minutes/week Numeracy instruction: for  ~200 minutes/week Social studies and science instruction: for  ~200 minutes/week  Social-emotional instruction: for  ~100 minutes/week Spanish instruction: for  ~90 minutes/week Art instruction: for  ~90 minutes/week Physical Education instruction: for  ~150 minute/week Proficiency is tracked through a goal-setting process for every child. All children have unique goals for reading, writing, math, science/ social studies, and social emotional learning, which are tracked in their Individualized Learning Plan (ILP). The ILP informs teaching strategies, interventions and supports. Benchmark assessments, MAP assessments, and observational data are collected to assess progress.  English Learners additionally have access to the CA ELD standards, which are integrated into all course offerings.  Students with exceptional learning needs have IEPs and their services are all done with the least restrictive environments such that learning is most often done alongside typically developing peers as ‘push in’ supports. NSSF o does not have a separate learning classroom for children with IEP's.	In the 2022-23 school year, 436 students were enrolled in Kindergarten through 8th Grade and all students had access to the above described course offerings. Attendance was, on average, 92.8% 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 future: - 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. - Curricular shifts to support literacy instruction that better aligns to the Science of Reading that will impact all students but especially the emergent bilingual students.	Met		23JUN2023	2023
38771310000000	SBE - 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		06JUN2023	2023
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		06JUN2023	2023
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 systems and course catalogue. 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 2022-2023 school year, 100% of SJCOE schools’ students had full access to a broad course of studies as defined by the California Education Code 51210 and 51220(a)-(i).	All students (100%) enrolled in SJCOE court and community schools continue to have access to and are enrolled in a broad course of study. At the time of enrollment, students and families are provided a wide range of 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 core curriculum in ELA, ELD, math, and history social science. In addition, students have access to the supplemental curriculum through Edmentum courseware.	Based on the small school size (45-120 students per school) and satellite classroom sites intentionally located throughout San Joaquin County, which are easily accessed by students and families, providing program-wide access to career technical education has been problematic. The 2023-2024 LCAP intentionally reflects the need to address this challenge, and increase access to CTE pathways for all students.	Additional CTE courses were added in the 2022-2023 school year with a focus on computer science and coding.	Met		23JUN2023	2023
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.  Adopting Edmentum as the common curriculum has greatly improved access to rigorous A-G courses for all charter students.	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.  With that said, staff has hired additional CTE instructors and transportation of students to CTE sites has improved.  This CTE focus will continue to be in the forefront for one.Charter.	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		22JUN2023	2023
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		26JUN2023	2023
39103973930476	Venture Academy	7	The tools used by Venture Academy to track the extent to which all students have access to, and are enrolled in, a broad course of study is the master schedule and enrollment information in PowerSchool, which is the SIS used by the school.	Venture Academy 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 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, which assists with ensuring access to broad courses of study. Venture Academy also provides the VAFS High School Course Catalog to all families/students. The Venture Academy Math Diagnostic Placement Protocol also ensures appropriate 9th grade student math placement and assists staff in arranging the proper mathematical supports for students, while providing students with access to a mathematics pathway to meet graduation and college entrance requirements. There are a variety of elective choices for students at the high school level in addition to the core curriculum and students are able to select the electives of interest to them. Taking electives alongside the core curriculum is evidence of all high school students having access to a broad course of study. Students in the K-8th grade levels are instructed with standards-aligned curriculum in multiple school subjects. The addition of PE and Art to the K-8 program increased and enhanced the students' enrollment in a more broad course	There are no barriers to all students having access to a broad course of study.	Venture Academy has implemented a student-centered master scheduling process at the high school level that allows students to choose their broad course of study and have voice and choice in the courses they take. Venture Academy has also looked closely at student interest in their variety of elective and CTE courses offered and have made changes to the offerings based on student interest. Venture Academy has changed two of the CTE pathways offered based on student interest, and the interest in both of those pathways has remained consistently high looking to next year. Venture Academy is going to be expanding the broad course of study to students in middle school to also include STEM along with their core curriculum, PE, and Art.	Met		20JUN2023	2023
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 (Aeries) 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 a broad course of studies. Furthermore, the high school allows access to elective course work as pre-periods and post-periods so that	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 Food Science Pathway.	Met		22JUN2023	2023
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 (Aeries) 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.	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 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.	Met		22JUN2023	2023
39685440000000	Jefferson Elementary	7	The District uses Aeries student information system, school master schedules, and Board adopted curriculum to measure students access to a board course of study.	All students in the District have access to the same course of study adopted by the Board of Education. The only areas where students differ is in electives offered in 6-8th grades and accelerated math in grades 6-8th grade. Students are provided choices for electives and it is rare that a student doesn't get their first or second choice. Finally, all students at the end of 5th grade are assessed for accelerated math and the top 20% are selected for the program.	The only barrier to providing a broad course of study is the limited electives in 6-8th grade due to staffing ratios.	1. JESD will consult with educational partners at existing parent engagement meetings: School Site Council, ELAC, DELAC, LCAP Forums, etc. JESD will continue to consult with the educational partners 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 educational partners in its process for identifying strategies for addressing discovered equity gaps.   2. 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.  3. JESD will work with educational partners to address any disparities discovered during the data anal	Met		13JUN2023	2023
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 2022-23 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 other opportunities. LUSD will respond by reducing pull-out supports and implementing scaffolded, inclusive strategies in mainstream classrooms.	Met		28JUN2023	2023
39685690132415	John McCandless Charter	7	John McCandless (JMC) 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, John McCandless's student information system, indicate access and enrollment based on grades, unduplicated student groups, and students with exceptional needs in a broad course of study.	For the 2022-2023 school year, 100% of JMC students had full access to a broad course of study as defined by California Education Code 51210 and 51220 (a) - (i).	JMC offers 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. Student needing specialized supports provided outside of the general education classroom are at risk of missing electives or visual/performing arts. This is a potential barrier.	JMC will respond to the barrier by reducing pull-out supports and implementing Universal Design for Learning strategies in mainstream classrooms.	Met		27JUN2023	2023
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 board course of study: (1) customizable Aeries reporting for specific groups provide relevant data; (2) courses are WASC approved (as appropriate) and are taught by credentialed teachers; (3) site administrators and counseling staff meet with students individually to enroll students in a pathway of courses.	All students in Linden Unified have access to, and are enrolled in, a broad course of study as demonstrated by Aeries reporting.  Due to structural differences, Linden High School (comprehensive high school) and PRIDE High School (continuation high school) offer courses that are structured differently, yet address the same California standards.  This is a common difference between comprehensive and continuation high schools.	Small schools make learning in Linden unique and offer a distinct close-knit community feel to study 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		23JUN2023	2023
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 enrolled in self-contained classrooms in grades TK-6 have access to a broad course of study. Middle and high school students continue to receive access in subject specific content area courses, including English, math, science, history/social science, world languages, PE, and electives. Non-comprehensive high schools may have limitations on the number of electives provided. For 2021-22, 97.15% of the students in grades 9-12 were enrolled in English. 97.85% of freshman and sophomore students combined and 87.61% of junior and 54.57% of senior students were enrolled in math. 89.27% of freshman and sophomore students combined and 64.25% of junior and 36% of senior students were enrolled in science. 95.6% of students in grades 10-12 were enrolled in a history/social science course. 97.43% of low-income/SED students, 95.83% of English Learner students, and 94.94% Special Education students in grades 9-12 were enrolled in English. 85.78% of low-income students, 86.99% of English Learner students, and 87.07% of Special Education students in grades 9-12 were enrolled in math. 89.66% of low-income freshman and sophomore students combined were enrolled in science, and 50.54% of juniors and seniors combined were enrolled in science. 83.85% of English Learner freshman and sophomore students combined, and 55.29% of English Learner junior and senior students combined were enrolled in science.	There are a variety of structural reasons why some students are not enrolling in core content courses. 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 reduces a student’s ability to enroll in core academic courses as outlined in the student’s Individualized Education Program (IEP). Access to the requisite courses for graduation is also challenge for Special Education students due to the differing supports and needs. The impact of economic, social, and high mobility issues can have a strong impact on attendance for Foster Youth students, as well as students who experience homelessness.	The district continues to support the Certificate Pathway and a Diploma Pathway for Special Education students. This allows our SDC students to enroll in grade level content courses and graduate with a diploma. The district is using the Ellevation program to monitor the progress of English Language Learners, which has improved targeted support and the reclassification of students into the general education population so that they can take more electives. Each quarter teachers are also required to complete a monitoring form for 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. 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 to graduate. 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		13JUN2023	2023
39685850101956	Aspire Benjamin Holt College Preparatory Academy	7	With support from Aspire Public Schools, we utilize our Student Information System, PowerSchool, to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study.We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		22JUN2023	2023
39685850122580	Rio Valley Charter	7	Rio Valley Charter School diligently monitors its progress in meeting Priority 7 standards through a comprehensive evaluation process involving both qualitative and quantitative assessments. This evaluation entails a meticulous review of course offerings and Master Agreements for course selection, aiming to ascertain the extent to which all students have equitable access to and enrollment in a diverse range of academic subjects.  To accurately gauge access and enrollment, the school utilizes course enrollment reports generated by the district's student information system, PowerSchool. These reports provide valuable insights into access and enrollment patterns based on various criteria, including grade spans, unduplicated student groups, and students with exceptional needs.  For the 2021-2022 school year, Rio Valley Charter School achieved a remarkable milestone, with 100% of its students enjoying full access to a comprehensive course of study as defined by the California Board of Education. This accomplishment underscores our unwavering commitment to ensuring that all students have the opportunity to explore and engage with a broad range of academic disciplines, fostering a well-rounded educational experience for every learner.	Rio Valley Charter School ensures that all students in grades TK-5 are enrolled in a comprehensive and diverse course of study. We prioritize offering access and enrollment in the six areas recognized by the state of California as constituting a broad course of study for grades 1-5. Furthermore, our elementary students have the opportunity to engage in visual and performing arts as part of their Master Agreement.  Our middle school students at Rio Valley Charter School also benefit from a wide-ranging course selection within their Master Agreements. For students in grades 6-8, we provide a comprehensive and student-driven approach to visual and performing arts. This includes options such as instrumental music, voice lessons, and acting classes. We also offer an array of courses in languages, art, dance, and music, allowing students to explore their passions and interests.  To support students who require additional assistance, we provide individual tutors, direct online support, and ESL supports to ensure their academic success. In our high school program, all courses undergo board approval and are evaluated to ensure that students have access to offerings approved under the A to G requirements, as well as Career Technical Education (CTE) Industry Pathways. Examples of these pathways include Veterinary Medical Applications, Floral Design, and Small Engine Technology.  We also provide opportunities for college dual enrollment classes in accordance with community college guide.	Rio Valley Charter School acknowledges the presence of certain barriers that hinder the optimization of broad course offerings for all students. These barriers include:  Limited time within the confines of a typical school day, which restricts students' ability to take additional courses. As a result, scheduling constraints necessitate careful consideration and prioritization of available academic options.  Limited community opportunities and/or online offerings, particularly in the context of a non-site-based school model. This constraint poses challenges in accessing a diverse range of courses and extracurricular activities beyond the traditional school setting.  To address these barriers and ensure a comprehensive course of study, Rio Valley Charter School consistently conducts a thorough analysis of enrollment patterns in various academic disciplines. This analysis serves as a valuable source of information, informing decision-making processes regarding course offerings and program development.  Moreover, Rio Valley Charter School strategically utilizes the Local Control and Accountability Plan (LCAP) as a planning and budgetary tool to support Priority 7. By aligning the identified needs and goals identified through the enrollment analysis with the LCAP objectives, the school establishes a framework for allocating resources effectively and efficiently. Through ongoing analysis, careful decision-making, and the utilization of the LCAP, RVCS strives to remove barriers.	Rio Valley Charter School is committed to addressing the outcomes of our Comprehensive Continuous Improvement (CCI) evaluation as reflected on the California School Dashboard. As part of our strategic response, we have devised plans to expand the range of courses available through our partnership with Delta Community College. Additionally, we are diligently working to ensure that students at all three RVCS sites have equal access to these courses.  Recognizing the value of collaborative partnerships with institutions like Delta Community College, we aim to enhance the educational opportunities and academic experiences of our students. By broadening the course offerings through this collaboration, we provide students with a wider array of subjects to explore and engage with, fostering their intellectual growth and preparing them for future success.  Furthermore, our commitment to equitable access extends to all RVCS sites, ensuring that students across our campuses have equal opportunities to enroll in these Delta Community College courses. We understand the importance of providing consistent and inclusive educational opportunities regardless of geographic location, promoting a level playing field for all our students.  Through these strategic initiatives, Rio Valley Charter School is actively addressing the CCI results, working towards an educational environment that offers expanded course options and equal access to educational resources for all our students.	Met		08JUN2023	2023
39685850133678	Aspire Benjamin Holt Middle	7	With support from Aspire Public Schools, we utilize our Student Information System, PowerSchool, to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study.We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		22JUN2023	2023
39685856116594	Aspire Vincent Shalvey Academy	7	With support from Aspire Public Schools, we utilize our Student Information System, PowerSchool, to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study.We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		22JUN2023	2023
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.	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.	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.	JSJCS ensures that K-8 low income and English Learners have access to a broad course of study. We have 108 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 pathway to the seal of biliteracy and have earned high school credit for a second language by the time they complete 8th grade.	Met		17MAY2023	2023
39685856118921	Aspire River Oaks Charter	7	With support from Aspire Public Schools, we utilize our Student Information System, PowerSchool, to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study.We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed	Met		22JUN2023	2023
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 Learner (EL) and Reclassified Fluent English Proficient (RFEP) students enrolled in high school (43.55% in 22-23 CALPADS) Representation in : AP classes: 47%                                Music classes: 33%                                Upper level world language classes: 74% Socio-economically disadvantaged students enrolled in high school (54.13% in 22-23 CALPADS) Representation in:  AP classes: 14%                                Music classes: 24%                                Upper level world language classes: 32%                       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 below their enrollment levels in music courses. Socio-economically disadvantaged students are below their enrollment representation in AP classes, music and upper level world language classes.  Elementary grades are necessarily enrolled in all courses offered.	We first have to know exactly where each group of students is, and lack of time and training may be preventing teachers, administrators or others from identifying groups who have not been provided access to a broad course of study. Counselor training/knowledge in equity and access can be a barrier. Teacher confidence in being able to scaffold the standards for all students can also be a barrier.	MUSD is employing additional individuals or programs focusing on the disaggregation of data, and the review of the equitable outcomes for students.  Counselors continue to receive training on assigning students within the master schedule.  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		20JUN2023	2023
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		20JUN2023	2023
39686270000000	New Jerusalem Elementary	7	New Jerusalem has several measures or tools which we use to track the extent to which all students have access to and are enrolled in a broad course of study. One measure is tracking the number of students who are enrolled in special education programs, Section 504 programs, and English Language Learner programs who receive the necessary accommodations and services to ensure they have access to a broad course of study. Another measure is tracking the enrollment and participation of students who attend our Expanded Learning Program after school, as well as our Emerging Falcons English Language Learner after school intervention programs. These programs provide students with additional skills and knowledge needed to succeed in a variety of courses. New Jerusalem also tracks the number of students who participate in extracurricular activities such as sports (5th-8th grades), music, 4H (K-8th), and GATE (upper and lower elementary courses). These activities provide students with opportunities to engage in a broad range of courses.	New Jerusalem is committed to providing a broad course of study to which all students have access to and in which all students are enrolled. Over the past few years, New Jerusalem has made significant progress as measured by Diebels and NWEA MAP results, in ensuring all students have access to a broad course of study. The school has partnered with Delta Charter High School to provide junior high students high school credits during their elective in classes including: Horticulture, and Spanish. New Jerusalem has implemented Heggerty as a Tier 1 support in grades K-6 to increase phonemic awareness. The school also offers Heggerty and phonics instruction as a Tier 2 support for struggling students in grades K-6th. Also, providing additional support for our struggling students and encouraging students to access academic programs such as our after school Power Hour, IXL intervention, Reflex Math, Emerging Falcons and in class interventions. Overall, New Jerusalem is committed to providing all students with a high-quality education that prepares them for future success. The school will continue to monitor its progress in providing a broad course of study and will take steps to ensure all students have equal opportunities to succeed.	Despite great efforts to ensure all barriers are removed, some differences across student groups remain regarding access to and enrollment in advanced programs. For example, students who come from lower-income families or who are English Language Learners may face additional barriers to comprehension, teacher strategies and materials, and advanced courses. The school is aware of these disparities and is working to address them through targeted interventions and support services such as after school tutoring, IXL, and further development of a robust EL academic support and intervention.	New Jerusalem has implemented several initiatives to ensure access to a broad range of study for all students. The school has partnered with the local high school to offer additional classes to our junior high students in Horticulture and Spanish in which students receive high school credits. The school launched an Expanded Learning Program, our after school program, which includes a Power Hour for our struggling students. New Jerusalem developed and implemented an after school intervention program for our ELL students called Emerging Falcons. Students are encouraged to participate in programs outside of their regular school hours, such as 4H, music, sports, IXL, and GATE. New Jerusalem is also working to address disparities in access to advanced programs among different student groups, such as those from lower-income families, or who are English Language Learners, through targeted intervention and support services accessing our ELAC/DELAC and Multicultural Club. New Jerusalem will continue to monitor progress and take further measures to ensure all students have equal opportunities for success.	Met		27JUN2023	2023
39686270117796	New Jerusalem	7	New Jerusalem has several measures or tools which we use to track the extent to which all students have access to and are enrolled in a broad course of study. One measure is tracking the number of students who are enrolled in special education programs, Section 504 programs, and English Language Learner programs who receive the necessary accommodations and services to ensure they have access to a broad course of study. Another measure is tracking the enrollment and participation of students who attend our Expanded Learning Program after school, as well as our Emerging Falcons English Language Learner after school intervention programs. These programs provide students with additional skills and knowledge needed to succeed in a variety of courses. New Jerusalem also tracks the number of students who participate in extracurricular activities such as sports (5th-8th grades), music, 4H (K-8th), and GATE (upper and lower elementary courses). These activities provide students with opportunities to engage in a broad range of courses.	New Jerusalem is committed to providing a broad course of study to which all students have access to and in which all students are enrolled. Over the past few years, New Jerusalem has made significant progress as measured by Diebels and NWEA MAP results, in ensuring all students have access to a broad course of study. The school has partnered with Delta Charter High School to provide junior high students high school credits during their elective in classes including: Horticulture, and Spanish. New Jerusalem has implemented Heggerty as a Tier 1 support in grades K-6 to increase phonemic awareness. The school also offers Heggerty and phonics instruction as a Tier 2 support for struggling students in grades K-6th. Also, providing additional support for our struggling students and encouraging students to access academic programs such as our after school Power Hour, IXL intervention, Reflex Math, Emerging Falcons and in class interventions. Overall, New Jerusalem is committed to providing all students with a high-quality education that prepares them for future success. The school will continue to monitor its progress in providing a broad course of study and will take steps to ensure all students have equal opportunities to succeed.	Despite great efforts to ensure all barriers are removed, some differences across student groups remain regarding access to and enrollment in advanced programs. For example, students who come from lower-income families or who are English Language Learners may face additional barriers to comprehension, teacher strategies and materials, and advanced courses. The school is aware of these disparities and is working to address them through targeted interventions and support services such as after school tutoring, IXL, and further development of a robust EL academic support and intervention.	New Jerusalem has implemented several initiatives to ensure access to a broad range of study for all students. The school has partnered with the local high school to offer additional classes to our junior high students in Horticulture and Spanish in which students receive high school credits. The school launched an Expanded Learning Program, our after school program, which includes a Power Hour for our struggling students. New Jerusalem developed and implemented an after school intervention program for our ELL students called Emerging Falcons. Students are encouraged to participate in programs outside of their regular school hours, such as 4H, music, sports, IXL, and GATE. New Jerusalem is also working to address disparities in access to advanced programs among different student groups, such as those from lower-income families, or who are English Language Learners, through targeted intervention and support services accessing our ELAC/DELAC and Multicultural Club. New Jerusalem will continue to monitor progress and take further measures to ensure all students have equal opportunities for success.	Met		27JUN2023	2023
39686270126755	ABLE Charter	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		28JUN2023	2023
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.  Middle school students are offered an elective of career technical education, with the opportunity to take high school courses.  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 and middle school students.	Students are accessing available courses and enrolling in a wide range of electives in addition to the required 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 7th and 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		06JUN2023	2023
39686270129890	Delta Home Charter	7	Delta Home Charter Elementary School tracks progress in meeting Priority 7 Standards by looking at both qualitative and quantitative data to review course offerings, class schedules, school schedules and curriculum to assess the extent to which all students have access to and are enrolled in a broad course of studies. Delta Home uses many tools to track information such as our student information system (AERIES), reports from Digital curriculum product (Edgenuity), information from CALPADS, and reports from our Special Education program (SEIS).	Delta Home provides many different core curriculums for families. We provide curriculum via online or book form. Book curriculums also have online components which can be accessed through Clever or the publisher’s website. We also offer supplemental curriculum for ELA, Math, History, and Science. All staff members are able to access Follett to ensure students have their proper curriculum.	Barriers preventing Delta Home Charter School from maximizing a broad course of study offerings to all students include limited time in a typical school day for students to take additional courses and transportation to and from our enrichment program. Students who come to our enrichment program have the opportunity to attend after school program where learning can continue outside of the typical school day. Additionally, limited facility space prohibits the school to offer additional courses to all students during the school day.	We strive to create the optimum conditions for learning by supporting the non-academic needs of students. Equip all students to participate fully by alleviating barriers related to income, transportation, language, family/guardian engagement, special needs, and other locally identified factors. We will provide language acquisition support for English Learners to secure continuous progress for English proficiency. Implement ongoing monitoring and support of reclassified English learners.	Met		27JUN2023	2023
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 2022-2023 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 2022-2023 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.	Valley View Charter Prep acknowledges the presence of certain barriers that hinder the optimization of broad course offerings for all students. These barriers include:  Limited time within the confines of a typical school day, which restricts students' ability to take additional courses. As a result, scheduling constraints necessitate careful consideration and prioritization of available academic options.  Limited community opportunities and/or online offerings, particularly in the context of a non-site based school model. This constraint poses challenges in accessing a diverse range of courses and extracurricular activities beyond the traditional school setting.  To address these barriers and ensure a comprehensive course of study, Valley View Charter Prep consistently conducts a thorough analysis of enrollment patterns in various academic disciplines. This analysis serves as a valuable source of information, informing decision-making processes regarding course offerings and program development. Moreover, Valley View Charter Prep strategically utilizes the Local Control and Accountability Plan (LCAP) as a planning and budgetary tool to support Priority 7. By aligning the identified needs and goals identified through the enrollment analysis with the LCAP objectives, the school establishes a framework for allocating resources effectively and efficiently. Through ongoing analysis and utilization of the LCAP, VVCP endeavors to overcome barriers for all students.	Valley View is committed to addressing the outcomes of our Comprehensive Continuous Improvement (CCI) evaluation as reflected on the California School Dashboard. As part of our strategic response, we have devised plans to expand the range of courses available through our partnership with our local community colleges. Additionally, we are diligently working to ensure that students at all three Valley View sites have equal access to these courses.  Recognizing the value of collaborative partnerships with institutions such as local community colleges, we aim to enhance the educational opportunities and academic experiences of our students. By broadening the course offerings through this collaboration, we provide students with a wider array of subjects to explore and engage with, fostering their intellectual growth and preparing them for future success.  Furthermore, our commitment to equitable access extends to all Valley View sites, ensuring that students across our campuses have equal opportunities to enroll in these community college courses. We understand the importance of providing consistent and inclusive educational opportunities regardless of geographic location, promoting a level playing field for all our students.  Through these strategic initiatives, Valley View is actively addressing the CCI results, working towards an educational environment that offers expanded course options and equal access to educational resources for all our students.	Met		08JUN2023	2023
39686270132050	Astronaut Jose' M. Hernandez Academy	7	All AJMHA students in grades TK-8 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 Tk-8. All elementary students have access to visual and performing arts within the regular school day.	There are no difference, as we are an independent charter school.	Barriers preventing AJMHA from maximizing broad course of study offerings to all students include 1. limited time during the regular school day for students to take additional courses, 2. a limited staff size to match the needs of a small student body.	A regular analysis of enrollment in a broad course of studies helps to inform the district as it makes decisions on offerings and using the LCAP as a planning and budgetary tool to support Priority 7	Met		22JUN2023	2023
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 ASVAB opportunities. The upcoming 2023-2024 school year Insight is planning to provide courses with Microsoft for students to have the opportunity to take an exam for a Microsoft certificate.	Met		12JUN2023	2023
39686270136028	Delta Keys Charter	7	Delta Keys uses the online syllabi through Edgenuity.com, which all students have access to. Edgenuity has a comprehensive offering of Common Core approved courses for California, which are regularly re-submitted to ensure their approval is up to date and submit new offerings every year. Edgenuity courses are offered in 28 different languages for all grades Delta Keys students are enrolled in. Delta Keys keeps track of the number of students who are enrolled in the special education program and Section 504 who receive the necessary accommodations and services to ensure that they have access to a broad course of study. Delta Keys keeps track of the number of students enrolled in various Vendor Programs, which include extracurricular activities such as sports, music, robotics, martial arts, culinary arts etc.	Delta Keys uses the benchmark NWEA MAP testing to track student progress over time for all the students enrolled. All students participate at least twice in NWEA MAP benchmark, and their progress is tracked and measured. Over the past few years Delta Keys progress has been measured by NWEA MAP to ensure that all students have access to a broad course of study. Edgenuity program offers the Individualized Learning Path (ILP) for additional support for the targeted students based on NWEA MAP assessments and/or teacher recommendations. An intervention system is created for the targeted students to make sure that student has needed extra support they need to be successful. In summary, Delta Keys is committed to provide all students with a high-quality education that prepares them for future success. Delta Keys will continue to monitor progress in the area of access to a broad course of study and will continue to take measures to ensure that all students have equal opportunities to succeed.	Despite great efforts to ensure that barriers are removed, some differences still impose barriers across student groups. For example, Students coming from lower-income families and English language learner may face additional barrier to comprehension the course concepts and may struggle with using technology, which is the basic requirement for Delta Keys. The school is aware of these disparities and is working to address them through targeted interventions and support services such as targeted tutoring, resource center attendance, and using ILPs. Delta Keys has created English Learner Advisory Committee (ELAC) to involve families of English Learners (ELs) to improve attendance and academic progress.	Delta Keys has implemented several initiatives to ensure access to a broad course of study for all students. Resource Centers are open all five days for students to work independently with the teachers in-person. Online and/or in-person tutoring is offered to targeted students to provide the intervention and extra support needed. School administrative contacts families when an intervention and extra support for academic success. Structured in-person and/or digital tutoring sessions will continue to be organized to help and support targeted students. Delta Keys will continue to hire bilingual staff to support EL students and families.	Met		27JUN2023	2023
39686270136135	Delta Charter Online	7	Delta Charter Online (DCO) uses the online syllabi through Edgenuity.com, which all students have access to. Edgenuity has a comprehensive offering of a-g approved courses for California, which are regularly re-submitted to ensure their approval is up to date and submit new offerings every year. Edgenuity courses are offered in 28 different languages for all grades DCO students are enrolled in. DCO also keeps track of the enrollment and completion rates of students in Career Technical Education (CTE) courses, which provide students with the skills and knowledge needed to succeed in a variety of careers. DCO keeps track of the number of students who are enrolled in the special education program and Section 504 who receive the necessary accommodations and services to ensure that they have access to a broad course of study. DCO keeps track of the number of students enrolled in various Vendor Programs, which include extracurricular activities such as sports, music, robotics, martial arts, culinary arts etc. In addition, the DCO keeps track of the students who participate in early college courses, which can provide students with college credit and advanced standing in college.	DCO tracks the progress of all students by using NWEA MAP benchmark testing, where each student takes the test a minimum of two times. The Edgenuity program provides an Individualized Learning Path (ILP) to offer additional support to students who are identified through NWEA MAP assessments and/or teacher recommendations. DCO is committed to providing high-quality education to all students and monitoring their progress to ensure equal access to a broad course of study. The school will continue to take measures to provide equal opportunities for all students to succeed.	Although DCO strives to remove barriers, some differences still exist that can impose challenges for certain student groups. For instance, students from lower-income families and English language learners may face additional obstacles in comprehending course concepts and using technology, which is a fundamental requirement at DCO. The school is cognizant of these disparities and is taking action to address them through targeted interventions and support services such as personalized tutoring, resource center attendance, and the use of ILPs. DCO has established an English Learner Advisory Committee (ELAC) to engage families of English learners (ELs) in improving attendance and academic progress.	DCO has implemented several initiatives to ensure access to a broad course of study for all students. Resource Centers are open all five days for students to work independently with the teachers in-person. Online and/or in-person tutoring is offered to targeted students to provide the intervention and extra support needed. School administrative contacts families when an intervention and extra support for academic success. Structured in-person and/or digital tutoring sessions will continue to be organized to help and support targeted students. DCO will continue to hire bilingual staff to support EL students and families.	Met		27JUN2023	2023
39686276119309	Delta Charter	7	One locally selected measure is tracking the enrollment and completion rates of students in courses that fulfill the AG requirements for admission to the University of California and California State University systems. Delta Charter School also tracks the enrollment and completion rates of students in Career Technical Education (CTE) courses, which provide students with the skills and knowledge needed to succeed in a variety of industries. Another measure is tracking the enrollment and participation rates of students in extracurricular activities such as sports, music, and theater. Delta Charter tracks the number of students who participate in early college courses, which can provide students with college credit and advanced standing in college. Delta Charter also tracks the number of students who are enrolled in special education programs and Section 504 who receive the necessary accommodations and services to ensure that they have access to a broad course of study.	The school is committed to providing a broad course of study that includes a range of rigorous academic subjects. Over the past few years, Delta Charter School has made significant progress, as measured by NWEA MAP results, in ensuring that all students have access to a broad course of study. The school has implemented a number of initiatives to increase enrollment in advanced courses through assessments and teacher recommendations in order to offer more advanced classes in mathematics. Also, providing additional support for struggling students, and encouraging students to take advantage of academic programs such as our after-school Power Hour, IXL intervention support and in class interventions. Overall, Delta Charter Elementary is committed to providing all students with a high-quality education that prepares them for future success. The school will continue to monitor progress in the area of access to a broad course of study and will take steps to ensure that all students have equal opportunities to succeed.	Despite great efforts to ensure that barriers are removed, there are still some differences across student groups in access to and enrollment in advanced courses. For example, students who come from lower-income families or who are English language learners may face additional barriers to comprehension and teacher strategies of materials and advanced courses. The school is aware of these disparities and is working to address them through targeted interventions and support services such as after school tutoring, IXL, and further development of a robust EL academic support/intervention.	Delta Charter School has implemented several initiatives to ensure access to a broad course of study for all students. The school has increased the number of advanced courses available to students, offered additional support for struggling students, and encouraged students to participate in academic programs outside of regular school hours. The school is also working to address disparities in access to advanced courses among different student groups, such as those from lower-income families or who are English language learners, through targeted interventions and support services. Delta Charter School will continue to monitor progress and take further actions to ensure all students have equal opportunities for success.	Met		27JUN2023	2023
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.	Met		15JUN2023	2023
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 2 of a dual language academy that will move to include grades kindergarten through 3 in 2023/2024.  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.  In addition, all elementary sites have expanded the general music programs (TK-4) and offer Spanish language in grades 5-8.  Date taken to local governing board: June 26, 2023	Met		26JUN2023	2023
39686500125849	California Connections Academy Northern California	7	California Connections Academy is committed to offering a broad course of study to all students. Course offerings are evaluated each year to ensure staff credentials are best utilized and student interests and needs are balanced. Course offerings are also brought to the Board for their review. Additionally, access is readily available to students when considering the online nature of our school. Courses are not assigned to specific class periods or specific room locations making all courses virtually available to all students at any given moment in the school year. Being fully aware of the realities of graduation rate, the high school staff has continued the implementation of an internal credit recovery program called Project Success. Since its implementation, pass rates for this program have significantly increased to reach 93% on average in the 2021-2022 school year. These successes are providing the justification and motivation to continue and expand these programs. As an initiative to further improve graduation rate and address the potential for learning loss due to the pandemic, our organization continues to run its own in house summer school program since the summer of 2020. This was the first in its history. Prior to the summer of 2020, credit deficient high school students were sent to a third party program with a success rate of an average of around 50% pass rates. Summer of 2022, our course pass rate increased to 85%.	This area does not pertain because each charter in the organization is a single school site charter school and individual Local Educational Agency. All students in each school have access to all curriculum and instructional tools provided and have an individualized program to meet their educational needs.	While teacher credentialing and student interest are the primary driver of the diverse offerings, there are a handful of instances courses may need to be removed from the catalogue. In the instance of a lack of student need or interest, the removal of a course offering will be considered. In the instance where a teacher with a specialized credential leaves the school, every effort will be made to replace the credential area. If such a replacement is not possible in a given year, school staff work closely with students and their families to find a suitable alternative. This is especially important at the high school level.	The high school electives department and counseling created an informational electives website containing course description and information to help students navigate their elective options with the help of the counseling team. This, along with the Student Course Selection Data View allows students access to all available high school electives. In addition, the use of UC Scout and FlexPoint Education courses have been incorporated since the 2022-2023 school year to ensure all high school students have access to a broad range of courses. Additionally, California Connections Academy is in a College and Career Access Pathways Partnership Agreement with Saddleback College for the purpose of offering expanded online dual enrollment opportunities to all high school students.	Met		21JUN2023	2023
39686760000000	Stockton Unified	7	The district’s student information system, Course Catalog, Transcripts Evaluation Services (TES), Xello Reports are all tools used track the extent to which all students have access to, and are enrolled in, a broad course of study.	Based on analysis of course enrollment trends.  - All Students - 66% to 99%  - Unduplicated Students (UPC) – 67% to 99%  - Students with Disabilities (SWD) - 60% to 99%	In general, all students, TK-12 have access to a broad course of study. Full access to a broad course of study for UPC and SWD depends on individual learning plans and student specific needs.	Review graduation requirements Expand use of Collee and Career Reports (TES & Xello)	Met		27JUN2023	2023
39686760108647	Aspire Rosa Parks Academy	7	With support from Aspire Public Schools, we utilize our Student Information System, PowerSchool, to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study. We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing Rosa Parks Academy from providing access to a broad course of study for all students except the very limited availability of candidates for specialty areas (PE, Music, Dance, etc.)	We continue to meet this requirement and will continue to offer students a broad course of study and provide support to students where needed.	Met		22JUN2023	2023
39686760111336	Pittman Charter	7	Pittman uses reports to ensure that all students have access to, and are enrolled in, a broad course of study.	Based on analysis of course enrollment trends.  - All Students - 66% to 99%  - Unduplicated Students (UPC) – 67% to 99%  - Students with Disabilities (SWD) - 60% to 99%	In general, all students, TK-12 have access to a broad course of study. Full access to a broad course of study for UPC and SWD depends on individual learning plans and student specific needs.	In general, all students, TK-12 have access to a broad course of study. Full access to a broad course of study for UPC and SWD depends on individual learning plans and student specific needs.	Met		27JUN2023	2023
39686760114876	Aspire Port City Academy	7	With support from Aspire Public Schools, we utilize our Student Information System, PowerSchool, to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study.We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		22JUN2023	2023
39686760117853	Dr. Lewis Dolphin Stallworth Sr. Charter	7	The LEA uses the its single sign on program to track the course of study that students are enrolled in to ensure that each unduplicated group has a correct course to meet their individual needs. Students have access to their curriculum at the school site or at any location virtually.	Stallworth Charter utilizes a newcomer curriculum for EL students that are enrolled in the school for less than three (3) years in the United States. EL students with ELPAC levels of one and two receive designated ELD instructions for 45 minutes daily and integrated instructions within their grade level classrooms. The ELD Coordinator provides the teachers with evidence-based strategies, and accommodations for differentiated instruction.  Special Education has increased staffing to support students with push-in and pull-out resource support programs. The Special Education Coordinator provides the teachers with the strategies to meet the goals of each student with disabilities inclusive of individualized modifications and accommodations.	A barrier that can prevent all students from having access to the school single sign on curriculum tool is lack of internet access in their home.	To ensure the students have access to curriculum the LEA invested in upgrading it's Internet services and purchasing additional Chromebooks.  Students that have Internet at home are allowed to take home a loaner Chromebook to complete assignment in the Single Sign-on portal.  Students also have the ability to use Chromebooks in the after school program. Students without Internet access are allowed to carry paperback books home.	Met		26JUN2023	2023
39686760118497	Aspire Langston Hughes Academy	7	With support from Aspire Public Schools, we utilize our Student Information System, PowerSchool, to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study. We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		22JUN2023	2023
39686760119743	Stockton Early College Academy	7	The district’s student information system, Course Catalog, Transcripts Evaluation Services (TES), Xello Reports are all tools used track the extent to which all students have access to, and are enrolled in, a broad course of study.	Based on analysis of course enrollment trends.  - All Students - 66% to 99%  - Unduplicated Students (UPC) – 67% to 99%  - Students with Disabilities (SWD) - 60% to 99%	Based on analysis of course enrollment trends.  - All Students - 66% to 99%  - Unduplicated Students (UPC) – 67% to 99%  - Students with Disabilities (SWD) - 60% to 99%	Review graduation requirements Expand use of Collee and Career Reports (TES & Xello)	Met		27JUN2023	2023
39686760120725	Stockton Collegiate International Elementary	7	Stockton Collegiate offers the International Baccalaureate Primary Years Program (PYP) for all students. The PYP is globally recognized as offering a broad course of study supporting students on the path to successfully completing the Diploma Program (DP) in 11th and 12th grade which is recognized worldwide as a premier college prep program.  All K-5 Stockton Collegiate students have access to the PYP as that is the only course of study offered.	All K-5 Stockton Collegiate students have access to the PYP as that is the only course of study offered.	All K-5 Stockton Collegiate students have access to the PYP as that is the only course of study offered. Stockton Collegiate Educational Specialists insure that students with special needs have access to the PYP.	Stockton Collegiate offers the International Baccalaureate Primary Years Program (PYP) for all students. The PYP is globally recognized as offering a broad course of study supporting students on the path to successfully completing the Diploma Program (DP) in 11th and 12th grade which is recognized worldwide as a premier college prep program.  All K-5 Stockton Collegiate students have access to the PYP as that is the only course of study offered. All K-5 Stockton Collegiate students have access to the PYP as that is the only course of study offered. All K-5 Stockton Collegiate students have access to the PYP as that is the only course of study offered. Stockton Collegiate Educational Specialists insure that students with special needs have access to the PYP.	Met		15JUN2023	2023
39686760120733	Stockton Collegiate International Secondary	7	Stockton Collegiate offers the International Baccalaureate Middle Years Program (MYP) and Diploma Program (DP) for all students. The MYP and DP are globally recognized as offering a broad course of study. IB programs, particularly the Diploma Program for 11th and 12th grade students, are acknowledged worldwide as premier college prep programs.	All 6th - 10th grade Stockton Collegiate students have access to the MYP and DP as that is the only course of study offered.	All 6th - 10th grade Stockton Collegiate students have access to the MYP and DP as that is the only course of study offered. Stockton Collegiate Educational Specialists insure that students with special needs have access to the MYP and DP.	Stockton Collegiate continues to respond to student and family feedback to support students in successfully completing the broad course of study to which they have access.	Met		15JUN2023	2023
39686760121541	Aspire APEX Academy	7	With support from Aspire Public Schools, we utilize our Student Information System, PowerSchool, to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study. We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		22JUN2023	2023
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 2022-23, specifically, transcript records for grades 9-12, and student eligibility (UPC and students with disabilities).	udents 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.	Met		27JUN2023	2023
39686760124248	Pacific Law Academy	7	The district’s student information system, Course Catalog, Transcripts Evaluation Services (TES), Xello Reports are all tools used track the extent to which all students have access to, and are enrolled in, a broad course of study.	Based on analysis of course enrollment trends.  - All Students - 66% to 99%  - Unduplicated Students (UPC) – 67% to 99%  - Students with Disabilities (SWD) - 60% to 99%	In general, all students, TK-12 have access to a broad course of study. Full access to a broad course of study for UPC and SWD depends on individual learning plans and student specific needs.	Review graduation requirements Expand use of Collee and Career Reports (TES & Xello)	Met		27JUN2023	2023
39686760136283	Team Charter Academy	7	1. 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		26JUN2023	2023
39686760139865	Aspire Stockton 6-12 Secondary Academy	7	With support from Aspire Public Schools, we utilize our Student Information System, PowerSchool, to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study.We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed. * We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		22JUN2023	2023
39686760139907	Voices College Bound Language Academy at Stockton	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-3 Pacing calendars for math and ELA curriculum Trackers for meeting the instructional minutes for students with special needs Regular principal network walkthroughs to monitor implementation of academic program Academic weekly data tracking to measure success of implemented course of studies in math and ELA Academic lesson internalization and tracking Mid-module/unit and end of module/unit 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.	Voices Stockton offers a broad course of study to all students currently, but we are always looking to improve. Our current focus is on setting our professional learning community norms and practices and systems, in addition to laying a foundation for our lesson internalization and data analysis mindsets and procedures so they lead to improved student outcomes in math, ELD and ELA. Once we see teacher and student success in that priority area in grades K-5 (we will be K-5 in 2024-2025), 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 lesson internalization and data analysis mindsets and procedures so they lead to improved student outcomes. We use our student outcomes and come together as a Professional Learning Community weekly to assess where we are making progress and where to focus on next. Based on walkthroughs of classrooms and student data, the principal can decide where to give our staff more support and broad access to study to all students.	Met		29JUN2023	2023
39686760139923	Aspire Arts & Sciences Academy	7	With support from Aspire Public Schools, we utilize our Student Information System, PowerSchool, to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study.We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		22JUN2023	2023
39686760140616	KIPP Stockton	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		06JUN2023	2023
39686760141358	KIPP University Park	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		06JUN2023	2023
39686766042725	Nightingale Charter	7	Based on analysis of course enrollment trends.  - All Students - 66% to 99%  - Unduplicated Students (UPC) – 67% to 99%  - Students with Disabilities (SWD) - 60% to 99%	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 2022-23, 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.	Met		27JUN2023	2023
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. 31.3% of all TUSD students successfully completed A-G requirements 7.2% of EL Students successfully completed A-G requirements 20.6% 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 4 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 bell and master schedules 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 improve A-G outcomes. School site teams from our middle schools and high schools are using current student data and grades to identify students who need additional supports for courses related to A-G completion. Specific student groups such as English Learners and Socio-Economically Disadvantaged are included and a priority. Additionally, TUSD is in year 4 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		27JUN2023	2023
39754990102384	Primary Charter	7	The LEA utilizes the iReady assessment program as well as results form the Smarter Balanced Assessment to inform instruction. Students are placed in appropriately leveled groups and are instructed at the appropriate level of intervention. All students have access to technology as well as teacher crated curriculum.	All students have access to the same broad course of study, including core curriculum as well as daily Physical Education and enrichment classes.	There are no barriers preventing the LEA form providing access to a broad course of study for all students.	The LEA increased the amount of chrome books available for daily use.	Met		12JUN2023	2023
39754990102392	Millennium Charter	7	The LEA utilizes the iReady assessment program as well as results form the Smarter Balanced Assessment to inform instruction. Students are placed in appropriately leveled groups and are instructed at the appropriate level of intervention. All students have access to technology as well as teacher crated curriculum.	All students have access to the same broad course of study, including core curriculum as well as daily Physical Education and enrichment classes.	There are no barriers preventing the LEA form providing access to a broad course of study for all students.	The LEA increased the amount of chrome books available for daily use.	Met		12JUN2023	2023
39754990139949	Tracy Independent Study Charter	7	100 % Tracy Charter students have access to a broad course of study with the implementation of K-5 Genius and the continuation of 6-12 Edgenuity curriculum. The curriculum offers accessibility for students with Individualized Education Plans and provides for needed accommodations. Students have access to A-G classes, as well as AP courses.	100% of Tracy Charter students have access to a laptop and hotspot to use at home for their independent study curriculum.	75.7 % of Tracy Charter seniors met graduation requirements.  The graduation rate of 75.7% and the fact that students often enroll behind in credits indicate specific challenges that may be barriers to providing a broad course of study for all students.  This could be due to factors such as disengagement, academic struggles, or personal challenges that hinder their progress.	To address this, Tracy Charter School will continue to implement strategies to identify struggling students early and provide targeted interventions to address these challenges. Tracy Charter School will provide individualized academic counseling and support to help students set and achieve their educational goals.  We will invest in professional development for teachers to equip them with the skills and strategies needed to support students with diverse learning needs.	Met		27JUN2023	2023
39754996118665	Discovery Charter	7	The LEA utilizes the iReady assessment program as well as results form the Smarter Balanced Assessment to inform instruction. Students are placed in appropriately leveled groups and are instructed at the appropriate level of intervention. All students have access to technology as well as teacher crated curriculum.	All students have access to the same broad course of study, including core curriculum as well as daily Physical Education and enrichment classes.	There are no barriers preventing the LEA form providing access to a broad course of study for all students.	The LEA increased the amount of chrome books available for daily use.	Met		12JUN2023	2023
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 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 kindergarten through twelve have the opportunity to complete Project Lead The Way (PLTW) coursework as a part of science instruction, discreet elective course or 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, Lexia, 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 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. 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 kindergarten through twelve have the opportunity to complete Project Lead The Way (PLTW) coursework as a part of science instruction, 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, Lexia, 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.  Additional opportunities for music instruction were implemented, and a pilot of block periods was conducted to add access to more electives and remediation supports.	Met		21JUN2023	2023
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 (TK-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		23JUN2023	2023
39773880127134	River Islands Technology Academy II	7	All students, including unduplicated students and students with exceptional needs, have access and are enrolled in rigorous a broad course of study that includes the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12 , as applicable, verified by class assignments and class schedules.	All students, including unduplicated students and students with exceptional needs, have access to rigorous curriculum and assignments through their individual devices, verified by class assignments and class schedules. Students in grades 6-8 have additional Success Classes (electives) that they sign up for based on interest three times a year. Students have access to all course options and are assigned to either their first or second choice selections.	There are no barriers to providing access to a broad course of study for all students enrolled.	There are no barriers to providing access to a broad course of study for all students enrolled.	Met		21JUN2023	2023
39773880131789	NextGeneration STEAM Academy	7	The STEAM Academy staff monitors student access to, and enrollment in, a broad course of study through reports exported from the Infinite Campus Student Information System schedule. This report disaggregates student enrollment by grade span, unduplicated student groups and individuals with exceptional needs.	All students, including unduplicated student groups (English Learners, Homeless and Foster Youth, and SocioEconomically Disadvantaged pupils) and individuals with exceptional needs, at The STEAM Academy have access to, and are enrolled in, a broad course of study such as English Language Arts, Mathematics, Social Sciences, Science, and Physical Education. Students receive instruction in Visual and Performing Arts and Health integrated in core content areas or part of the weekly lesson schedule. This access is measured by student enrollment in grade level courses. Individuals with exceptional needs have access through their Individualized Education Plans that identify the appropriate course of study that is aligned to the Common Core State Standards based on their qualifying determination for services.	The STEAM Academy administrative team reviewed the results of the student access report from the Student Information System. The team identified the following barriers that may prevent the school from providing access to a broad course of study for all students. Funding for staffing of the Visual and Performing Arts courses is limited due to the lack of additional funds appropriated through the Local Control Funding Formula funds. Teacher credentials and preparation to teach Visual and Performing Arts courses is also a barrier that prevents our school from offering a wide variety of these types of courses. The courses that are offered have been incorporated into the elective wheel or into elementary Core classrooms.	In order to better ensure access to a broad course of study for all students, the STEAM Academy Administrative team recommended that the school attempt to offer courses in Visual and Performing Arts, World Language, and Robotics to the extent possible with current staffing and funding through contracting with local partners in the community to provide a robust offering of these courses to students. When the Local Control Funding Formula base is increased to sufficient levels, the school will consider appropriating resources towards additional staffing and programs to teach these courses aligned to these goals.	Met		21JUN2023	2023
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 onsite SDC classes (TK-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		23JUN2023	2023
39773880141234	EPIC Academy	7	All students, including unduplicated students and students with exceptional needs, have access and are enrolled in a rigorous and broad course of study that includes the adopted courses of study specified in the California Education Code for Grades 1-6 and Grades 7-12 , as applicable, verified by class assignments and class schedules.	All students, including unduplicated students and students with exceptional needs, have access to rigorous curriculum and assignments through their individual devices, verified by class assignments and class schedules. Students in grades 6-8 have additional Success Classes (electives) that they sign up for based on interest three times a year. Students have access to all course options and are assigned to either their first or second choice selections.	There are no barriers to providing access to a broad course of study for all students enrolled.	There are no barriers to providing access to a broad course of study for all students enrolled.	Met		21JUN2023	2023
39773880141242	River Islands High	7	All students, including unduplicated students and students with exceptional needs, have access and are enrolled in a rigorous and broad course of study that includes the adopted courses of study specified in the California Education Code for Grade 9, as applicable, verified by class assignments and class schedules.	All students, including unduplicated students and students with exceptional needs, have access to rigorous curriculum and assignments through their individual devices, verified by class assignments and class schedules. Students have an elective that they sign up for based on interest and availability in their schedule. Students have access to all course options and are assigned to either their first or second choice selections.	There are no barriers to providing access to a broad course of study for all students enrolled.	There are no barriers to providing access to a broad course of study for all students enrolled.	Met		21JUN2023	2023
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. 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. 3. 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.	Met		22JUN2023	2023
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		01JUN2023	2023
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-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 K-5, middle school drama and arts electives, as well as field trips related to the arts, and held an annual Performing Arts Production open to students in grades 4-8.  Finally, all students participated in a Social Emotional Learning Program through a daily schoolwide shared start assembly for grades K-5 and 6-8 and grade level classroom morning meeting.	The identified barriers that prevented students from having access to a broad course of study to its full capacity were new teachers,  inconsistency of staffing, and student attendance. During the 22.23 school year, AACA employed 5 intern teachers and 5 teachers going through TIP (Teacher Induction Program). Due to there being a huge learning curve regarding the framework, philosophy, and differentiated programs for the 1st, 2nd, and 3rd tiers, it is difficult for new teachers to fully implement all aspects of teaching at AACA.   Even post pandemic, there were many absences with staff members and  the school did not have very many external subs.  The amount of staff that were out on a weekly, sometimes daily, basis was very disruptive to learning.  The school had to often use internal staff to cover classes, which caused shortages and/or inconsistencies in other areas.   Student attendance has averaged 92% through March of the 22.23 school year.  Attendance has not improved post pandemic, and still remains lower than pre-pandemic.  AACA struggles with Chronic Absenteeism, especially within certain student groups.  Students are unable to completely access the curriculum if they are not at school even if they complete makeup work.	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.  The next steps are to implement the add-on behavior application.  In addition, the administrative team is looking at ways to consistently incorporate this data analysis into PLC.	Met		21JUN2023	2023
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 2022-2023 year, 100% of Unified School District’s students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(j).   All AUSD students in grades TK – 8 are enrolled in a broad course of studies. All elementary schools and middle schools offer access and enrollment in the seven areas identified by California Ed Code as a broad course of studies for grades 1-6. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day.   All AUSD secondary students have access to a broad course of studies within their school offerings. Atascadero High School offers 99 UC/CSU A-G approved courses covering all subject areas, with only 20 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 22 different classes.	No barriers were identified in providing access to a broad course of study for all students.	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.	Met		13JUN2023	2023
40687260000000	Cayucos Elementary	7	Due to the size of our school, this process is done on an individual basis with individualized meetings with our school counselor and administration. Additionally, due to the size and scope of our school-we only have one grade level per grade, therefore the variation and scope of courses are quite limited.	All students at CESD are enrolled in a broad course of study. All students are offered art, music, theater, and STEAM activities within their school day	The limitation we have is critical mass due to the size of our school. We are analyzing how we can integrate more advanced courses (GATE) and/or elective courses through the possibility of a 7-period day for middle school instead of a 6 period day. At the elementary level, we are able to meet the needs of our students with the additional paraeducator support and intervention teachers.	Throughout the 2023-24 school year, we will develop a work group to look at the modifications to the master schedule to offer a wider variety of courses. Additionally, based on the input from our LCAP survey- students and parents are interested in the possibilities of more elective offerings at the middle school level.	Met		20JUN2023	2023
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 during 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		20JUN2023	2023
40687910000000	Pleasant Valley Joint Union Elementary	7	Students have access to Common Core materials for language arts, mathematics, science, and social studies. Health instruction 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 teacher's yearly instructional plans and pacing guides are used to measure this.	Students have access to Common Core materials for language arts, mathematics, science, and social studies. Health instruction 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 teacher's yearly instructional plans and pacing guides are used to measure this. We are a single school district with class sizes of 10 to 15 students. All students receive the same access to a broad course of study. Accelerated students or students with special needs are given tier-two access to more appropriate materials.	We are a very small district with only 50 students. Some of the career and technical materials and instructions are difficult to access.	We continue to work with our local County Office of Education for grant information or other learning opportunities for our staff so we can expand our offerings.	Met		21JUN2023	2023
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 administrators, 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, and enrollment counts.  Upon running these reports, counselors, principals, secretaries and/or registrars are alerted and will take action to remedy any issues with student enrollment to ensure access to all students and student groups into a broad course of study. Additionally, we analyze student achievement across the subject areas within our data and assessment system, Illuminate, to ensure that students are placed in the appropriate academic program.	Met		30MAY2023	2023
40688096043194	Bellevue-Santa Fe Charter	7	BSFCS utilizes CalPADS, Aeries, Literacy 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	There are none.	Continue with the current program	Met		23MAY2023	2023
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 2023 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 ensure 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 2022/23 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		29JUN2023	2023
40688330000000	Shandon Joint Unified	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 Shandon Joint Unified School District to determine if all students, including unduplicated, are enrolled in a broad course of study are class schedules, report cards, English Language Learner identification, and Individualized Education Plans. California EC 51220(a)-(i) – Requires access to a broad course of study for grades 7-12 in English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education. Shandon Joint Unified School District is a TK-12 District, so EC 51220 (a)-(i) applies to course access at grades 7 -12. The locally selected tools used by Shandon Joint Unified School District 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. In addition, enrollment in a broad course of study is tracked through our AERIES data system and monitored by the district counselor.	The locally selected measures demonstrate all Shandon TK-12 students have access to a broad course of study. In addition, school sites have curricular focus areas which ensure additional opportunities for students across the district. In addition to a broad course of study TK-8 students participate in outdoor education through our school garden and the Wheat Commission, Physical Education, Supplemental Art instruction, and access to technology and STEM opportunities. 9th-12th grade students have additional access to CTE offerings including art, music, and floral design. They also have access to technology and STEM opportunities. Students who are struggling academically have opportunity to participate in reading and math intervention and afterschool tutoring.	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.	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 and para educators. In 2023-2024 the LEA will provide extensive training in  English Language Development and resources for integrated and designated ELD, PBIS Tier one implementation, Guided Reading, and Write from the Beginning Literacy.  To support struggling students and Students with Disabilities, there is supplemental curriculum aligned to the adopted curriculum and designed to bridge the gap between striving readers and grade level text. Adopted curriculum and supplemental curriculum is provided at all sites and includes Fountas and Pinnell, Sonday, and Bridges math Intervention. 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, 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		12JUN2023	2023
40688410000000	Templeton Unified	7	Several measures are used to indicate that the district is offering a broad course of study to all of our students.  Looking at the THS course catalog, students have access to college preparatory, honors courses, AP courses, and a growing selection of dual enrollment courses.  These options are found across the core academic areas, as well as in our CTE programs.   All of the school sites in the district offer art, music, and physical education offered by a dedicated teacher.  TMS and THS each offer a drama program and access a WISE program for support.  While this is not unto itself a broad course of study, it does allow students to attempt programs they may otherwise not be willing to try.	TUSD only offers one school site per grade level, so we cannot compare programs across multiple sites, however, THS does offer two electives periods for students, so Special Education students who require a tutorial period as part of their IEP, and ELL students who required designated ELD instruction, still have access to an elective period in their schedules.  The primary tool for ensuring students have access to a broad course of study, are the graduation requirements and promotion required at each site.   Further, THS has three full time counselors, and TMS has two full time counselors, which allows an enviable 250:1 ratio for students to counselor.  This allows the academic counselors to work closely with students and families to ensure students are gaining access to preferred programs, as well as monitoring student success in their programs.	Again, having counselors at all sites, allows staff to ensure students are enrolled in courses that are required to promote or graduate.  The District has ELD teachers at all sites, who are also monitoring progress for EL students, so they assist the students in participating in the broad course of study.  However, TUSD is a small comprehensive district so there is always pressure to ensure we are offering all of the required classes.  Therefore admin, counselors, and teachers evaluate the course offerings each year.  Partnering with Cuesta College for dual enrolled classes allows the district to offer courses they may not otherwise be able to have.	No changes are anticipated for the 23-24 school year, beyond the regular analysis of the current offerings, and enrollment numbers to ensure we have a broad course of study available to all of our students.	Met		29JUN2023	2023
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		27JUN2023	2023
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 three Career Technical Education pathways (Digital Media, Animal Science, and Ornamental Horticulture). In addition, Coast Union High School offers four 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: Art, Environmental Education, Geography and World Cultures, Introduction to Digital Media, Introduction to Agriculture, and ASB Student Leadership. Elective courses offered in grades nine through twelve include: Information Processing, Cybersecurity, Psychology, Agricultural Mechanics, Spanish, Veterinary Science, Career and Global Studies, 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 teacher schedule that keeps teachers at one site in order to minimize conflicts in scheduling between school sites. This allows teachers to stay at the campus to assist their own students during advisory times on their respective campuses. 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. Additional courses are planned for the 2023-24 school year at the high school including: Mock Trial / Public Speaking, Anatomy and Physiology, Ag Mechanics, CTE Floral, and Social Emotional Advisory.	Met		22JUN2023	2023
41104130000000	San Mateo County Office of Education	7	SMCOE school programs provide an effective, rigorous and coherent curriculum based on current educational research and thinking that supports the Common Core academic standards in preparation for academic and college and career readiness. Teachers at each school site design and plan curriculum focused on the needs of their individual students and student groups. All curriculum and instruction is within the framework of CCS and meets the needs of all students, including ELs and those with IEPs. The Court and Community Schools make use of the academic standards provided by graduation requirements set by the Board of Education. There is integration and alignment among academic disciplines in that staff collaborate to align their focus and curriculum. Most teachers teach two core subjects (English and social studies or math and science) thus allowing for further integration.    MAP assessment tests are given to all students. That data is immediately available to school staff to inform them about each student's abilities, academic strengths, and areas of need. All programs went through strategic planning which resulted in further alignment and established goals academics, social emotional and behavioral goals. The introduction of PDSA cycles (plan, do, study, act) has occurred. 70% of the staff received coaching on project based learning. 25% of staff had coaching sessions in the new Maker Space on Gateway campus to support their project based learning opportunity.	Court and Community have piloted both Carnegie Math and English curriculum, and StudySync. Carnegie Math and StudySync have been adopted.    There is now a Makerspace at Gateway Community School, a partnership between SMCOE and Stanford, to which all sites have access.       Science teachers collaborate creatively with our county office to work on lesson plans within the science portion of the STEAM Department to create experiment experiences.  Edgenuity, an A-G Online Platform Course, assists students with credit recovery, enrichment, and remediation. Our goal remains the same in regards to obtaining a “G” in becoming A-G Accredited. However, we still offer Project Change and have added additional courses; such as Psych 100, Psych 203, U.S. History 237, Communications 100, and hope to add more in the 2022-2023 school year due to having more long term students in Court Schools.       There is a full gym in both Kemp and Hillcrest Schools. Physical Education and movement opportunities are available at each site. In the 2021-2022 school year there is both movement and yoga at Gateway, Hillcrest, and Kemp. At Canyon Oaks, there is an Adaptive Physical Education Teacher to address the emotional needs of the Canyon Oaks student population.	Court and Community Schools were not successful in adopting curriculum for science or social studies. Less students earned credit recovery even when we placed students with teachers under study skills.	SMCOE is implementing Professional Learning Communities and dedicated time for teachers and staff to discuss curriculum and analyze student outcomes and determine student needs based on the data. In addition, SMCOE is collaborating with local colleges to create dual enrollment opportunities that will enhance and expand credit recovery opportunities for students who fall behind so they will have the best chance to meet the graduation requirements. School teams are developing timely benchmark assessments to compare student outcomes across content areas.	Met		28JUN2023	2023
41104130135269	Oxford Day Academy	7	Oxford Day Academy uses teacher credentials, classroom schedules, and master schedules 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 History/Social Sciences), as well as instruction in Arts, Physical Education, and Spanish with other Foreign Language courses being available online.  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.	Oxford Day Academy offers a rigorous academic program that serves a diverse student body. All students receive instruction in English, Science, Social Science, Math, Physical Education, and Arts.  There are Career Technical Education and Foreign Language courses offered at the school.	Oxford Day Academy 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.	Oxford Day Academy will continue to incorporate a broad course of study into the regular school day and seek opportunities to provide our students with other opportunities through partnerships with enrichment, intervention, and community colleges.	Met		05JUN2023	2023
41688580000000	Bayshore Elementary	7	The master schedule is devleoped for all students with a board course of study in mind in cluding access to core subject areas (ELA, Math, Science, Social Studies and electives). Due to our small size all students have access to a broad course of study.	The master schedule is devleoped for all students with a board course of study in mind in cluding access to core subject areas (ELA, Math, Science, Social Studies and electives). Due to our small size (we are a one site district) all students have access to a broad course of study.	There are no current barriers to us providing a board course of study to all students.	We will continue to create a master schedule that allows for all of our students to have access to a broad course of study.	Met		08JUN2023	2023
41688660000000	Belmont-Redwood Shores Elementary	7	The LEA monitors enrollment in electives and leveled math courses across our middle schools, and we disaggregate the data to look for any disproportionalities and discrepancies between advanced, regular and remedial course enrollment.	Our Educational Services department has analyzed course enrollment at the middle grades (where there are options provided for students) and found our students to be appropriately challenged.  Many electives are provided for students at all of our middle grades, and students have the option to take advanced math across the district.	The biggest challenge for providing a broad course of study exists at our small TK-8 schools; with only 120 students at each grade level, the small size creates a challenge.  Between core course requirements and credentialing rules, our students are offered electives and choice, but there are only 7 teachers able to offer courses.  At the comprehensive middle school, students have more choices simply because staffing ratios allow for more adults and more variance with a class of 375.	Both our TK-8 schools are in the midst of a redesign process.  There is simply no way to do everything, but we can do anything.  Nesbit is in the process of getting International Baccalaureate authorization, and Sandpiper is creating a Design Thinking model.  With a defined practice, there will be specific electives that are offered annually, and families will be able to decide if the school's vision is aligned with their personal desires for middle school.  Ralston will continue to operate as a comprehensive middle school, with a growing CTC program.	Met		15JUN2023	2023
41688740000000	Brisbane Elementary	7	Brisbane School District uses Instrument SEI04 as developed for the Title I, Part A Federal Addendum Educator Equity/Title II Federal Addendum to ensure that students across schools, grade levels and demographic categories have access to and are enrolled in a broad course of study.	"All schools in BSD meet the grade-level course requirements. There are only two elementary schools serving grades K-5 and the principals collaborate to ensure that the same program (to the extent possible) is offered at each school site. There is only one middle school serving grades 6-8. Same-grade-teachers are provided collaboration time.  Students with exceptional needs are provided the least restrictive environment and are included in mainstream grade-level courses as appropriate. ""Unduplicated"" (high-need) students are afforded the same access to courses of study as the general population of students. BSD guarantees that lack of English-language skills (by either student or parent/guardian) and lack of funding does not prohibit any student from participating in District programs and activities, including after-school programs."	There are some elective courses that BSD would like to offer, such as world languages. Unfortunately, due to our size, we cannot sustain a full-time teacher position for some electives. Qualified teacher candidates are rare and do not accept part-time positions. This makes it difficult to offer a wider breadth of course content.	The Brisbane School District is doing everything we currently can to offer a broader course of study for students. In some cases, this includes offering after-school enrichment programs to supplement the course offerings. Our students go on to have successful experiences in high school and beyond.	Met		28JUN2023	2023
41688820000000	Burlingame Elementary	7	NULL	NULL	NULL	NULL	Not Met			2023
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. At Cabrillo Unified School District (CUSD), it is a priority for our team to analyze student subgroup data and determine gaps so that we can provide additional support that will lead to an increased rate of graduation using both CUSD high school graduation requirements and UC/CSU (A-G) requirements.   47.8% 2019-2020 | 46.7% 2020-2021 | 36.2% | 2021-2022 | 56% In comparison to our baseline (19-20) this is an increase of 7.2%  2) High School Diplomas meeting CUSD High Graduation Requirements | Graduation Requirements at Cabrillo Unified School District a 1.1% decrease in overall graduation rates. Although it is a minimal decrease of 1.1%, it is our goal to increase our overall graduation rate by at least 5%.   88.1% 2019-2020 | 89.2% 2020-2021 | 87% 2021-2022	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 to both families and students 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 our at-promise students	In response to the results of our locally selected measures, Cabrillo Unified School District (CUSD) 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 about our A-G/UC-CSU requirements/eligibility and high school diploma graduation requirements while providing systematic interventions/enrichment opportunities to increase access to our CTE pathways, AP courses, dual enrollment courses, and A-G courses. For the 2023-2024 school year, we continue to support 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		22JUN2023	2023
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 in 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 69 unique courses at the 6th-8th grade levels, which is 11 more courses than were offered in 2021-2022. All students had access to these electives and specialists but adjustments for access were needed depending on the learning scenario. When reviewing students who received a C or higher in end of year middle school grades, we see a new gap between 'overall' (95% C or higher) and 'EL' (75% C or higher) that came back as opposed to the previous reporting period. We believe this is due to the small number of students categorized as 'EL' at the middle school level. 89% of students with disabilities and 92% of socioeconomically disadvantaged students received C or higher, which are both decreases from the previous reporting period.	Courses are offered to all students unless extenuating circumstances prevented them from taking a given course. HCSD has not identified any barriers that are preventing students from accessing a broad course of study. HCSD continues to review ways to best support students, including those at the margins and those in previously identified student groups, to ensure they achieve a C or higher on their middle school grades.	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		20JUN2023	2023
41689160000000	Jefferson Elementary	7	All students are enrolled in a broad course of study.  Our programs have been evaluated through the Federal Program Monitoring system and we are in compliance and continue to ensure students are appropriately placed.	All students are enrolled in a broad course of study.  Our programs have been evaluated through the Federal Program Monitoring system and we are in compliance and continue to ensure students are appropriately placed.	We do not have any barriers that prevent access to a broad course of study for all students.	We do not have any barriers that prevent access to a broad course of study for all students.	Met		14JUN2023	2023
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.  Middle school students are offered an elective of career technical education, with the opportunity to take high school courses.  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 and middle school students.	Students are accessing available courses and enrolling in a wide range of electives in addition to the required 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 7th and 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		08JUN2023	2023
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.	In general, the A-G rate improved for most student groups in the 2020-21 school year, except for homeless students, students with disabilities, and students from two or more backgrounds. The Class of 2022 achieved the highest A-G rate among all classes since the implementation of the Local Control and Accountability Plan. Additionally, there is a positive overall trend in A-G rates across all school sites, except for Terra Nova High School, which experienced a decline of fourteen percentage points in its A-G rate.	Several barriers to accessing A-G courses include limited opportunities during the school day to make up credits and the restrictions imposed by traditional bell schedules. These barriers are especially challenging for students transitioning from self-contained or supported courses. Resolving these issues requires reevaluating scheduling structures, providing appropriate support systems, and implementing inclusive instructional strategies for equitable access to A-G courses.	To enhance access, one of the implemented strategies is the expansion of co-teaching sections. Moreover, four schools have incorporated flex time into their schedules, enabling students to receive academic intervention during regular school hours. Westmoor High School will be using the 2023-24 school year to plan for a bell schedule that includes flex time in 2024-25.	Met		20JUN2023	2023
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		08JUN2023	2023
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		14JUN2023	2023
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 2022-2023   53% of students completed a-g requirements to be eligible to attend a 4-year UC or California State University.   89% 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. Ethnic Studies dual enrollment course is offered in 2023-2024. LHPUSD is utilizing online UC Scout courses to broaden the course of study for all students.	Not Met		21SEP2023	2023
41689570000000	Las Lomitas Elementary	7	LLESD used multiple data points to ensure all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs are served as listed below: Elementary School (K-5) * Daily class schedules (Powerschool and teacher created) * Core subjects including science and technology * English Language Development * Special Education * Art and Technology provided by specialists who are contracted to provide opportunities for all students * Physical Education * Response to Intervention provided by the classroom teachers and specialists  Middle School (6-8) * Daily class schedules - Powerschool * Core subjects * English Language Development * Special Education * Electives * World Language * Physical Education * Response to Intervention provided by the classroom teachers and specialists * Elective course catalog * Comprehensive sexual health education in MS grades	In reviewing school and grade level data for the 2022-23 school year all elementary students had access to a broad course of study as outlined by Education Code with the exceptions of music as part of the visual performing arts requirement. In reviewing student schedules and associated data for the 2022-23 school year all middle school students had access to a broad course of study as outlined by Education Code.	There are minimal barriers preventing access to a broad course of study. Some middle school students identified by our Learning Support Plan as needing additional support take a dedicated intervention class instead of an elective.	The District will continue with regular schedules for students. In addition, the middle school will continue with 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		07JUN2023	2023
41689650000000	Menlo Park City Elementary	7	We continue to utilize 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.	At MPCSD, we prioritize the quality of our programs. We want to make sure that our students have access to and are enrolled in a broad course of study.  This continues to be an area of focus in our district, and sites prioritize course access for students from our under-represented groups.  A small number of students from the SwD student group has less access and enrollment in a broad course of study due to their intensive instructional needs.  Our robust MTSS system allows staff to monitor and support students’ achievement in ELA and math.  We have a variety of 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.  At the middle school, a new targeted math course that embeds intervention within the grade level content has proven to be successful in keeping students in general ed grade level math classes while addressing missing skills.	Attendance and scheduling continues to be a barrier to access at each of our school sites, especially at the middle school.  Other barriers include high quality-specialized curriculum (K-2 ELD curriculum, math curriculum with diverse enough differentiation or students with IEPs who need supplanted curriculum) and EL specialist student case loads.  At the middle school, more intensive intervention and SAI minutes for students with IEPs.  A small number of students with disabilities have less access to a broad course of study due to their intensive instructional needs.  Lastly, another barrier was the narrow scope of our reclassification basic skills criteria.  By broadening the criteria to better align with the state criteria description, this allows students who demonstrate proficiency on ELPAC increased opportunity to reclassify and not need to be enrolled in ELD courses.	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 while continuing the embedded math intervention into grade level math classes.	Met		08JUN2023	2023
41689730000000	Millbrae Elementary	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
41689810000000	Portola Valley Elementary	7	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).  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.	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 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 2022-2023 school year, 100% of our students in grades 1-5 were enrolled in Spanish. The middle school Spanish program is optional and 70% of the students participate in this program.  Currently, in grades K-6 100% of students are enrolled in Visual and Performing Arts. In 7th and 8th grade, 88.2% of students enroll in Visual and Performing Arts which is an increase from the 2021-2022 school year.	In our middle school grades, there are several elective options available for our 7th and 8th grade students to choose from. These electives are determined by students’ interests and therefore change every year.  The middle school has three levels of mathematics. While school staff may recommend a certain level, students and their families have the option of choosing a different one. PVSD continues to work on removing any barriers such as scheduling constraints that may impact the ability of underrepresented students to access upper level course work or a wider range of electives. However, our small class sizes impact the District’s ability to offer a wider range of choices to all students.	In our TK-5 self-contained classrooms, 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 Literacy Intervention (K-6) and academic skills (6-8). 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.  A zero flex period 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		15JUN2023	2023
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 gradeappropriate 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 19-20) and 3-yr LCAP (developed in 20-21), alongside other school and district level plans. They all include many strategies, goals, and actions which will address some observations, barriers, and improvement areas mentioned above.  Examples:  • We emphasize ongoing PD and coaching for staff, complemented by upcoming curriculum pilots/adoption and training to ensure that students are provided with high quality instruction and curriculum materials. We commit to providing training for staff on unconscious biases, culturally relevant practices, inclusive classrooms, and partnering with families, to support our intention to address many of the internal barriers identified.  • We will recruit and retain highly qualified staff through many actions including improved compensation and benefits, as well as developing or continuing partnerships with organizations to support us with providing qualified teachers for hard-to-staff positions.  • We have identified strategies to target the growth and improvement of English proficiency levels and increase the number of students who reclassify after scoring highly on the ELPAC, by increasing Newcomer/ELD support at each English immersion school. These site-based teachers will allow for greater flexibility in scheduling and reduce the time students spend out of class (previously required for transportation to and from this program).	Met		22JUN2023	2023
41689990134197	Aspire East Palo Alto Charter	7	With support from Aspire Public Schools, we utilize our Student Information System, PowerSchool, to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study. We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		22JUN2023	2023
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		06JUN2023	2023
41690050000000	Redwood City Elementary	7	Selected Tool: Review of daily schedules, PowerSchool, Attendance/Engagement forms Students in RCSD have access to a full curriculum and all students are provided an inclusive environment in which all students participate in STEAM and Physical Education, in 3rd-8th grade students participate in Music at all school sites.	Teachers have been hired to make sure students have access to STEAM and Music at all school sites.  Third through eighth grade teachers are participating in musical instruments.  Specific school site provides access to choral music through different music programs for  transitional kindergarten through which is supported through school site budgets.	One barrier is funding currently funding provides only for 3rd-8th grade instrumental music classes and STEAM for each school site. Funding does not  provide TK- 2nd music for all students at each school site.   Another barrier is finding credentialed music teachers to help support extending the music program at the schools.	LEA will continue to seek personnel to offer enrichment in STEAM, Music and Art so that all students in underrepresented communities also have full access to these classes.  Student in middle school are offered electives to have full access to these classes as well.	Met		28JUN2023	2023
41690050127282	Connect Community Charter	7	The Charter School examines local measures to ensure all students have access to, and are enrolled in, a broad course of study.  The teachers, counselor, and administrators monitor benchmark assessments to ensure that all students are making progress toward proficiency in grade level standards. Connect teachers created a Scope and 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 disabilities and develop a plan to meet their goals each year. Teachers and staff are also provided a list of English Learners specifying their levels and those students receive integrated English instruction during their core content instruction as well as designated English Language Development daily. Connect keeps records to track the progress of all students toward meeting grade level standards and individualized goals.	The Charter School provides all students with high-quality instruction and a rigorous State Standards aligned curriculum in an inclusive environment that provides relevant learning experiences that encourage student engagement. The Charter School ensures access to restorative practices, mindfulness, and instructional strategies. English Learners receive integrated English Language Development and designated English Language Development at their level daily.  Students with Disabilities receive Designated Instructional Services determined by the IEP team.  All students participate in 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, as well as core SEL standards.	The greatest barrier is low student attendance and high chronic absenteeism for identified students.  The second greatest barrier related to attendance is the need to increase students’ sense of belonging and relationships with peers. Finally, the third greatest barrier is the academic achievement of students who are achieving well below grade level.  The Charter School has identified a need for increased attendance by implementing a culture of positive on-time attendance five days per week through attendance incentives, positive recognition, and awards to ensure positive daily attendance, implementing the Attendance Policy through parent phone calls, parent meetings, attendance contracts, letters, and home visits, and implementing a prioritized system for identifying and serving students for are chronically absent based on results of each student’s average daily attendance.  The Charter School has identified a need for more focus on social emotional well-being to include 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 has identified a need for more academic intervention in ELA and Math for all students to include receiving intervention during the school day and after-school tutoring.	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, White, English Learners and Reclassified English Learners, Students with Disabilities, and Socioeconomically Disadvantaged Students supported by teachers and additional support staff.  The Charter School purchased Leveled Literacy Intervention (LLI) curriculum to support reading instruction, upgraded supplemental online curricular resources, and hired a Literacy Support/ELD Coordinator to provide designated English Language Development.  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, increase attendance, 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.   Connect Community Charter School prepares students to meet the challenges of a rapidly changing world by enhancing critical and creative thinking skills, cultivating curiosity, and fostering social and emotional development in a nurturing and caring community.	Met		22JUN2023	2023
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		06JUN2023	2023
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. Additionally, we continue to monitor our locally selected tool measures and provide coaching to teachers to make sure the elements of the broad course of study remain in place for all students.	Met		08JUN2023	2023
41690130000000	San Bruno Park Elementary	7	SBPSD has created a strategic goal across the district to ensure unduplicated student groups and individuals with exceptional needs are served and provided with access to a broad course of study.  Various programs and software are utilize to monitor an ensure students receive additional supports to improve and achieve success.	Data indicates that two of five schools are Title 1 and receive additional interventions, support and programs to gain access to the broad course of study.  Additionally, in Priorities 4 and 5 of the Dashboard Attendance, ELA and Mathematics the following student groups: unduplicated, special education, and English Learner indicate a need for additional access to supports to ensure access to a broad course of study.	Barriers facing SBPSD are years of turn over in both site and district level staff, broken systems leading to inconsistency.  With new leadership SBPSD hopes to see future growth and success over time.	SBPSD most recent actions include building capacity, implementing communities of practice, developing teacher leaders, consistent data monitoring and initiatives for retaining staff.	Met		07JUN2023	2023
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. Specifically, emphasis is being placed on increasing the percentage of students from typically underrepresented student groups in advanced mathematics courses, and access to all subject areas for students with exceptional needs.	The analysis performed revealed that students in grades K-5 have full access to a broad course of study.  In grades 6-8, students have full access to a broad course of study in all subjects except mathematics, where accelerated courses of study are offered.  The analysis performed for courses in middle school mathematics revealed that while the percentage of students from unduplicated student groups (Socioeconomically Disadvantaged, EL, Foster Youth) and students with exceptional needs in advanced math courses increased slightly in 2022-23, it remains significantly lower than in grade level mathematics courses.	Although some progress has been made, and preliminary CAASPP results in Math and ELA are showing increases in achievement for underserved populations, overall, there is still a gap in the achievement level for students from unduplicated student groups and students with exceptional needs when compared with other student groups.  SCSD is offering additional intervention and summer programs to assist with learning recovery and acceleration. SCSD hired a Literacy/ELD Coordinator in 2022-23 to enhance the ELD program and focus on closing the achievement gap.	SCSD is offering additional intervention 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 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		15JUN2023	2023
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 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.	We continue to make 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 never missed instructional time.	Met		07JUN2023	2023
41690390000000	San Mateo-Foster City	7	NULL	NULL	NULL	NULL	Not Met			2023
41690470000000	San Mateo Union High	7	The District conducts an annual audit of its syllabi across all core subjects and also reviews its student course-taking by grade level to ensure that the courses reflect the standards and that all students have access to them. This information is reported to the Board annually as part of its LCAP Metrics reporting.	While most students continue to access the core program of the district, we continue to see increased bifurcation of the student population along Advanced Placement/International Baccalaureate and College Prep course-taking. This is particularly true in mathematics where course-taking is very skewed - with many students starting HS at the second, third or even fourth course in the Algebra/Calculus pathway as freshmen. This creates separate tracks of students and has implications for access down the line in course-taking.	Students are accessing a broad course of study overall, but the challenge is that students are taking different paths now - with the growth of Dual Enrollment options - in lieu of AP/IB offerings. We will continue to ensure access to all courses for all students.	We are engaging in a Math Intervention Task force this year to understand how we might better accelerate the learning of student in math so as to create more parity in course-taking access.	Met		22JUN2023	2023
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		17MAY2023	2023
41690620000000	Sequoia Union High	7	NULL	NULL	NULL	NULL	Not Met			2023
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. Students also have access to internship opportunities and dual enrollment at community college. 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. One of the things we pivoted last year into this year was the addition of a designated ELL curriculum that is implemented daily for students needing language development support for 50 minutes. This allows students to be fully integrated to diverse classrooms where there are integrated supports while also providing dedicated coaching and development.	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 and a designated curriculum implemented during the daily schedule to ensure each student's personal needs are met. Our academic platform notes for teachers designated status (i.e. ELL or IEP/504) and recommended accomodations / activities for teachers to pull in based on those designations. Our curriculum also integrates academic instruction with Habits of Success and Restorative Circle Practices to support the non-academic and social-emotional development of students. Additionally, to create more space for student voice we have developed a mentor group leadership team who meets with the school leaders and represents each mentor group across the school. They gather input, share improvement ideas and lead school initiatives generated from student input, creating a very empowered community.	Met		08JUN2023	2023
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		08JUN2023	2023
41690620126722	East Palo Alto Academy	7	EPAA 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 2022-23 Local Control and Accountability Plan, EPAA 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. EPAA uses the California School Dashboard to track our outcomes. In addition, as part of SUHSD, we have 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.	The EPAA charter was developed to ensure first-generation college-going students would have access to all the necessary coursework and supports to apply to a 4-year college.  All students are enrolled in an A-G track of coursework.  Starting in 9th grade, even if a student does not have proficiency, s/he is enrolled in A-G coursework.  Through small class sizes, the Advisory program, a college-going team for guidance, and a school mental health team for wrap-around support, we make this possible.  Additional support is provided through rich culturally responsive and relevant instruction and ongoing professional development around the challenging work of differentiated instruction.  Students with special needs such as IEPs or ELL needs are likewise enrolled in the A-G track with support such as a study skills course for help with homework and assignment completion.  There are also instructional aides who push in to provide support during the regular courses.  All teachers provide assistance during office hours after school, with Instructional Aids available in the library after school for tutoring three days a week.  We work with the local Boys and Girls Club to provide additional tutoring help on Saturdays.  Students in 10th-12th grade also have access to expanded course offerings through our partnership of Early College with Foothill, our local community college.	We believe we provide access to a broad course of study as defined by the CDE.  However, we do also want to think critically about ways we can provide access to a more diversified course of study for all.  Being such a small school EPAA has found creative ways to provide a robust A-G track for all students, while also including some opportunities that are supportive and authentic for A-G and credit recovery options.  We work with Foothill College to provide an Early College program on our campus, at no cost to our students and families. Every semester our students can choose to take college-level courses taught by Foothill professors.  There are courses that can complement the A-G series, such as Psychology, Ethics, Western Civilization and Art (drawing).  We also offer courses that can be used towards an AA degree that help students in the transition process to a 4-year college/university such as “Introduction to the Medical Field” or “How to pass an on-line course.”   We also provide electives such as Creative Writing and Race and Ethnicity that can also double as credit recovery options for students who did not pass English or U.S. History respectively.  In rare cases, we do also offer access to on-line courses through Edgenuity, during our “Phoenix” credit recovery course.	During the pandemic, we worked hard to develop our MTMDSS systems of support, with a keen eye on finding effective ways to provide tier-two academic interventions.  We realized that there were far too many students to support sufficiently with our existing resources.  To that end, we have expanded our summer school offerings for credit and A-G recovery and school-based therapy.  We also exceptionally employed more instructional aides to work collaboratively with the summer school staff.  We continue to support our instructional aide dedicated to our Newcomer students.  Finally, we have paid to have two instructional aides available to students after school for expanded tutoring.  For the 2023-2024 school year, we are working to include more department planning time to support vertical alignment and consistency for our students in all of their core classes.	Met		21JUN2023	2023
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		06JUN2023	2023
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 and numerous data points, and a high school task force committee made a recommendation for the high schools to move 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. Our high schools are continuing to explore a variety of strategies to make Flex period a productive and meaningful time for students to receive additional support. Our middle schools embarked on a similar self-study process in 2021-22 and will move to a 7-period modified block for the 2023-24 school year."	"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%), 2022 (92%). 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 and 2022 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. A new Middle School bell schedule with a 7-period day will be implemented for the 2023-24 school year. We want to be sure increase opportunities and access for our underrepresented students as we continue to analyze our grading practices and placement criteria for high school courses.	SSFUSD will  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 Society, a college prep course designed for Long-term English Learners that focuses on strengthening academic language skills. We are also continuing to build strong CTE pathways and introduced a Building Construction pathway in 2022-2023.Sections have been allocated at the ECHS and SSFHS to support student access to courses including AP and CTE. To support the transition to a 7-period day for the Middle School schedules, sections have been allocated to support the development and implementation of elective courses at middle school.  In 2023-24, we plan to add a second course to the Building Construction pathway and with the new 7-period bell schedule, all middle schools will be offering sections of Project Lead the Way courses.	Met		22JUN2023	2023
41690880000000	Woodside Elementary	7	Administrators and our district data coordinator work to enroll each student individually, ensuring that every student is appropriately placed and has access to a broad course of study. With the exception of students in upper school taking either a foreign language or receiving specialized support depending on individual needs, there are no differences across student groups regarding enrollment in a broad course of study.	As a small, one-school District, we are able to ensure that all of our students have equitable access to all of the programs available. All students have access to the same programs and this has been the case for years. It is our priority to provide all students with equitable access to program and educational outcomes during their time at WESD.	There are no barriers preventing us from providing access to a broad course of study for all students, and we do not need to revise our program. Instead, we will continue ensuring that 100% of students have access to a broad course of study by annually reviewing our board adopted programs and taking an individualized approach to enrollment.	Our school board adopts programs to ensure that all students have access to and are enrolled in a broad course of study.	Met		06JUN2023	2023
42104210000000	Santa Barbara County Office of Education	7	The tools listed below have been identified to track student access and enrollment in a broad course of study:   • Transcripts and Individualized Learning Plans (ILPs) Upon enrollment, JCCS staff request and evaluate student transcripts to determine the appropriate course of study for each individual student.  Priority is given to courses needed for graduation. An Individualized Learning Plan (ILP) is created for every JCCS student to help ensure access to and completion of courses needed for graduation. ILPs are reviewed with students on an ongoing basis as courses are completed and new courses are assigned.    • Master Schedule The JCCS master schedule is created to ensure that all students have access to state-required coursework. The master schedule is flexible enough to allow for the creation of special schedules when students have unique coursework needs that deviate from a traditional schedule.   • Aeries Course Report JCCS provides a breadth of online coursework opportunities through the Anywhere Learning System.  Online course enrollment and completion are monitored through Aeries.   • Individualized Education Plan (IEP) The four tools identified above may be used to disaggregate data for all JCCS student subgroups.  In addition, the IEP is consistently used to review and monitor the course of study for students with exceptional needs.	We devote a great deal of energy to ensure our students have access to and are enrolled in the courses needed 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.	With the daily turnover of students at Dos Puertas, staff are faced with balancing the ongoing demands of (a.) meeting the comprehensive needs of newly enrolled students, including evaluation of transcripts, determination of coursework, assessment of academic strengths and needs, and orientation; (b.) determination of grades and transcript updates for exiting students; and (c.) maintaining a rigorous instructional environment for all students.  • The length of detainment for students at the Juvenile Justice Center is varied, with some enrollments lasting only a few days.  Ongoing and necessary triage is needed in order to accommodate the academic needs of our students and provide essential support.  • Since the majority (62.3%) of students enter with severe academic deficits, a main priority is helping them get back on track toward high school graduation.  Once students are on track, we are able to offer a greater breadth of coursework to enrich their high school experience.  • Many JCCS students have experienced trauma that impedes their ability to access the academic curriculum, interact with others, and maintain focus.  Our staff has engaged in meaningful professional learning to implement practices that support the academic, social, and emotional needs of our students. It is necessary to constantly evaluate student needs and adjust strategies, supports, and instructional practices, and we are dedicated to ensuring our students are provided every opportunity for success.	In order to promote access to a broad course of study, we are focusing on:  • In February 2023 we received our initial Western Association of Schools and Colleges (WASC) accreditation which allows us 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		09JUN2023	2023
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 2022-23 school year gave a score of 100%.	The self evaluation tool for the 2022-23 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 10.60 teachers for grades TK-5 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 prep instruction.	Met		23JUN2023	2023
42691120000000	Blochman Union Elementary	7	The district utilizes a student information system to ensure all students are enrolled in an instructional program aligned with the California state standards, including CCSS. This board course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs is also evidenced by classroom observations conducted by the Principal.	There are no differences across school sites as the district only has one school site. The district utilizes self-contained classes so all students have equal access to a broad course of study as outlined in California Education Code Section 51210.	The district currently has no barriers to providing a broad course of study for all students as outlined in California Education Code Section 51210.	We are maintaining a broad course of study for all students so we have no plans to revise our actions or implement new actions.	Met		15JUN2023	2023
42691120111773	Family Partnership Charter	7	FPCS utilizes internal measures to track student enrollment in a broad course of study. In grades K-6, classrooms and campuses are monitored regularly by the coordinator and the principal to ensure that students are receiving a broad course of study. In grades 6-12, Coordinators and Administration can generate reports on the Pathways Student Information System to determine the number of students enrolled in A-G courses across its three 9-12 campuses. Reports can be aggregated to identify ethnicity, and unduplicated pupil status.	All students in grades K-5 are enrolled in a broad course of study that includes English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education. Learning strategies and procedures are embedded in each discipline to provide equitable access to all students, including unduplicated student groups and individuals with exceptional needs. Each k-5 classroom taught by a credentialed teacher with targeted support provided by an instructional assistant. Teachers are aware of students EL status and provide unique supports as needed for EL students, depending on their individual needs. All staff in classrooms are aware of students with 504 plans or IEP's and consistently implement required accommodations and modifications as needed. All students in grades 6-12 are enrolled in a broad course of study that includes English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education. All students receive instruction, aligned to California state content standards and curriculum frameworks, as well as any necessary intervention, accommodations, and assistance to meet graduation, college, and career requirements. Access to core academic content and courses that lead to graduation and success is provided to all students regardless of income, race, primary language, disability, and/or family situation. English Learners have access to both designated ELD instruct	Results of CASPP testing from the 21-22 school year indicates that in math all students are performing at 47 points below the standard with Hispanic students scoring 59.3 points below the standard. Disadvantaged white students scored 54 points below standards. Local IReady Benchmarks from the 22-23 school year indicate that less than 50% of students were able to demonstrate typical annual growth in the area of math. Students scoring in these ranges may not have the necessary pre-requisites to benefit from A-G coursework in this curricular area, which is a significant barrier for these students. Results of the CASPP from the 21-22 school year indicates that all students, including Hispanic students scored from 9-22 points above the standard in ELA testing. A local Writing Assessment benchmarks implemented during the 22-23 school year indicate that student are able to demonstrate satisfactory levels of writing. Results from local IReady Benchmarks from the 22-23 school year, however indicate that only 45- 70% of students demonstrated typical annual growth in this area. The discrepancy between the CASPP, Writing Assessment, and iReady results could indicate that students may also be missing the skills necessary to succeed in A-G courses.	Given the concerns about ongoing learning losses resulting from the Pandemic, FPCS has implemented a comprehensive approach to ensuring equitable access to learning at high levels. During the 22-23 school year, k-12 staff was provided with comprehensive training and coaching in Universal Design for Learning across all curricular areas. By becoming proficient at UDL, all students will have access to a broad course of study that is presented in ways that are engaging to a variety of learners. Additionally, students were provided with assistance and support from intervention staff who worked 1:1 with students on their area of deficit. All K-12 students were required to complete online iReady math and ELA lessons that were in alignment with their individual test results. During the 23- 24 school year staff will again engage in Professional Learning Communities where they can develop targeted plans to address areas of deficits. Regular engagement with student data and ongoing collaboration on improving instructional practices will result in improved student outcomes. Additionally, students in grades 9-12 will have access to an online tutor for assistance with math or language arts work.	Met		30JUN2023	2023
42691120124255	Trivium Charter	7	We are moving to a comprehensive student tracking system from a plethora of spreadsheets.  The new system will have the same information; however, it will be more efficient to use and allow for an easier analysis of student progress.	All students have a Master Agreement that is reviewed and signed by the credentialed teacher that ensures all students have an appropriate course of study.  In addition, at fall conferences, students' internal testing is compared to current courses to check for compatibility and appropriateness.	There are no barriers.	We have already implemented a broad course of study.	Met		15JUN2023	2023
42691120137877	Trivium Charter School Adventure	7	We are moving to a comprehensive student tracking system from a plethora of spreadsheets.  The new system will have the same information; however, it will be more efficient to use and allow for an easier analysis of student progress.	All students have a Master Agreement that is reviewed and signed by the credentialed teacher that ensures all students have an appropriate course of study.  In addition, at fall conferences, students' internal testing is compared to current courses to check for compatibility and appropriateness.	There are no barriers.	We have already implemented a broad course of study.	Met		15JUN2023	2023
42691120137885	Trivium Charter School Voyage	7	We are moving to a comprehensive student tracking system from a plethora of spreadsheets.  The new system will have the same information; however, it will be more efficient to use and allow for an easier analysis of student progress.	All students have a Master Agreement that is reviewed and signed by the credentialed teacher that ensures all students have an appropriate course of study.  In addition, at fall conferences, students' internal testing is compared to current courses to check for compatibility and appropriateness.	There are no barriers.	We have already implemented a broad course of study.	Met		15JUN2023	2023
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, Health, science, mathematics, visual and performing arts, applied arts, ethnic studies, career exploration, 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 continues 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 is developing a PK-8 VAPA plan aligned to Proposition 28, ensuring all students have equitable access to VAPA experiences. Dual Language Immersion (DLI) is provided at one elementary school in Spanish in grades K-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. All junior highs offer a CTE aligned elective wheel. 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, the variance of elementary school site schedules across the district, 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, and the expansion of full time counselors to each elementary site, as well as an additional (3rd) counselor for each junior high, and 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		21JUN2023	2023
42691380000000	Buellton Union Elementary	7	• NWEA Map Assessment for grades K-8 (twice a year, continuing) • 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 district curriculum and instruction is aligned to CCSS • New instructional materials adoptions in grades 6-8 history/social studies (2018-19, on-going implementation) • New intructional materials adoptions in science (2019-20, on-going implementation) • New history/social studies materials in grades -5 (2019-20, on-going implementation) • EL students continue to be reclassified at a high rate as RFEP.	• The district continues to explore new curriculum and instructional programs through our School Leadership Teams in order to provide greater access to a broad course of study for all students • The district continues to provide relevant professional development for CCSS, ELD, SWD, technology, social and emotional support, and academic interventions in order to provide greater access to a broad course of study for all students.	• The district is 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. • The distric is in year four of implementing a social & emotional support curriculum across the district called Second Step as  well as extensive professional develpment and implementation of the RULER initiative based on the work of Dr. Marc Brackett of the Yale Institute. • The district is reviewign all core and supplemental instructional materials for all subject areas in order to ensure that all students have access to the highest quality educational resources for instruction. This includes a recent adoption of new science curriculum district-wide.	Met		14JUN2023	2023
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		13JUN2023	2023
42691610000000	Cold Spring Elementary	7	The Superintendent/Principal of the Cold Spring Elementary School District monitors the master schedule to ensure all students are enrolled in a broad course of study, including math, social science, science, visual and performing arts, health, physical education and STEAM.  The District also informs and encourages parents to be involved and advocate for their children including reporting any complaints through the Williams/Valenzuela Uniform Complaint procedure.  In September of each year, the District evaluates the sufficiency of textbooks and other educational materials.  Each year, the Governing Board adopts a  resolution finding that it has sufficient textbooks and materials for its education program.  Parents are encouraged to raise any concerns during the public hearing prior to the adoption of the resolution.  (Ed Code 60119).	The Cold Spring Elementary School District is a one school, school district. All students are enrolled in a broad course of study. The District ensures this through monitoring of the master schedule and through formal and informal classroom observations, evaluation of student formative and summative math and reading data that is recorded in the Renaissance Learning program.	There are no barriers preventing the Cold Spring School District from providing access to a broad course of study for all students.	The Cold Spring Elementary School District is continuing to use the same tools and measures to 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.	Met		21JUN2023	2023
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 2022-23 school year gave a score of 100%.	The self evaluation tool for the 2022-23 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 17.75 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		20JUN2023	2023
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. The prescribed courses for grades 7-8 are the same as the above and also include Career Technical Education and World Languages, neither of which the school offers as stand alone courses.	Barriers preventing the school from maximizing broad course of study offerings to all students include an already full schedule during the regular school day as well as budgetary limitations. The school offers electives in art, music 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 Language and CTE do not perform as well. The school will develop an updated action plan in the area of curriculum to address these issues.	Met		20JUN2023	2023
42691950000000	Goleta Union Elementary	7	Site and district leadership request classroom teachers to share their weekly schedules that outline all the subjects and minutes for instruction, demonstrating access to a broad course of study.	All students have access to a broad course of study, including English language arts, English language development as appropriate, math, science, social studies, arts, and health/physical education.	The most challenging aspect of ensuring a broad course of study for all students is the amount of minutes in an instructional day.  It is important to our school community that we ensure students have access to intervention and social-emotional instruction as needed, yet maintain access to all courses of study.	Our district continues to monitor school and grade level schedules to ensure that all students have access to a broad course of study in all courses.  Additionally, case managers and general education intervention staff communicate with general education teachers and staff to ensure that all students are regularly getting the opportunity to participate in all courses of study.	Met		14JUN2023	2023
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 include daily and master schedules, course offerings, and student/teacher rosters.  These are according to grade spans, unduplicated student groups, and individuals with exceptional needs, and are recorded and monitored within our central student information system.	All students within and across student subgroups, have access to, and are enrolled in a broad course of study.	N/A	Leadership planning and collaboration actions continue to have 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		21JUN2023	2023
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, STEAM, garden education, 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.	??For the 2022-24 school year, all three campuses offer a broad course of study for all students with a variety of specialists offered for PE, art, STEAM, garden education, and music, and other areas.	Met		12JUN2023	2023
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 road course of study including unduplicated students groups and students in special education. ELD instruction, intervention and support classes have been carefully placed in the daily schedule, avoiding conflict with core academic content instruction.	The district is 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 after school 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 instructional units. LUSD has implemented full-time literacy specialists to support literacy at grades K-3. The district has an ELD PLC where staff receive 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.	Met		27JUN2023	2023
42692290116921	Manzanita Public Charter	7	"The school's Intervention Team meets regularly to (a) examine all reading data (b) make recommendations for individual student reading intervention needs (c) track and report all reading performance data per trimester.    A learner centered data analysis approach involves campus-wide collaboration,  weekly PLC discussions, and daily communication between classroom teachers and paraprofessionals working in their rooms.    Other improved instructional approaches include vertical teaming and alignment in the areas of writing and grammar and an expanded literacy (reading) commitment school-wide.  This commitment includes locally selected tools used to track a broad course of study which includes ( Heggerty, Sound Partners, Benchmark Phonics Intervention, Freckle, RAZ kids, Project Read, and Dibbles).   The LEA continues to provide additional Benchmark Advance training to all grade levels to better assist with aligning classroom instruction with intervention approaches.    Manzanita will continue its successful math ""learning camps' held throughout the school year during the LEA's extended learning days."	"MPCS offers a unique educational program to its scholars which emphasizes a ""Whole Child"" approach.  The integrated academic curriculum embeds California State Standards into a broader instructional model which includes essential electives (Visual and Performing Arts, STEM, Outdoor Education, and Physical Education).  This customized curriculum requires that scholars learn to engage in group activities which involve learning independence, social emotional learning strategies, and project based learning opportunities."	Currently there are no barriers preventing MPCS from providing access to this broad course of study.  Future fiscal challenges could emerge should state and federal one-time money evaporate.	MPCS is exploring professional development training to build more staff consensus around its math program.	Met		14JUN2023	2023
42692450000000	Los Olivos Elementary	7	All students have access to, and are enrolled in, a broad course of study that includes the adopted courses of study specified in the California ed-code. Since the district/school is so small, there are not extensive elective offerings other than what is provided to all students.	Los Olivos is one school, school district and all students have access to, and are enrolled in, a broad course of study that includes the adopted courses of study specified in the California ed-code.	Los Olivos is able offer a broad course of study for all students in grades K-8. Their is one class/classroom for K-5, and 6-8 have 4 teachers: Math, Science, English and History. These teachers then teach PE and electives.	In our Middle school, we offer electives of STEM, Art, PE, ASB, Ag, and in the past Spanish. Our TK-5 students receive PE, Music and Art as part of their broad course of study.	Met		12JUN2023	2023
42692520000000	Montecito Union Elementary	7	Montecito Union uses self reflection and analysis to ensure all students have access to a broad course of study.  As an elementary school where students are in self-contained classrooms this is a simple matter as all students receive the same course of study.	Being a single 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 barriers	because there are no barriers or concerns, there are no actions	Met		12JUN2023	2023
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. It has the ability to report course participation by grade spans and unduplicated student groups.	Each year we determine which student groups (and how many students) are represented in our junior high school classes. The following are the percentages of students in each unduplicated group at each school in 2022-2023:   Lakeview Junior High (431 students): 8.35% English Learners, 17.40% Redesignated English Learners, 4.18% homeless, 1.62% foster youth, 11.60% students with disabilities, 46.87% low-income students   Orcutt Junior High (464 students): 3.45% English Learners, 10.78% Redesignated English Learners, 2.16% homeless, 0.86% foster youth, 14.87% students with disabilities, 34.70% low-income students   At these schools the highest math course is Algebra 1, so this is a suitable reference point to analyze course access for unduplicated groups. Algebra 1 is an acceleration option on the math pathway we have in place at our junior high schools. Following are the percentages of the total number of students who participated in Algebra 1 in 2022-2023:   Lakeview Junior High School: Algebra 1 (16 students) – 43.75% Redesignated English Learners, 37.50% low-income students   Orcutt Junior High School: Algebra 1 (44 students) – 9.09% Redesignated English Learners, 4.55% students with disabilities, 27.27% low-income students	The data for the Algebra 1 course show higher participation overall at Orcutt JHS while Lakeview JHS had an exceptionally high percentage of Redesignated English Learners among its Algebra 1 cadre. It should be noted that not every eligible student participates in Algebra 1, as the course presents extra work (it is taken in addition to the student's grade-level math course) and students have the ability to wait until high school to accelerate in math. It also should be noted that the district has worked to expand access to Algebra 1 by offering it both in-person and online (via the Edgenuity online curriculum).   The main barrier keeping more students from participating is math achievement. As CAASPP results show, math achievement overall is lower than English/language arts achievement. The district has made instructional improvement in mathematics a focus area.	Since 2021-2022 the district has offered a Career and Technical Education (CTE) STEAM elective for seventh and eighth graders based on the Design and Modeling module of the Project Lead the Way curriculum. Design and Modeling includes numerous hands-on projects that engage students in applying the design process to creatively solve problems. Participation in the elective at the two schools in 2022-2023 was as follows:  Lakeview Junior High School: CTE STEAM (77 students) – 14.29% Redesignated English Learners, 2.60% homeless, 10.39% students with disabilities, 41.56% low-income students  Orcutt Junior High School: CTE STEAM (36 students) – 8.33% English Learners, 22.22% Redesignated English Learners, 2.78% foster youth, 5.56% homeless, 16.67% students with disabilities, 63.89% low-income students   As shown by the data, CTE STEAM courses are being taken by a range of students. A next step for the district will be to implement CTE curriculum for seventh and eighth graders at Olga Reed School in Los Alamos.	Met		07JUN2023	2023
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.	Following are the percentages of students in each unduplicated group at OAHS in 2022-2023 (607 students): 1.65% English Learners, 14.00% Redesignated English Learners, 0.82% foster youth, 0.82% homeless, 7.91% students with disabilities, and 30.31% low-income students   At OAHS we have chosen to analyze course access for unduplicated groups to courses that entail concurrent enrollment with Allan Hancock College. These courses award college credit, and students and families value being able to earn college credit prior to graduating from high school. That said, these courses also are rigorous and must follow the syllabus and performance expectations of a community college. Following are the percentages of unduplicated students who participated in each concurrent enrollment course during 2022-2023:   PROD 301 (168 students) – 0.60% English Learners, 11.31% Redesignated English Learners, 1.19% foster youth, 1.19% homeless, 5.36% students with disabilities, 32.14% low-income  History 101/102 (83 students) – 16.87% Redesignated English Learners, 1.20% homeless, 2.41% students with disabilities, 20.48% low-income  History 107/108 (74 students) – 1.35% English Learners, 18.92% Redesignated English Learners, 1.35% foster youth, 6.76% students with disabilities, 25.68% low-income  Education 130 (53 students) – 26.42% Redesignated English Learners, 1.89% foster youth, 1.89% homeless, 37.74% low-income	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. Education 130 especially impressed in its numbers of Redesignated English Learners and low-income students.  Students have shared that concurrent enrollment courses are more attractive to them than Advanced Placement courses, which require a student to meet a designated performance level on an end-of-course test in order to earn college credit. OAHS sees the need for additional concurrent enrollment offerings and will be working with Taft College on concurrent courses in math and English in 2023-2024.	"A major initiative around helping students accomplish college credit while in high school is OAHS' Early College Cadre partnership with Allan Hancock College. The program launched in 2022-2023 with a cadre of 30 ninth graders; these students completed a zero period Hancock course in Emergency Medical Services (EMS) 102 offered at OAHS in Spring 2023. Between zero period Hancock courses and OAHS' concurrent enrollment offerings, these students will be able to earn an associate's degree along with a high school diploma when they graduate from OAHS. Priority admission to the Cadre has been given to unduplicated students and students who are the first in their family to attend college. In keeping with Allan Hancock College's credo, this initiative will ""change the odds"" for many students!"	Met		07JUN2023	2023
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. 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 creation of the Data Analyst position 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 will be enrolling all incoming students in Algebra 1 or Geometry courses and are providing support classes. The District's state-of-the-art MRCTE facility is open with pathways added each year.	Met		06JUN2023	2023
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		20JUN2023	2023
42693360000000	Solvang Elementary	7	All students at Solvang School have access to a Broad Course of Study as measured by the master schedule, the adopted curriculum, course of study offered, and individual education plans. As prescribed by the state and in Ed Code Section 51220, students in grades TK through 5 have access to English, English Language Development, Mathematics, Social Sciences, Science, the Arts, Physical Education, and Music at Solvang School. Additionally, Solvang School offers a Dual Language Immersion strand for grades K-5. Students in grades 6-8 have access to English, English Language Development, Social Sciences, Spanish, Physical Education, Science, Mathematics, Visual and Performing Arts, Music, STEM, Yearbook, and Leadership. This creates the foundation for high school, college, and career and empowers students with the skills, knowledge, and habits of mind to be the future leaders they deserve to be. Lastly, Solvang School has Speech, Resource, Special Day Class offerings, and a school psychologist to meet the needs of students with disabilities in their least restrictive environment. Additionally, the school employees a credentialed school counselor to support student mental wellness so students can access their broad course of study.	"According to CDE, ""Access to core academic content and courses,"" leads to graduation and success for, ""all students regardless of income, race, primary language, disability, and/or family situation."" As such we provide course access and rigorous curriculum to 100% of our students. This includes ensuring that students with disabilities and English Learners yet to reclassify have the support classes they need and access to an elective in middle school. Solvang School values the arts, STEM, and multilingualism. During the LCAP input process, 75% of our educational partners prioritized continuing a broad course of study on this year's LCAP survey. As a Single Site District, there is no differences across sites."	This goal was implemented with fidelity and is designed to ensure students with disabilities have access to their least restrictive environment. There were no barriers to providing access to a broad course of study, outside of the challenge of hiring appropriately credentialed teachers and/or obtaining approved waivers. We are navigating the teacher shortage challenge and have hired credentialed art, music, and Spanish teachers.	The Solvang School District has and continues to hire and retain appropriately credentialed teachers to offer a broad course of study. The Solvang School District has increased the number of teachers with BCALD certification and has expanded the Dual Language Immersion Program to the 5th grade and is in the process of developing a plan to continue the Dual Language Immersion strand through the middle school (grades 6-8). Lastly, the district has welcomed all 4 year olds into Transitional Kindergarten ensuring early education access for families in our District.	Met		21JUN2023	2023
42693440000000	Vista del Mar Union	7	Weekly staff meetings focus on student progress and placement. Enrichment and intervention activities are discussed as well as their success or lack thereof. Modifications are then made as needed.	Students rotate through electives in grades 3-8 to ensure that all students have the opportunity to participate. All student groups, therefore, have access.	The only barrier identified was the small staff size limits the variety of electives available.	We are partnering with local organizations to be able to provide even more robust electives.	Met		08JUN2023	2023
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 2022-23 school year gave a score of 100%.	The self evaluation tool for the 2022-23 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 14.00 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		22JUN2023	2023
42750100138891	California Connections Academy Central Coast	7	California Connections Academy is committed to offering a broad course of study to all students. Course offerings are evaluated each year to ensure staff credentials are best utilized and student interests and needs are balanced. Course offerings are also brought to the Board for their review. Additionally, access is readily available to students when considering the online nature of our school. Courses are not assigned to specific class periods or specific room locations making all courses virtually available to all students at any given moment in the school year. Being fully aware of the realities of graduation rate, the high school staff has continued the implementation of an internal credit recovery program called Project Success. Since its implementation, pass rates for this program have significantly increased to reach 93% on average in the 2021-2022 school year. These successes are providing the justification and motivation to continue and expand these programs. As an initiative to further improve graduation rate and address the potential for learning loss due to the pandemic, our organization continues to run its own in house summer school program since the summer of 2020. This was the first in its history. Prior to the summer of 2020, credit deficient high school students were sent to a third party program with a success rate of an average of around 50% pass rates. Summer of 2022, our course pass rate increased to 85%.	This area does not pertain because each charter in the organization is a single school site charter school and individual Local Educational Agency. All students in each school have access to all curriculum and instructional tools provided and have an individualized program to meet their educational needs.	While teacher credentialing and student interest are the primary driver of the diverse offerings, there are a handful of instances courses may need to be removed from the catalogue. In the instance of a lack of student need or interest, the removal of a course offering will be considered. In the instance where a teacher with a specialized credential leaves the school, every effort will be made to replace the credential area. If such a replacement is not possible in a given year, school staff work closely with students and their families to find a suitable alternative. This is especially important at the high school level.	The high school electives department and counseling created an informational electives website containing course description and information to help students navigate their elective options with the help of the counseling team. This, along with the Student Course Selection Data View allows students access to all available high school electives. In addition, the use of UC Scout and FlexPoint Education courses have been incorporated since the 2022-2023 school year to ensure all high school students have access to a broad range of courses. Additionally, California Connections Academy is in a College and Career Access Pathways Partnership Agreement with Saddleback College for the purpose of offering expanded online dual enrollment opportunities to all high school students.	Met		21JUN2023	2023
42767860000000	Santa Barbara Unified	7	Santa Barbara Unified 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.  All students in grades TK-6 receive art, music, and PE in addition to core subjects. For secondary students, outcome data includes: Graduation rates - cohort outcomes; Students meeting UC/CSU requirements (A-G requirements); Students on/off track meeting UC/CSU requirements; Career Technical Education pathway offerings and completion outcomes; AP/IB Enrollment Rate; Dual Enrollment in Advanced Courses Rate; Students completing College Credit Courses; State Seal of Biliteracy Rate.	Elementary Students (TK - 6th Grade): The instructional program for all elementary students includes the required course of study. Students access Music, Art, and PE instruction through both their teachers-of-record and additional instruction provided by Certificated Specialists. Emergent Multilingual Learners receive Designated English Language Development according to their proficiency levels. The remainder of EML 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, they are included in classrooms with their age-level peers according to Santa Barbara Unified’s inclusive practices. Students with moderate-severe disabilities are provided a broad course of study in an appropriate setting designated by their IEP.  Secondary Students (7th - 12th Grade): The instructional program for secondary students  is aligned to A-G requirements and meant to satisfy both graduation and college eligibility requirements. 2020-21 and 2021-22 UC/CSU Requirements met by graduates include the following groups of students: All students - 59.5% & 61.6%; EML - 15.5% & 19.8%; RFEP - 49.63% & 50.34%; Homeless - 37.0% & 45.9%; SWD - 15.0% & 18.2%; SED - 43.9% & 47.6%.	Obstacles hindering the district's ability to offer a comprehensive course of study for all students encompass limited recovery options for students with several failing grades, making it challenging for them to meet the prerequisites for subsequent courses. Additionally, there's inconsistent access to primary Tier I instruction and supplemental Tier II and III reading/writing and math support. The district also observes varied grading and homework practices. To address this, enhanced staff training is crucial to align instruction with grade-level standards to serve the varied needs of diverse students. Furthermore, staff require additional training to differentiate the learning needs of EML students from those with potential learning disabilities. Teachers also need bolstered support in striking a balance between upholding rigorous academic standards with providing appropriate scaffolding.	Santa Barbara Unified built the following into its 2023-24 LCAP: Continue to provide a broad course of study as the default program for elementary students; Increase rates of UC/CSU A-G completion and college career readiness; Increase student completion of UC/CSU (C) mathematics admission requirement; Strengthen comprehensive multilingual education; Build educator capacity to deliver differentiated curriculum, instruction, and assessments; Expand after-school intervention and tutoring to provide learning recovery; Implement Tier I, II, & Tier III academic interventions to accelerate learning recovery; and Foster college/career counseling support and family services.	Met		27JUN2023	2023
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 all students access to a broad course of study.	To assure a broad course of study, Peabody has successfully secured 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 already happening in the classroom.	Met		13JUN2023	2023
42767866111603	Santa Barbara Charter	7	Local measure or tool: 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).	Summarize extent of broad course of study 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.	Identify barriers 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.	Revisions, decisions, or new actions: Maintain equity when planning the master schedule in the upcoming school year.	Met		21JUN2023	2023
42767866118202	Adelante Charter	7	As a single school we are able to track and closely monitor this with class schedules, Tier II intervention schedules and Special Education schedules. All children at Adelante Charter have access to a well-rounded education focused on the whole child.	All children have access to and are enrolled in 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.	Adelante does not currently have any barriers preventing the school from providing access to a broad course of study for all students. All students participate in a broad course of study. Our staff works collaboratively and creatively to ensure this happens for the students.	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 continue to have access to a broad course of study.	Met		20JUN2023	2023
42771980000000	SBE - 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 currently employs just one teacher with a Career-Technical Education (CTE) credential, 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 offering summer school for the third year in a row, and we continue to explore and promote CTE options online and/or at local community colleges.	Met		15JUN2023	2023
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 currently employs just one teacher with a Career-Technical Education (CTE) credential, 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 offering summer school for the third year in a row, and we continue to explore and promote CTE options online and/or at local community colleges.	Met		15JUN2023	2023
42772060000000	SBE - 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 currently employs just one teacher with a Career-Technical Education (CTE) credential, 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 offering summer school for the third year in a row, and we continue to explore and promote CTE options online and/or at local community colleges.	Met		15JUN2023	2023
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 currently employs just one teacher with a Career-Technical Education (CTE) credential, 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 offering summer school for the third year in a row, and we continue to explore and promote CTE options online and/or at local community colleges.	Met		15JUN2023	2023
42772140000000	SBE - 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 currently employs just one teacher with a Career-Technical Education (CTE) credential, 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 offering summer school for the third year in a row, and we continue to explore and promote CTE options online and/or at local community colleges.	Met		15JUN2023	2023
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 currently employs just one teacher with a Career-Technical Education (CTE) credential, 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 offering summer school for the third year in a row, and we continue to explore and promote CTE options online and/or at local community colleges.	Met		15JUN2023	2023
42772220000000	SBE - 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 currently employs just one teacher with a Career-Technical Education (CTE) credential, 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 offering summer school for the third year in a row, and we continue to explore and promote CTE options online and/or at local community colleges.	Met		15JUN2023	2023
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 currently employs just one teacher with a Career-Technical Education (CTE) credential, 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 offering summer school for the third year in a row, and we continue to explore and promote CTE options online and/or at local community colleges.	Met		15JUN2023	2023
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 identified 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. 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.	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.	The ESD continues to add elective and enrichment courses to support student engagement with a focus on environmental literacy, civic engagement, and ethnic studies. Programs provide a broad course of study with availability for students of A-G courses and dual enrollment as a means to support a college going mindset. The ESD continues to work with community partners to ensure students facing expulsion or incarceration are provided equitable experiences and a broad course of study. When gaps are identified, the EDS responds through collaboration to remedy barriers. The Special Education Department continues to refine course offerings through alignment of curriculum, textbook adoption, and supplemental programming to build consistency in programming and sustainability of staff.	Met		21JUN2023	2023
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, elective 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		05JUN2023	2023
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. Discovery provides enrichment opportunities and electives for all students to foster the development of well-rounded students.	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		28JUN2023	2023
43104390113431	University Preparatory Academy Charter	7	1. All students in grades 7-9 are enrolled the NWEA assessment for math and English. Scores on these assessments can be used to identify students who might accelerate or need greater support in math and English. 2. In grades 8 and 9, students are enrolled in the PSAT 8/9 exam. Results of these assessments allow us to identify students who might not have selected an AP course in the 10th grade 3. In the 10th and 11th grades, students participate in the PSAT. There is a lot of nationwide data released by the College Board that identifies success on the PSAT to success in an AP course. 4. In the 11th and 12th grades, students take the SAT. This test, while not required by some universities, is a helpful tool in encouraging students to apply for college or university. 5. Course level assessments and grade data are reviewed every six weeks by every instructor and revised instruction and support systems are built and put into place.	1. All students in grades 7-9 are enrolled the NWEA assessment for math and English. Scores on these assessments can be used to identify students who might accelerate or need greater support in math and English. 2. In grades 8 and 9, students are enrolled in the PSAT 8/9 exam. Results of these assessments allow us to identify students who might not have selected an AP course in the 10th grade 3. In the 10th and 11th grades, students participate in the PSAT. There is a lot of nationwide data released by the College Board that identifies success on the PSAT to success in an AP course. 4. In the 11th and 12th grades, students take the SAT. This test, while not required by some universities, is a helpful tool in encouraging students to apply for college or university. 5. Course level assessments and grade data are reviewed every six weeks by every instructor and revised instruction and support systems are built and put into place.	UPAs enrollment data, CAASPP results, AP exam results, and grade data – our unduplicated students are not performing at the same level as same level peer groups. There are multiple barriers to success. Starting in the 7th and 8th grades, the NWEA helps to identify students who qualify for support courses. The vast majority of the students in these courses are unduplicated. The support courses are able to move students up a grade to a grade and a half in said course. Unfortunately, a few of the students are two to four grade levels behind. The deficit carries through as students enter high school, which becomes a barrier to our broad expanse of AP courses. The more critical area is around a confidence gap. Students who struggled with school in the past, or not given opportunities to succeed before UPA, or do not see themselves as AP material opt out. UPA is addressing this gap. The good news is that every student at UPA graduates having taken two AP courses.	The 2023-2024 has a number of measures outlined to support all learners in accessing a broad course of study: 1. 7th and 8th grade bridge to build strong math and English skills 2. AP Bootcamp to help 1st time AP students gain important insights and skills to be successful in an AP course 3. Course Level Assessments 4. Targeted professional development to support unduplicated students 5. Targeted tutoring programs for unduplicated students 6. Expanded AP and elective courses 7. Expand visual and performing arts 8. Expand student clubs and athletics	Met		15JUN2023	2023
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. Additionally, we continue to monitor our locally selected tool measures and provide coaching to teachers to make sure the elements of the broad course of study remain in place for all students.	Met		08JUN2023	2023
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.	Met		21JUN2023	2023
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. Additionally, we continue to monitor our locally selected tool measures and provide coaching to teachers to make sure the elements of the broad course of study remain in place for all students.	Met		08JUN2023	2023
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. Additionally, we continue to monitor our locally selected tool measures and provide coaching to teachers to make sure the elements of the broad course of study remain in place for all students.	Met		08JUN2023	2023
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		21JUN2023	2023
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 differences in access nor enrollment by subgroups in the middle level courses. At the high school level, there are no differences in access nor enrollment by subgroups for students by ethnicity, socio-economic status or gender. Students with disabilities as noted by an IEP or those who are still learning English are not represented in honors/AP classes in the same percentage as their population at school. Analysis of the reasons for individual student choice in course taking reveal that there are no systematic barriers that prevent enrollment by these students but rather that their decision to not take the more rigorous course is based on their understanding of the demands inherent in such a course. As a result, no revisions, decisions, or new actions are required.	DCP Alum Rock will continue its work to ensure all students have access to and enroll in a broad course of study, regularly monitoring transcripts and disaggregating data to ensure all students across all subgroups are accessing this broad course of study.	Met		23MAY2023	2023
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. Additionally, we continue to monitor our locally selected tool measures and provide coaching to teachers to make sure the elements of the broad course of study remain in place for all students.	Met		08JUN2023	2023
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		08JUN2023	2023
43104390124065	Sunrise Middle	7	All students have access to a broad course of study, especially the core subjects. All students get the exact same classes offered to them. Students have access to grade level ELA, math, history, science, and social justice, and physical education courses. Our focus groups are our ELs and our SPED populations. Their progress is tracked through local indicators like formative assessment data, iReady, and benchmarks. In addition, we monitor progress using state assessments such as ELPAC and CAASPP results.	All students have access to a broad course of study with equal time in ELA and Math. Students have nine hours of instruction in both core subjects. In addition, all students  get three hours of instruction in Social Studies and Science, and five hours of Physical Education. Our English Learners are receiving ELD five days a week for nearly five hours weekly.	n/a	n/a	Met		14JUN2023	2023
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. Additionally, we continue to monitor our locally selected tool measures and provide coaching to teachers to make sure the elements of the broad course of study remain in place for all students.	Met		08JUN2023	2023
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. Additionally, we continue to monitor our locally selected tool measures and provide coaching to teachers to make sure the elements of the broad course of study remain in place for all students.	Met		08JUN2023	2023
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 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 Arts during the school day. Discovery students in the upper grades receive health instruction as well. Discovery provides enrichment opportunities and electives for all students to foster the development of well-rounded students.	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. Next year, students will have performing arts instruction as well.	Met		28JUN2023	2023
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		21JUN2023	2023
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. Additionally, we continue to monitor our locally selected tool measures and provide coaching to teachers to make sure the elements of the broad course of study remain in place for all students.	Met		08JUN2023	2023
43104390131748	Voices College-Bound Language Academy at Morgan Hill	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 network walkthroughs to monitor implementation of academic program Academic weekly data tracking to measure success of implemented course of studies in math and ELA Academic lesson internalization and tracking Mid-module/unit and end of module/unit Quarterly mid-benchmark quizzes and interim assessments where student data is disaggregated by subgroup including English Learners and Students with Special needs.	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 network walkthroughs to monitor implementation of academic program Academic weekly data tracking to measure success of implemented course of studies in math and ELA Academic lesson internalization and tracking Mid-module/unit and end of module/unit Quarterly mid-benchmark quizzes and interim assessments where student data is disaggregated by subgroup including English Learners and Students with Special needs.	Voices MH offers a broad course of study to all students currently, but we are always looking to improve. Our current focus is on setting our professional learning community norms and practices and systems, in addition to laying a foundation for our lesson internalization and data analysis mindsets and procedures so they lead to improved student outcomes in math, ELD and ELA. Once we see teacher and student success in those priority areas of reading and math, we can then focus our efforts on strengthening our NGSS and History standards-based instruction, curriculum and professional development in grades K-8.	Our current focus is on revisiting our professional learning community norms and practices, in addition to resetting our lesson internalization and data analysis mindsets and procedures so they lead to improved student outcomes. We use our student outcomes and come together as a Professional Learning Community weekly to assess where we are making progress and where to focus on next. Based on walkthroughs of classrooms and student data, the principal can decide where to give our staff more support and broad access to study to all students.	Met		29JUN2023	2023
43104390132530	Voices College-Bound Language Academy at Mt. Pleasant	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 network walkthroughs to monitor implementation of academic program Academic weekly data tracking to measure success of implemented course of studies in math and ELA Academic lesson internalization and tracking Mid-module/unit and end of module/unit 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 setting our professional learning community norms and practices and systems, in addition to strengthening our foundation and understanding of lesson internalization, curriculum understanding and data analysis mindsets and procedures so they lead to improved student outcomes in math, ELD and ELA. Once we see teacher and student success in that priority areas of reading and math, we can then focus our efforts on strengthening our NGSS and History standards-based instruction, curriculum and professional development in grades K-8. This year, staffing challenges continued to impact our mid-day block practices and the consistency of using a professional learning community hour to push forward staff supports and programs that help develop teachers' understanding of curriculum/content and support collaboration.	Our current focus is on revisiting our professional learning community norms and practices, in addition to resetting our lesson internalization and data analysis mindsets and procedures so they lead to improved student outcomes. We want to push for more fidelity to our Professional Learning Community hour and support of staff next year. We use our student outcomes and come together as a Professional Learning Community weekly to assess where we are making progress and where to focus on next. Based on walkthroughs of classrooms and student data, the principal can decide where to give our staff more support and broad access of study to all students.	Met		29JUN2023	2023
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. Additionally, we continue to monitor our locally selected tool measures and provide coaching to teachers to make sure the elements of the broad course of study remain in place for all students.	Met		08JUN2023	2023
43104390135087	Opportunity Youth Academy	7	Opportunity Youth Academy students have access to and are enrolled in a broad course of study.  Local measures are in place to ensure students are making progress toward their goals. For Students with Disabilities, case managers and the program specialist are responsible to ensure students are placed in the most appropriate programming based on their needs. For students who receive English Learner (EL) services, administration and teachers ensure that identified students receive EL services, and students are assessed three times a year towards reclassification.  The school counselor ensures that all students are placed in courses that lead to a high school diploma.  Student management systems provide data-based information, and a robust system of assessment ensures student data is up to date and accurate.	All students are enrolled in a broad course of study that includes: (a) core curriculum, (b) credit recovery, (c) acceleration, and (d) electives.  All students have access to career technical education pathways and career certification.	Opportunity Youth Academy offers a Blended Learning program, providing various curricular selections (online, subject-specific supplemental materials, attendance options, and work completion options). This is so that all students have access to an academic path that will allow them to progress towards obtaining their high school diploma, regardless of their circumstance.	OYA offers a unique educational program to its students which emphasizes core academics and workplace and college readiness skills. The integrated academic curriculum embeds California State Standards into industry-standard software programs such as the Microsoft Office Suite, AutoCAD, Macromedia Flash, and Adobe Creative Suite. This custom curriculum requires that students learn to manipulate sophisticated software applications in order to move through their learning plans. Teachers provide orientation and tutorials to support students learning how to use the software. OYA’s flexible program blends both online and classroom instruction, customized to meet the needs of a variety of students.  OYA offers all required courses necessary for students to obtain a high school diploma and meet college entrance requirements. All core content courses are fully aligned to California State standards and are continuously updated and revised on an annual basis with the help of the content area teachers.  The majority of OYA students need more than 55 credits to graduate. The average student starts OYA with a seventh-grade level equivalency in math and reading, based on the results from their first administration of OYA’s benchmark exam in math and reading (Renaissance STAR). The average student needs one or more full years of schooling to earn his/her high school diploma.  Laptops and internet devices are provided to students for continual access to the curriculum at home and at school.	Met		22JUN2023	2023
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 of the curriculum.  Various Middle Schools have begun an inclusion model providing access.	In Grades 1-6 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 as it is an integrated part of their core curriculum in ELA as well as 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.  In the upper middle school grades, all students are given schedules that include all broad courses of study. Middle schools offer an array of elective classes that include VAPA, MESA, STEAM and AVID.  Career Technical Education (CTE) is incorporated into the STEAM classes and AVID. As a whole, EL students take a supplemental designated ELD class to provide them support to better understand the courses of study. Special Education students have access to all broad courses of study in their designated classes, mainstream class or in inclusion model. Differentiated instruction throughout the day using small group instruction, blended learning and hands on inquiry supports access for all. Comprehensive sexual education  is provided in conjunction with partner agencies.	Higher need for differentiation strategies and skills Technology problems and accessibility  More elective options for students No books or computer access  at home  Attendance  Class sizes  Equitable emphasis on all subjects in all grade levels Defined newcomer supports and materials Dual Language curriculum materials	Building out additional elective courses where possible.   Creation of a newcomer center. Piloting of Spanish curriculum. Updated student chromebooks and teacher technology. 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.   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		22JUN2023	2023
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		06JUN2023	2023
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		21JUN2023	2023
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		06JUN2023	2023
43693770000000	Berryessa 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.	Berryessa Union School District (BUSD) offers a comprehensive curriculum. Elementary courses in BUSD align with Common Core standards to establish a standardized foundation in core subjects. Music education is accessible at the elementary level within BUSD. BUSD's middle school courses cover core content areas and offer elective options for a well-rounded educational experience, allowing students to explore various interests. Cherrywood Elementary offers a Dual Immersion Mandarin program, and this is the first year of the Dual Mandarin program at Sierramont Middle School.	Students who are considered English Language Learners at the middle school - take an English Language Development (ELD) class.  This class takes the place of the students' elective.  These students do not have the ability to take an elective in a regular six period day.	EL Students at all three middle schools have the ability to attend a Zero period this Fall in order for them to access an elective.  The district has made this a priority for our EL students.	Met		28JUN2023	2023
43693850000000	Cambrian	7	Cambrian uses 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 7-8: CA EC 51220(a)-(i) English Social Sciences Foreign Language Physical Education Science Mathematics Visual and Performing Arts Applied Arts Career Technical Education Other studies that may be prescribed by the governing board	In reviewing school and grade level data for the 2022-2023 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 2022-23 school year all middle school students had access to a broad course of study as outlined by CA Ed Code 51220(a)-(i).  Students in grades 6-8 had access to all core subject matter courses, including ELA/ELD, Math, Science, Social Studies, and PE. There were no differences across the district school sites as it relates to student groups' access to and enrollment in, a broad course of study. Districtwide support and services are provided equitably and universally to 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		15JUN2023	2023
43693856046445	Fammatre Elementary	7	Cambrian uses 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 7-8: CA EC 51220(a)-(i) English Social Sciences Foreign Language Physical Education Science Mathematics Visual and Performing Arts Applied Arts Career Technical Education Other studies that may be prescribed by the governing board	In reviewing school and grade level data for the 2022-2023 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 2022-23 school year all middle school students had access to a broad course of study as outlined by CA Ed Code 51220(a)-(i).  Students in grades 6-8 had access to all core subject matter courses, including ELA/ELD, Math, Science, Social Studies, and PE. There were no differences across the district school sites as it relates to student groups' access to and enrollment in, a broad course of study. Districtwide support and services are provided equitably and universally to 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		15JUN2023	2023
43693856046452	Farnham Charter	7	Cambrian uses 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 7-8: CA EC 51220(a)-(i) English Social Sciences Foreign Language Physical Education Science Mathematics Visual and Performing Arts Applied Arts Career Technical Education Other studies that may be prescribed by the governing board	In reviewing school and grade level data for the 2022-2023 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 2022-23 school year all middle school students had access to a broad course of study as outlined by CA Ed Code 51220(a)-(i).  Students in grades 6-8 had access to all core subject matter courses, including ELA/ELD, Math, Science, Social Studies, and PE. There were no differences across the district school sites as it relates to student groups' access to and enrollment in, a broad course of study. Districtwide support and services are provided equitably and universally to 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		15JUN2023	2023
43693856046486	Price Charter Middle	7	Cambrian uses 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 7-8: CA EC 51220(a)-(i) English Social Sciences Foreign Language Physical Education Science Mathematics Visual and Performing Arts Applied Arts Career Technical Education Other studies that may be prescribed by the governing board	In reviewing school and grade level data for the 2022-2023 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 2022-23 school year all middle school students had access to a broad course of study as outlined by CA Ed Code 51220(a)-(i).  Students in grades 6-8 had access to all core subject matter courses, including ELA/ELD, Math, Science, Social Studies, and PE. There were no differences across the district school sites as it relates to student groups' access to and enrollment in, a broad course of study. Districtwide support and services are provided equitably and universally to 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		15JUN2023	2023
43693856046494	Sartorette Charter	7	Cambrian uses 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 7-8: CA EC 51220(a)-(i) English Social Sciences Foreign Language Physical Education Science Mathematics Visual and Performing Arts Applied Arts Career Technical Education Other studies that may be prescribed by the governing board	In reviewing school and grade level data for the 2022-2023 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 2022-23 school year all middle school students had access to a broad course of study as outlined by CA Ed Code 51220(a)-(i).  Students in grades 6-8 had access to all core subject matter courses, including ELA/ELD, Math, Science, Social Studies, and PE. There were no differences across the district school sites as it relates to student groups' access to and enrollment in, a broad course of study. Districtwide support and services are provided equitably and universally to 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		15JUN2023	2023
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 access 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 Capri, Castlemont, Forest Hill, 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 Sherman Oaks, students take art/cartooning in 6th grade, and piano and ceramics half year courses in 7th and 8th grades. At CSI, student-determined innovation hours focus on leadership, cooking, graphic novels, board game design, and nature and survival. Course specials are offered in computer science and creativity and design. 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 CSI, Monroe, Rolling Hills, and Sherman Oaks 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 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 and ELD for all EL students. Tiered Instruction: MTSS implementation in CUSD was inconsistent across sites, resulting in different approaches to intervention, support, and acceleration for students.	Ongoing Middle School Electives: At Monroe, 6th grade ELs access electives through a flexible PE/ELD schedule. Launched in 21.22, Rolling Hills co-teaching model for ELD has allowed forty percent of all EL students to access an elective course. Special Education: When not directly provided by CUSD, collaboration with Non-Public Schools, the Santa Clara County Office of Education, and the Special Education Local Plan Area allows a continuum of services to be offered, ensuring students receive Free, Appropriate Public Education that meets individual need in the least restrictive environment. 22.23 Inclusion: Inclusion expanded for students with disabilities, starting with Monroe in 21.22 and Rolling Hills in 22.23. Students can enroll in general education courses and a single Specialized Academic Instruction support period in lieu of a full day in Special Day Classes. Middle School Scheduling: Teams participated in master schedule training, positively impacting scheduling timelines and processes at the site and district level. Tiered Instruction: The MTSS team convened to identify barriers to implementation, create clear and consistent expectations for sites, and ensure a comprehensive approach using feedback from sites and staff. 23.24: CUSD will use the non-negotiable strategies of Tiered Instruction, Professional Learning Communities, and Positive Behavior Supports and Intervention to build an inclusive and collaborative culture that develops successful students and adults.	Met		22JUN2023	2023
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 access 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 Capri, Castlemont, Forest Hill, 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 Sherman Oaks, students take art/cartooning in 6th grade, and piano and ceramics half year courses in 7th and 8th grades. At CSI, student-determined innovation hours focus on leadership, cooking, graphic novels, board game design, and nature and survival. Course specials are offered in computer science and creativity and design. 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 CSI, Monroe, Rolling Hills, and Sherman Oaks 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 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 and ELD for all EL students. Tiered Instruction: MTSS implementation in CUSD was inconsistent across sites, resulting in different approaches to intervention, support, and acceleration for students.	Ongoing Middle School Electives: At Monroe, 6th grade ELs access electives through a flexible PE/ELD schedule. Launched in 21.22, Rolling Hills co-teaching model for ELD has allowed forty percent of all EL students to access an elective course. Special Education: When not directly provided by CUSD, collaboration with Non-Public Schools, the Santa Clara County Office of Education, and the Special Education Local Plan Area allows a continuum of services to be offered, ensuring students receive Free, Appropriate Public Education that meets individual need in the least restrictive environment. 22.23 Inclusion: Inclusion expanded for students with disabilities, starting with Monroe in 21.22 and Rolling Hills in 22.23. Students can enroll in general education courses and a single Specialized Academic Instruction support period in lieu of a full day in Special Day Classes. Middle School Scheduling: Teams participated in master schedule training, positively impacting scheduling timelines and processes at the site and district level. Tiered Instruction: The MTSS team convened to identify barriers to implementation, create clear and consistent expectations for sites, and ensure a comprehensive approach using feedback from sites and staff. 23.24: CUSD will use the non-negotiable strategies of Tiered Instruction, Professional Learning Communities, and Positive Behavior Supports and Intervention to build an inclusive and collaborative culture that develops successful students and adults.	Met		22JUN2023	2023
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 access 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 Capri, Castlemont, Forest Hill, 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 Sherman Oaks, students take art/cartooning in 6th grade, and piano and ceramics half year courses in 7th and 8th grades. At CSI, student-determined innovation hours focus on leadership, cooking, graphic novels, board game design, and nature and survival. Course specials are offered in computer science and creativity and design. 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 CSI, Monroe, Rolling Hills, and Sherman Oaks 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 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 and ELD for all EL students. Tiered Instruction: MTSS implementation in CUSD was inconsistent across sites, resulting in different approaches to intervention, support, and acceleration for students.	Ongoing Middle School Electives: At Monroe, 6th grade ELs access electives through a flexible PE/ELD schedule. Launched in 21.22, Rolling Hills co-teaching model for ELD has allowed forty percent of all EL students to access an elective course. Special Education: When not directly provided by CUSD, collaboration with Non-Public Schools, the Santa Clara County Office of Education, and the Special Education Local Plan Area allows a continuum of services to be offered, ensuring students receive Free, Appropriate Public Education that meets individual need in the least restrictive environment. 22.23 Inclusion: Inclusion expanded for students with disabilities, starting with Monroe in 21.22 and Rolling Hills in 22.23. Students can enroll in general education courses and a single Specialized Academic Instruction support period in lieu of a full day in Special Day Classes. Middle School Scheduling: Teams participated in master schedule training, positively impacting scheduling timelines and processes at the site and district level. Tiered Instruction: The MTSS team convened to identify barriers to implementation, create clear and consistent expectations for sites, and ensure a comprehensive approach using feedback from sites and staff. 23.24: CUSD will use the non-negotiable strategies of Tiered Instruction, Professional Learning Communities, and Positive Behavior Supports and Intervention to build an inclusive and collaborative culture that develops successful students and adults.	Met		22JUN2023	2023
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 access 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 Capri, Castlemont, Forest Hill, 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 Sherman Oaks, students take art/cartooning in 6th grade, and piano and ceramics half year courses in 7th and 8th grades. At CSI, student-determined innovation hours focus on leadership, cooking, graphic novels, board game design, and nature and survival. Course specials are offered in computer science and creativity and design. 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 CSI, Monroe, Rolling Hills, and Sherman Oaks 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 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 and ELD for all EL students. Tiered Instruction: MTSS implementation in CUSD was inconsistent across sites, resulting in different approaches to intervention, support, and acceleration for students.	Ongoing Middle School Electives: At Monroe, 6th grade ELs access electives through a flexible PE/ELD schedule. Launched in 21.22, Rolling Hills co-teaching model for ELD has allowed forty percent of all EL students to access an elective course. Special Education: When not directly provided by CUSD, collaboration with Non-Public Schools, the Santa Clara County Office of Education, and the Special Education Local Plan Area allows a continuum of services to be offered, ensuring students receive Free, Appropriate Public Education that meets individual need in the least restrictive environment. 22.23 Inclusion: Inclusion expanded for students with disabilities, starting with Monroe in 21.22 and Rolling Hills in 22.23. Students can enroll in general education courses and a single Specialized Academic Instruction support period in lieu of a full day in Special Day Classes. Middle School Scheduling: Teams participated in master schedule training, positively impacting scheduling timelines and processes at the site and district level. Tiered Instruction: The MTSS team convened to identify barriers to implementation, create clear and consistent expectations for sites, and ensure a comprehensive approach using feedback from sites and staff. 23.24: CUSD will use the non-negotiable strategies of Tiered Instruction, Professional Learning Communities, and Positive Behavior Supports and Intervention to build an inclusive and collaborative culture that develops successful students and adults.	Met		22JUN2023	2023
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 access 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 Capri, Castlemont, Forest Hill, 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 Sherman Oaks, students take art/cartooning in 6th grade, and piano and ceramics half year courses in 7th and 8th grades. At CSI, student-determined innovation hours focus on leadership, cooking, graphic novels, board game design, and nature and survival. Course specials are offered in computer science and creativity and design. 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 CSI, Monroe, Rolling Hills, and Sherman Oaks 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 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 and ELD for all EL students. Tiered Instruction: MTSS implementation in CUSD was inconsistent across sites, resulting in different approaches to intervention, support, and acceleration for students.	Ongoing Middle School Electives: At Monroe, 6th grade ELs access electives through a flexible PE/ELD schedule. Launched in 21.22, Rolling Hills co-teaching model for ELD has allowed forty percent of all EL students to access an elective course. Special Education: When not directly provided by CUSD, collaboration with Non-Public Schools, the Santa Clara County Office of Education, and the Special Education Local Plan Area allows a continuum of services to be offered, ensuring students receive Free, Appropriate Public Education that meets individual need in the least restrictive environment. 22.23 Inclusion: Inclusion expanded for students with disabilities, starting with Monroe in 21.22 and Rolling Hills in 22.23. Students can enroll in general education courses and a single Specialized Academic Instruction support period in lieu of a full day in Special Day Classes. Middle School Scheduling: Teams participated in master schedule training, positively impacting scheduling timelines and processes at the site and district level. Tiered Instruction: The MTSS team convened to identify barriers to implementation, create clear and consistent expectations for sites, and ensure a comprehensive approach using feedback from sites and staff. 23.24: CUSD will use the non-negotiable strategies of Tiered Instruction, Professional Learning Communities, and Positive Behavior Supports and Intervention to build an inclusive and collaborative culture that develops successful students and adults.	Met		22JUN2023	2023
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 access 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 Capri, Castlemont, Forest Hill, 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 Sherman Oaks, students take art/cartooning in 6th grade, and piano and ceramics half year courses in 7th and 8th grades. At CSI, student-determined innovation hours focus on leadership, cooking, graphic novels, board game design, and nature and survival. Course specials are offered in computer science and creativity and design. 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 CSI, Monroe, Rolling Hills, and Sherman Oaks 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 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 and ELD for all EL students. Tiered Instruction: MTSS implementation in CUSD was inconsistent across sites, resulting in different approaches to intervention, support, and acceleration for students.	Ongoing Middle School Electives: At Monroe, 6th grade ELs access electives through a flexible PE/ELD schedule. Launched in 21.22, Rolling Hills co-teaching model for ELD has allowed forty percent of all EL students to access an elective course. Special Education: When not directly provided by CUSD, collaboration with Non-Public Schools, the Santa Clara County Office of Education, and the Special Education Local Plan Area allows a continuum of services to be offered, ensuring students receive Free, Appropriate Public Education that meets individual need in the least restrictive environment. 22.23 Inclusion: Inclusion expanded for students with disabilities, starting with Monroe in 21.22 and Rolling Hills in 22.23. Students can enroll in general education courses and a single Specialized Academic Instruction support period in lieu of a full day in Special Day Classes. Middle School Scheduling: Teams participated in master schedule training, positively impacting scheduling timelines and processes at the site and district level. Tiered Instruction: The MTSS team convened to identify barriers to implementation, create clear and consistent expectations for sites, and ensure a comprehensive approach using feedback from sites and staff. 23.24: CUSD will use the non-negotiable strategies of Tiered Instruction, Professional Learning Communities, and Positive Behavior Supports and Intervention to build an inclusive and collaborative culture that develops successful students and adults.	Met		22JUN2023	2023
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 access 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 Capri, Castlemont, Forest Hill, 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 Sherman Oaks, students take art/cartooning in 6th grade, and piano and ceramics half year courses in 7th and 8th grades. At CSI, student-determined innovation hours focus on leadership, cooking, graphic novels, board game design, and nature and survival. Course specials are offered in computer science and creativity and design. 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 CSI, Monroe, Rolling Hills, and Sherman Oaks 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 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 and ELD for all EL students. Tiered Instruction: MTSS implementation in CUSD was inconsistent across sites, resulting in different approaches to intervention, support, and acceleration for students.	Ongoing Middle School Electives: At Monroe, 6th grade ELs access electives through a flexible PE/ELD schedule. Launched in 21.22, Rolling Hills co-teaching model for ELD has allowed forty percent of all EL students to access an elective course. Special Education: When not directly provided by CUSD, collaboration with Non-Public Schools, the Santa Clara County Office of Education, and the Special Education Local Plan Area allows a continuum of services to be offered, ensuring students receive Free, Appropriate Public Education that meets individual need in the least restrictive environment. 22.23 Inclusion: Inclusion expanded for students with disabilities, starting with Monroe in 21.22 and Rolling Hills in 22.23. Students can enroll in general education courses and a single Specialized Academic Instruction support period in lieu of a full day in Special Day Classes. Middle School Scheduling: Teams participated in master schedule training, positively impacting scheduling timelines and processes at the site and district level. Tiered Instruction: The MTSS team convened to identify barriers to implementation, create clear and consistent expectations for sites, and ensure a comprehensive approach using feedback from sites and staff. 23.24: CUSD will use the non-negotiable strategies of Tiered Instruction, Professional Learning Communities, and Positive Behavior Supports and Intervention to build an inclusive and collaborative culture that develops successful students and adults.	Met		22JUN2023	2023
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 access 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 Capri, Castlemont, Forest Hill, 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 Sherman Oaks, students take art/cartooning in 6th grade, and piano and ceramics half year courses in 7th and 8th grades. At CSI, student-determined innovation hours focus on leadership, cooking, graphic novels, board game design, and nature and survival. Course specials are offered in computer science and creativity and design. 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 CSI, Monroe, Rolling Hills, and Sherman Oaks 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 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 and ELD for all EL students. Tiered Instruction: MTSS implementation in CUSD was inconsistent across sites, resulting in different approaches to intervention, support, and acceleration for students.	Ongoing Middle School Electives: At Monroe, 6th grade ELs access electives through a flexible PE/ELD schedule. Launched in 21.22, Rolling Hills co-teaching model for ELD has allowed forty percent of all EL students to access an elective course. Special Education: When not directly provided by CUSD, collaboration with Non-Public Schools, the Santa Clara County Office of Education, and the Special Education Local Plan Area allows a continuum of services to be offered, ensuring students receive Free, Appropriate Public Education that meets individual need in the least restrictive environment. 22.23 Inclusion: Inclusion expanded for students with disabilities, starting with Monroe in 21.22 and Rolling Hills in 22.23. Students can enroll in general education courses and a single Specialized Academic Instruction support period in lieu of a full day in Special Day Classes. Middle School Scheduling: Teams participated in master schedule training, positively impacting scheduling timelines and processes at the site and district level. Tiered Instruction: The MTSS team convened to identify barriers to implementation, create clear and consistent expectations for sites, and ensure a comprehensive approach using feedback from sites and staff. 23.24: CUSD will use the non-negotiable strategies of Tiered Instruction, Professional Learning Communities, and Positive Behavior Supports and Intervention to build an inclusive and collaborative culture that develops successful students and adults.	Met		22JUN2023	2023
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 access 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 Capri, Castlemont, Forest Hill, 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 Sherman Oaks, students take art/cartooning in 6th grade, and piano and ceramics half year courses in 7th and 8th grades. At CSI, student-determined innovation hours focus on leadership, cooking, graphic novels, board game design, and nature and survival. Course specials are offered in computer science and creativity and design. 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 CSI, Monroe, Rolling Hills, and Sherman Oaks 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 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 and ELD for all EL students. Tiered Instruction: MTSS implementation in CUSD was inconsistent across sites, resulting in different approaches to intervention, support, and acceleration for students.	Ongoing Middle School Electives: At Monroe, 6th grade ELs access electives through a flexible PE/ELD schedule. Launched in 21.22, Rolling Hills co-teaching model for ELD has allowed forty percent of all EL students to access an elective course. Special Education: When not directly provided by CUSD, collaboration with Non-Public Schools, the Santa Clara County Office of Education, and the Special Education Local Plan Area allows a continuum of services to be offered, ensuring students receive Free, Appropriate Public Education that meets individual need in the least restrictive environment. 22.23 Inclusion: Inclusion expanded for students with disabilities, starting with Monroe in 21.22 and Rolling Hills in 22.23. Students can enroll in general education courses and a single Specialized Academic Instruction support period in lieu of a full day in Special Day Classes. Middle School Scheduling: Teams participated in master schedule training, positively impacting scheduling timelines and processes at the site and district level. Tiered Instruction: The MTSS team convened to identify barriers to implementation, create clear and consistent expectations for sites, and ensure a comprehensive approach using feedback from sites and staff. 23.24: CUSD will use the non-negotiable strategies of Tiered Instruction, Professional Learning Communities, and Positive Behavior Supports and Intervention to build an inclusive and collaborative culture that develops successful students and adults.	Met		22JUN2023	2023
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 access 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 Capri, Castlemont, Forest Hill, 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 Sherman Oaks, students take art/cartooning in 6th grade, and piano and ceramics half year courses in 7th and 8th grades. At CSI, student-determined innovation hours focus on leadership, cooking, graphic novels, board game design, and nature and survival. Course specials are offered in computer science and creativity and design. 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 CSI, Monroe, Rolling Hills, and Sherman Oaks 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 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 and ELD for all EL students. Tiered Instruction: MTSS implementation in CUSD was inconsistent across sites, resulting in different approaches to intervention, support, and acceleration for students.	Ongoing Middle School Electives: At Monroe, 6th grade ELs access electives through a flexible PE/ELD schedule. Launched in 21.22, Rolling Hills co-teaching model for ELD has allowed forty percent of all EL students to access an elective course. Special Education: When not directly provided by CUSD, collaboration with Non-Public Schools, the Santa Clara County Office of Education, and the Special Education Local Plan Area allows a continuum of services to be offered, ensuring students receive Free, Appropriate Public Education that meets individual need in the least restrictive environment. 22.23 Inclusion: Inclusion expanded for students with disabilities, starting with Monroe in 21.22 and Rolling Hills in 22.23. Students can enroll in general education courses and a single Specialized Academic Instruction support period in lieu of a full day in Special Day Classes. Middle School Scheduling: Teams participated in master schedule training, positively impacting scheduling timelines and processes at the site and district level. Tiered Instruction: The MTSS team convened to identify barriers to implementation, create clear and consistent expectations for sites, and ensure a comprehensive approach using feedback from sites and staff. 23.24: CUSD will use the non-negotiable strategies of Tiered Instruction, Professional Learning Communities, and Positive Behavior Supports and Intervention to build an inclusive and collaborative culture that develops successful students and adults.	Met		22JUN2023	2023
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 access 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 Capri, Castlemont, Forest Hill, 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 Sherman Oaks, students take art/cartooning in 6th grade, and piano and ceramics half year courses in 7th and 8th grades. At CSI, student-determined innovation hours focus on leadership, cooking, graphic novels, board game design, and nature and survival. Course specials are offered in computer science and creativity and design. 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 CSI, Monroe, Rolling Hills, and Sherman Oaks 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 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 and ELD for all EL students. Tiered Instruction: MTSS implementation in CUSD was inconsistent across sites, resulting in different approaches to intervention, support, and acceleration for students.	Ongoing Middle School Electives: At Monroe, 6th grade ELs access electives through a flexible PE/ELD schedule. Launched in 21.22, Rolling Hills co-teaching model for ELD has allowed forty percent of all EL students to access an elective course. Special Education: When not directly provided by CUSD, collaboration with Non-Public Schools, the Santa Clara County Office of Education, and the Special Education Local Plan Area allows a continuum of services to be offered, ensuring students receive Free, Appropriate Public Education that meets individual need in the least restrictive environment. 22.23 Inclusion: Inclusion expanded for students with disabilities, starting with Monroe in 21.22 and Rolling Hills in 22.23. Students can enroll in general education courses and a single Specialized Academic Instruction support period in lieu of a full day in Special Day Classes. Middle School Scheduling: Teams participated in master schedule training, positively impacting scheduling timelines and processes at the site and district level. Tiered Instruction: The MTSS team convened to identify barriers to implementation, create clear and consistent expectations for sites, and ensure a comprehensive approach using feedback from sites and staff. 23.24: CUSD will use the non-negotiable strategies of Tiered Instruction, Professional Learning Communities, and Positive Behavior Supports and Intervention to build an inclusive and collaborative culture that develops successful students and adults.	Met		22JUN2023	2023
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 access 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 Capri, Castlemont, Forest Hill, 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 Sherman Oaks, students take art/cartooning in 6th grade, and piano and ceramics half year courses in 7th and 8th grades. At CSI, student-determined innovation hours focus on leadership, cooking, graphic novels, board game design, and nature and survival. Course specials are offered in computer science and creativity and design. 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 CSI, Monroe, Rolling Hills, and Sherman Oaks 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 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 and ELD for all EL students. Tiered Instruction: MTSS implementation in CUSD was inconsistent across sites, resulting in different approaches to intervention, support, and acceleration for students.	Ongoing Middle School Electives: At Monroe, 6th grade ELs access electives through a flexible PE/ELD schedule. Launched in 21.22, Rolling Hills co-teaching model for ELD has allowed forty percent of all EL students to access an elective course. Special Education: When not directly provided by CUSD, collaboration with Non-Public Schools, the Santa Clara County Office of Education, and the Special Education Local Plan Area allows a continuum of services to be offered, ensuring students receive Free, Appropriate Public Education that meets individual need in the least restrictive environment. 22.23 Inclusion: Inclusion expanded for students with disabilities, starting with Monroe in 21.22 and Rolling Hills in 22.23. Students can enroll in general education courses and a single Specialized Academic Instruction support period in lieu of a full day in Special Day Classes. Middle School Scheduling: Teams participated in master schedule training, positively impacting scheduling timelines and processes at the site and district level. Tiered Instruction: The MTSS team convened to identify barriers to implementation, create clear and consistent expectations for sites, and ensure a comprehensive approach using feedback from sites and staff. 23.24: CUSD will use the non-negotiable strategies of Tiered Instruction, Professional Learning Communities, and Positive Behavior Supports and Intervention to build an inclusive and collaborative culture that develops successful students and adults.	Met		22JUN2023	2023
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 strategies, and community college courses. Counselors ensure students have a 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. 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 each year that measure the number and percentage of students enrolled in AVID courses to ensure underserved student groups are being targeted.	CUHSD’s graduation requirements are aligned with A-G requirements, with some exceptions for special education courses and credit recovery at Boynton High School (continuation school). On average, students took 5.4 A-G courses in the 2022-2023 school year, with a range of 5.4 to 5.5 across comprehensive high schools and 1.2 at Boynton High School. Most student groups took a similar number of A-G courses: American Indian/Native American students (4.9) and students with disabilities (3.9) enrolled in fewer (10% less) than the overall rate. All comprehensive high schools offer Advanced Placement (AP) or International Baccalaureate (IB) courses and 35.5% of students were enrolled in at least one. Participation across schools ranged from 26.0% at Del Mar High School to 42.6% at Leigh High School. There were gaps for some student groups, with American Indian/Native American (20.0%), Black/African American (25.2%), Hispanic/Latinx (19.3%), Pacific Islander (29.6%), English learners (4.5%), students with disabilities (5.0%), and socioeconomically disadvantaged (21.8%) students enrolled in fewer AP or IB courses. Career Technical Education (CTE) pathways and courses are available at all high schools on-site as well as through a partnership with the Silicon Valley Career Technical Education Center. Overall, 42.9% of students were enrolled in one or more CTE courses. Participation ranged from 34.7% at Del Mar High to 50% at Leigh High School, and 54.7% a Boynton High School.	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, not all courses offered at the continuation high school meet the A-G requirements. 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.	CUHSD will be lowering its counselor-to-student ratio in order to hire additional academic counselors starting in the 2023-2024 school year, who will support a shift toward more individualized college and career planning. Policies and structures are also being developed to support all students, especially multilingual learners/English learners. The Educational Services Department is revising its Multilingual Learner Master Plan with a collaborative group of members of the DELAC, teachers, and administrators in the 2022-2023 school year. For the first time, a summer bridge program will be launched to target multilingual learners/English learners in English Language Development courses. 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		22JUN2023	2023
43694190000000	Cupertino Union	7	Annually, CUSD reviews middle school course schedules and enrollment, instructional minutes across TK-8 campuses, and Art/Music opportunities across our elementary campuses. Additionally, we collect feedback from principals, school staff, students, parents and the Board of Trustees. Together, this information allows us to track the extent to which all students have access to and are enrolled in a broad course of study. We review this information for all students and for student groups as outlined in our LCAP. We take a close look at our English Learners and our Students with Disabilities in this process.	CUSD offers a broad course of study that provides students with a wide-range of enriching, engaging and  supportive learning experiences. The District is continuing its work to align middle school schedules and the number of electives offered to students based on the priorities defined by the CUSD Board of Trustees: 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. CUSD established consistent District middle school schedules for 2023-2024 and increased options (5 of the 5 schools) for English Learners and Students with Disabilities to attend a 7 period day so that they can access electives without a requirement to enroll in zero period. This also includes students taking reading/math intervention classes. These students also may select an elective in 2023-2024 that is not zero period. At our elementary school sites, we expanded arts and music offerings for 2023-2024 with new state Prop 28 funds as well as donations from the Cupertino Educational Endowment Foundation (CEEF) and District funds. This fall, we added teachers to expand primary music to Grades 2 and 3 at 100% of TK-5 campuses. All elementary students have access to all core courses, PE, Music & Art.	Barriers that we are working to overcome include: Challenges with hiring music teachers (as the entire state seeks to expand arts instruction due to Prop 28); Facility limitations at the middle schools and the impact on electives; Variations in parent donations across the elementary sites which impacts the frequency of art lessons; Funding for intervention teachers.	"CUSD established consistent District middle school schedules for 2023-2024 and increased options (5 of the 5 schools) for English Learners and Students with Disabilities to attend a 7 period day so that they can access electives without a requirement to enroll in zero period. This also includes students taking reading/math intervention classes. These students also may select an elective in 2023-2024 that is not zero period. We are providing support and coaching to middle school leaders to continue to make progress in this area. We also are convening all District departments to participate in the expansion process to work towards increasing electives for sixth grade students.  At our elementary school sites, we expanded arts and music offerings for 2023-2024 with new state Prop 28 funds as well as donations from the Cupertino Educational Endowment Foundation (CEEF) and District funds. We increased site funds for arts and music and hired new primary music teachers to expand music instruction to Grades 2 & 3. Additionally, the District expanded intervention services in reading and mathematics. All sites have reading intervention and all sites that met our ""higher needs"" criteria were allocated additional ELD and mathematics intervention staff. We will continue to work towards expansion as we plan our 2024-2025 LCAP and District budget. As of 2023-2024, all middle schools offer reading and math intervention as part of their course offerings during the school day."	Met		15JUN2023	2023
43694270000000	East Side Union High	7	We are using the following local measures to track the extent to which all students have access to and are enrolled in a broad course of student: * Access by English Learners to 3rd year of ELA, Math, and Science courses *English Learner AP enrollment  *Access to the least restrictive environment for Students with Disabilities	The district had 902 grade 11 English Language Learner students last year. 33.3% of these students accessed a 3rd year of Math, 49.2% accessed the 3rd year (11th grade) English course, and 42.1% accessed a 3rd year of Science. Compared to prior years Math and English course access has remained around the same however, we saw a 19 percentage point gain in access to Science.   11.5 % of our English Language learners are accessing at least one Advanced Placement or International Baccalaureate course. This percentage is the same as last year.   28.6% of our Students with Disabilities access general education courses for 80 or more percent of their day. We have seen this very plus or minus a few percentage points every year.	After analyzing data we see that course passage is preventing students from moving to the next level course and we lack the necessary timely instructional supports needed to ensure students pass their classes so they can move to the next level. District policies and practices for the placement of Students with Disabilities into general education courses are hindering students placement into the least restrictive environment.	The district is in the process of implementing Multi-Tiered Systems of Support with a focus on strong tier 1 practices. To support this we are providing professional development in the use of appropriate strategies, accommodations and modifications for all learners. In addition we are working on system wide common assurances on reflective practices.   The district is examining and revising placement policies and practices as part of the development of responses toward Multi-Tiered Systems of Support and are providing placement recommendations and guidelines for our Students with Disabilities.	Met		22JUN2023	2023
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 along with a dual enrolmmnet course. 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		20JUN2023	2023
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		06JUN2023	2023
43694270125617	ACE Charter High	7	ACE utilizes Star Renaissance to monitor baseline and growth of students in both Reading and Math. ACE has students take a baseline at the start of the school year, in the winter to monitor progress and at the end of the year. By the end of the year ACE will determine how much students have grown in reading and math skills. ACE partners with the Achievement Network (ANet) to assess students in grades 9-12, similar to CAASPP Interim Assessments, monitor progress on standards for the year. ACE utilizes a Multi-Tiered System of Support (MTSS) framework to proactively support ACE students. With MTSS, ACE included PBIS and Response to Intervention Systems as best practices, to build capacity, and provide programmatic guidance for the implementation of MTSS at ACE. The ACE College and Career Counseling program works with staff to provide a more comprehensive program that aligns with adolescent development milestones and addresses the factors that impact first-generation college students attending and graduating from college.  The goal of the program is to ensure that ALL students choose to attend and graduate from college by the time they leave high school by focusing on a developmental approach to college and career counseling that is designed to meet student’s academic, social-emotional, and post-secondary needs.	ACE believes in a full inclusion education program, where all students receive access to high quality grade level instruction. The use of academic tools, such as Star Renaissance and CAASPP Interim Assessment provide teachers the ability to differentiate instructional needs for each student.    ACE utilizes a Multi-Tiered System of Support (MTSS) framework to proactively support ACE students. ACE’s MTSS framework is a coherent system of instructional practices, interventions, school-wide culture and discipline systems, and positive behavioral support. MTSS encompasses the merger of PBIS and Response to Intervention Systems. The use of this framework is to outline best practices, build capacity, and provide programmatic guidance for the implementation of MTSS at ACE Charter Schools.	As ACE students 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.	Met		21JUN2023	2023
43694270130856	Luis Valdez Leadership Academy	7	All students enrolled in the LEA have access to, are enrolled in, in a broad course of study based on their respective grade level and appropriate for meeting the A-G requirements. We utilize the student information system, PowerSchool, to track course, grades and credit completion for appropriate course sequence and enrollment/placement. PowerSchool is the tool we use to track all students, including unduplicated student groups and students with exceptional needs.	Using our tool, our student information system Powerschool, we are able to identify student’s progress. While all students have access to a broad course of study that includes the full range of A-G approved courses, we are able to identify that students who are newcomers to California/USA schools, may have language barriers prompting us to provide additional support, such as a designated English Language Development, that may take the place of another course due to certain number of course periods offered during a full school day. Additionally, using our Student Information System tool, we are able to identify students that may be credit deficient and the need to enroll them in credit recovery. Powerschool accurately houses all of our student data, providing use the tool needed to identify students with needs, changes in their ability to take the full range of study, however all students do have access to the broad course of study.	Our tracking tool, student information system, we are able to identify student course needs, based on student progress and credit completion. Currently, there have been no barriers to preventing use from offering all students enrolled in the ELA access to a broad course of study. We do however, respond to the number of sections offered, based on student progress and interest, which is reflected within the offerings on our annual Master Schedule. During this academic year however, all students have full access to a broad course of study that include all A-G approved courses.	In response to the results identified by using our tracking tool, PowerSchool, we have decided to offer additional courses that provide the opportunity for students to makeup courses in which they may have to repeat to meet the A-G criteria. However, this response/new action, has the purpose to ensure students continue to have access to a broad course of study and ensure they have an opportunity to graduate and meet A-G Eligibilty criteria.	Met		26JUN2023	2023
43694270131995	B. Roberto Cruz Leadership Academy	7	All students enrolled in the LEA have access to, are enrolled in, in a broad course of study based on their respective grade level and appropriate for meeting the A-G requirements. We utilize the student information system, PowerSchool, to track course, grades and credit completion for appropriate course sequence and enrollment/placement. PowerSchool is the tool we use to track all students, including unduplicated student groups and students with exceptional needs.	Using our tool, our student information system Powerschool, we are able to identify student’s progress. While all students have access to a broad course of study that includes the full range of A-G approved courses, we are able to identify that students who are newcomers to California/USA schools, may have language barriers prompting us to provide additional support, such as a designated English Language Development, that may take the place of another course due to certain number of course periods offered during a full school day. Additionally, using our Student Information System tool, we are able to identify students that may be credit deficient and the need to enroll them in credit recovery. Powerschool accurately houses all of our student data, providing use the tool needed to identify students with needs, changes in their ability to take the full range of study, however all students do have access to the broad course of study.	Our tracking tool, student information system, we are able to identify student course needs, based on student progress and credit completion. Currently, there have been no barriers to preventing use from offering all students enrolled in the ELA access to a broad course of study. We do however, respond to the number of sections offered, based on student progress and interest, which is reflected within the offerings on our annual Master Schedule. During this academic year however, all students have full access to a broad course of study that include all A-G approved courses.	In response to the results identified by using our tracking tool, PowerSchool, we have decided to offer additional courses that provide the opportunity for students to makeup courses in which they may have to repeat to meet the A-G criteria. However, this response/new action, has the purpose to ensure students continue to have access to a broad course of study and ensure they have an opportunity to graduate and meet A-G Eligibilty criteria.	Met		26JUN2023	2023
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 and AP offerings.	Met		21JUN2023	2023
43694274330668	Latino College Preparatory Academy	7	All students enrolled in the LEA have access to, are enrolled in, in a broad course of study based on their respective grade level and appropriate for meeting the A-G requirements. We utilize the student information system, PowerSchool, to track course, grades and credit completion for appropriate course sequence and enrollment/placement. PowerSchool is the tool we use to track all students, including unduplicated student groups and students with exceptional needs.	Using our tool, our student information system Powerschool, we are able to identify student’s progress. While all students have access to a broad course of study that includes the full range of A-G approved courses, we are able to identify that students who are newcomers to California/USA schools, may have language barriers prompting us to provide additional support, such as a designated English Language Development, that may take the place of another course due to certain number of course periods offered during a full school day. Additionally, using our Student Information System tool, we are able to identify students that may be credit deficient and the need to enroll them in credit recovery. Powerschool accurately houses all of our student data, providing use the tool needed to identify students with needs, changes in their ability to take the full range of study, however all students do have access to the broad course of study.	Our tracking tool, student information system, we are able to identify student course needs, based on student progress and credit completion. Currently, there have been no barriers to preventing use from offering all students enrolled in the ELA access to a broad course of study. We do however, respond to the number of sections offered, based on student progress and interest, which is reflected within the offerings on our annual Master Schedule. During this academic year however, all students have full access to a broad course of study that include all A-G approved courses.	In response to the results identified by using our tracking tool, PowerSchool, we have decided to offer additional courses that provide the opportunity for students to makeup courses in which they may have to repeat to meet the A-G criteria. However, this response/new action, has the purpose to ensure students continue to have access to a broad course of study and ensure they have an opportunity to graduate and meet A-G Eligibilty criteria.	Met		26JUN2023	2023
43694274330676	San Jose Conservation Corps Charter	7	SJCCCS also uses Edgenuity which allows students to take classes that are not offered in person such as CTE courses as well as a broad range of Common Core and elective courses.	All students enrolled at SJCCCS are enrolled into an Edgenuity course(s) thus allowing them the ability to take a broad course of study.	SJCCCS is a small school that only has 5 teachers thus limiting the ability of which courses can be offered on site at school.	Continue to explore additional courses through Edgenuity or other platforms that offer credit recovery opportunities for students.	Met		28JUN2023	2023
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		20JUN2023	2023
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 2022-2023 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		26JUN2023	2023
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 PK-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 through the use of Expanded Learning Opportunities Grant and site 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 2022-23 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 East Side 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-5th grade class and Lairon offers full inclusion in grades 4-7. 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.	Chronic Absenteeism continues to be a barrier for providing comprehensive access to core curriculum and board course of study.  For the students in the Independent Study Program 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, 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 2022-23 school year, 50 teachers piloted K-6 CCSS aligned social studies curriculum. The district continues to expand the development of an Ethnic Studies Framework and will be increasing membership in the Ethnic Studies professional development cohorts in the 2023-24 school. This will include the development of a middle school Ethnic Studies course and partnership with the Ethnic Studies Teacher Residency program through a grant in partnership with East Side and San Jose State. All 16 schools participated in professional development to incorporate MTSS into their programs. Principals continued to engage in classroom observations to document how ELA time was being used which informed the development of the FMSD Core Literacy Block. This Framework will be implemented in the 2023-24 school year.  On January 31, 2023 a district-wide professional development day provided teachers with workshops focused on topics such as Universal Design for Learning in an Inclusion Model, Mathematical discourse in grades K-8, PreK/TK deep dive into core adopted curriculum, and approaches to strengthening writing instruction.	Met		27JUN2023	2023
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 or coach or network walkthroughs to monitor implementation of academic program Academic weekly data tracking to measure success of implemented course of studies in math and ELA Academic lesson internalization and tracking Mid-module/unit and end of module/unit 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 in math and ELA. 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. We use our student outcomes and come together as a Professional Learning Community weekly to assess where we are making progress and where to focus on next.	Met		29JUN2023	2023
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. Additionally, we continue to monitor our locally selected tool measures and provide coaching to teachers to make sure the elements of the broad course of study remain in place for all students.	Met		08JUN2023	2023
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. Additionally, we continue to monitor our locally selected tool measures and provide coaching to teachers to make sure the elements of the broad course of study remain in place for all students.	Met		08JUN2023	2023
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		06JUN2023	2023
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.	Met		21JUN2023	2023
43694680000000	Fremont Union High	7	sustain generally high student performance while ensuring high levels of learning from every student. The continuous review and maintenance of a broad course of study supports the engagement and performance of our students. FUHSD uses multiple measures to monitor student access to and enrollment in courses across our comprehensive high school program. A system for allocating sections across departments and sites based on overall student enrollment and staffing was collaboratively developed by the District and teacher leadership and is reviewed annually. 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 including sections specifically designed for English Learners, particularly those who are Long-Term ELs); 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.	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. Course schedules, s	Our sites develop course schedules based on student interests and course requests. To ensure student access and minimize conflicts, special courses including intervention and support classes, singletons, and off-campus programs are placed first in the schedule building process. However, there are times when a student must prioritize participation in a singleton (upper level of a language course or VAPA offering) or intervention course due to a conflict. Prioritization may also occur in terms of course takes. All students are guaranteed 6 courses with a 7th added on a space available basis. Students who participate in an intervention or support course are granted a 7th course in order to ensure access to a broad course of study.	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 (through meeting with Scheduling and Counseling Assistant Principals), 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 seven dual credit courses/pathways to campuses: Statway (math); Patient Care (Kinesiology); Education, Child Development & Family Services; Public & Community Health; Financial Services (Accounting); Engineering Design; and Legal Practices. Additional community college courses have been held on FUHSD campuses or online for students to take after school, many in two course sequences: Intro to Programming in Python; International Marketing, International Business Management; General Psychology and Introduction to Social Psychology. During the 2022-23 school year, FUHSD and Foothill College launched the first CTE Early College cohort at Fremont High School, in support of students who are traditionally underrepresented in post-secondary programs.	Met		20JUN2023	2023
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.  At the elementary levels, surveys, parent and student feedback to ensure that all students' needs are met.	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. The recently adopted Inspire Science	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.  At the elementary sites, expanded after school enrichment and opportunities would like to be implemented for all grade levels.	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 and	Met		18MAY2023	2023
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 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 implemented Illustrative Math in an effort to improve math outcomes.	Met		20JUN2023	2023
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), once weekly course of science (additional to the Benchmark Advance curriculum), art, and physical education (twice weekly), 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 push-in program each day."	At present, there are no barriers that exist preventing any students within the LEA from access to a broad course of study.	Lakeside JSD continues to monitor the individual needs of all students, the enrollment numbers of the student population, and feedback/input of the students, staff, Board members, parents, and broader community to ensure all necessary student access to a broad course of study is achieved.	Met		28JUN2023	2023
43695000000000	Loma Prieta Joint Union Elementary	7	All students (K-8) in our district take the local assessment (iReady) three times per year in English and Math. In addition, all students in grades 6-8 take the Math Diagnostic Protocol Test (MDTP) at the end of each math course to assist with access to the next course. As part of our Math Placement Act Math Pathways document, we created a multiple measures process to objectively assist in math placement. For our English Learners, we also use a multiple measures approach beginning with the ELPAC (summative) and including English course grades and teacher input. For our Special Education students, we make every effort to place in general education courses with support.	All students have access to a broad course of study. There are no pre-requisites to any of our courses in any content area. We use the assessment tools as a basis for assisting with decision making, but also allow student and parent input into course selection.	There are no barriers to any student group accessing a broad course of study.	All students grades 6-8 receive enrollment request forms for elective options and all students K-5 participate in pull- out instruction in music, PE and science, including unduplicated students and those with exceptional needs. No barriers to accessing a broad course of study exist other than funding constraints for a wider array of electives. All students have access to a broad course of study. 7th and 8th grade students have access to Algebra I and 8th grade students have access to Geometry. All middle school students are enrolled in a lab science and 7th and 8th grade students had access to a STEM elective.	Met		28JUN2023	2023
43695180000000	Los Altos Elementary	7	Tools include: For Elementary students we review Powerschool student schedules, site master schedule, art docent and living classroom schedules, and health education schedules.  For Jr 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 2022-23 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 2022-23 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		12JUN2023	2023
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 176 art lessons (taught by a credentialed art teacher) per year. For the 2022-23 school year, we added Spanish in grades 1 to 5. At our middle school, elective classes are offered in music, art, STEM, and world languages. 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 single middle school, at least one section of 8th grade Algebra, one section of 8th grade Geometry, and at least one lab science class are 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 17 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 teacher and all elementary sites have additional staff (PE specialists) to provide PE for all students. Students in grades 1 through 5 also receive a weekly Spanish class.	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, PE, and Spanish.	1. 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 176 art lessons (taught by a credentialed art teacher) per year. For the 2022-23 school year, we added Spanish in grades 1 to 5. At our middle school, elective classes are offered in music, art, STEM, and world languages. 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.  2. At our district's single middle school, at least one section of 8th grade Algebra, one section of 8th grade Geometry, and at least one lab science class are 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 17 art lessons each year are provided for all elementary school students.	Met		07JUN2023	2023
43695340000000	Los Gatos-Saratoga Union High	7	The district reviewed course offerings, student enrollment records, and transcripts from the Class of 2023.	Students at both schools have access to a large array of courses, both in options to fulfill graduation requirements and in elective programs. Students must complete 220 credits to earn a diploma, but the district’s 7-period schedule allows for all students to complete up to 280 credits within the school day. The district also awards credits for a variety of athletic and co-curricular activities that meet outside the 7-period day, further expanding the number of courses a student could take. SHS students take an average of 6.8 classes per year, while LGHS students take an average of 6.2 classes per year.   The district offers honors-level courses in all disciplines, include an average of 22 AP subjects at each school. All honors-level courses are open enrollment, except for audition-based honors performing arts classes. Approximately 75 percent of all graduates take at least one AP class.   Both schools offer four language programs: Spanish, French, Japanese, and Chinese. World Languages are not a graduation requirement, but approximately 90 percent of students complete at least the UC-recommended three years.   Both schools maintain multiple CTE pathways, including a flagship interdisciplinary program in media arts (SHS) or technology (LGHS), and approximately 4 percent of district students complete a CTE pathway each year.   Students at both schools have the opportunity to take classes at West Valley College, a California community college within the district boundaries.	At LGHS, teacher willingness to teach during Period 7 limits the course options available during that period, which in turn limits the combination of classes a student might take. More than 50 percent of LGHS students compete in interscholastic athletics, which often deters them from taking a Period 7 class and therefore limits the breadth of study they take. In some cases, physical space or a limited number of sections creates waiting lists for some courses and programs.   At SHS, declining enrollment has threatened the viability of some programs (e.g., Japanese). The school has responded by double-rostering multiple levels of small classes into the same classroom with the same teacher (e.g., combining third year and fourth year French). This solution, however, places an increased instructional burden on teachers and is not sustainable indefinitely if enrollment continues to decline.	The district must continue to monitor enrollment and student interest to ensure that course offerings are well matched to student interest.	Not Met		26SEP2023	2023
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. Over 80% of parents indicated that the teachers provide high academic expectations in their children classes from our LCAP input 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. One barrier includes finding a common shared time for para-professionals to collaborate with teachers prior to the instructional time.	Luther Burbank implemented Academic Data Parent Team Meetings in the fall to explicitly share student data, share accessible at-home academic strategies and set goals. Teachers on Special Assignment will provide small group intervention, along with tutoring and implementation of intensive Reading Intervention program supported with accelerating 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		23JUN2023	2023
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 database (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 1 & 2, Yearbook, etc.), Physical Education, Health (Positive Prevention), Intervention (provided by Classified and Certificated).	Elementary - In reviewing school and grade level data for the 2023-24 school year, all elementary and middle school students had access to a broad course of study as outlined by Education Code. Each middle school offered different elective choices based on student population size and interests.	At the middle school level, students are allowed one period of electives. Sometimes necessary interventions prevent students from selecting an elective of their choice. We will try semester-long courses to see if we are able to provide students with an elective and enough support in content areas.	In the 2023-24 school year, we are expanding our Spanish elective at our comprehensive middle school, Moreland Middle School, so students can progress into Spanish 2.  We are also trying semester-long interventions to be able to provide students with an elective of their choice.  As Transitional Kindergarten (TK) continues to roll out, we will provide an extra year of school to our youngest students.  By 205-26, all four years will have access to this program.  The TK teachers are working together to understand the Preschool Framework and identify aligned curriculum and resources.	Met		27JUN2023	2023
43695830000000	Morgan Hill Unified	7	In MHUSD, enrollment is open and heterogenous in courses. All courses of choice including college prep, advanced, honors, Advanced Placement, Career Technical Education (CTE), and CCAP Dual Enrollment (beginning in 2023-24) including elective courses that are monitored by enrollment demographics by Aeries Analytics Student Information System, Data Zone, and in high school via Equal Opportunity Schools (EOS). These have also been included in Themed Study Sessions with the Board including some information on student groups including socioeconomically disadvantaged, racial/ethnic groups, Students Identified as English Learners, Students with Disabilities, grade levels, among other factors. For students currently in elementary, the district uses internal dashboards and platforms to measure/track student enrollment and performance outcomes in various subjects including reading and mathematics that also inform School Plans for Student Achievement (SPSAs) and Professional Learning Team (PLT) conversations; these platforms Aeries, Data Zone, iReady, Literably, and ESGI. In some cases, students with exceptional needs find themselves in courses (e.g. Special Day classes) that can be separated but these are monitored closely by the Special Education Department. Additionally, the District’s Special Education Program also monitors inclusion opportunities and are addressed as they come to light; the district is currently in year 2 of an inclusion model approach at two elementary schools.	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 site complete coursework in History/Social Science, English, Mathematics, Science, World Languages, Visual and Performing Arts, and additional elective options. Both schools offer a variety of AP courses and for several years MHUSD has partnered with EOS to increase enrollment in AP coursework, particularly in student groups that are historically underrepresented. Over the years, excluding COVID years, AP enrollment has steadily increased. New programs/courses have allowed more students in earlier grades to participate—e.g. 9th graders can take AP Human Geography and a new AP Diploma Program encourages more students to enroll in AP.   Middle school prepares students for the coursework seen at the high school level. Special Education Program Indicators demonstrate a need for growth in inclusion opportunities for students with disabilities, although it's growing at the elementary level through targeted inclusion programming. Participation and student outcomes are monitored in multiple courses/pathways to better understand student needs and educator support – e.g., CTE ‘completers’ have been steadily increasing over the years but there are certain student groups that were not participating to the same extent as others and/or completing pathways (students taking make-up courses in lieu of electives).	While the District would like to offer additional expanded course programming (to meet more student choice) at all levels, it continues to be limited by funding and staffing constraints. Additionally, student preparation and success at the secondary level is impacted by their preparation across all levels in the district (TK-12); student course failure that can be high depending on the subject and academic struggles also directly impacts their ability to participate in additional elective courses beyond the requirements, as they may need to make up failed coursework during the school day or have trouble succeeding in certain courses. To this end, access for all is available, however, student groups (and individual students) often struggle to participate in a more broad course of study based on these barriers—these groups often include (but are not necessarily limited to) Students with Disabilities, Students Identified as English Learners, and Students Experiencing Socioeconomic Disadvantage.	While additional opportunities for students to participate in a more broad course of study have been created, a commitment remains to find additional opportunities. MHUSD has added more specialized courses such as Advanced Placement, Career Technical Education, visual and performing arts, and others. Further, with high expectations for academic rigor comes the need for a high level of academic supports. At the high school level, a 7th period day for students was created to eliminate many of the constraints of a traditional 6th period day, and increase student choice and support provided within the school day. At the elementary level, a rotation of ‘Specials’ was implemented so students take visual and performing arts, physical education, music, and other opportunities during the school day. Middle school added a handful of new course electives as well.   Professional development districtwide focuses on PLCs that enhance student supports and ensure everyone learns at high levels so students are prepared to take rigorous and broad coursework. In addition, MHUSD is creating a true Multi-Tiered System of Support, were the goal 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 CTE pathways/courses have expanded to include additional sections to meet student demand.	Met		20JUN2023	2023
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 who 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. In response to the results of the	CSMH currently provides access to a broad course of study for all students.	Met		20JUN2023	2023
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 2022-23 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 2022-23 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 increased from 2021-22 -Students began the year having to use instrument masks and bell covers.  Restrictions were reduced to  bell covers only after a few weeks.  Middle Schools:  In reviewing student schedules and associated data for the 2022-23 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 increased from 2021-22 -Students began the year having to use instrument masks and bell covers.  Restrictions were reduced to bell covers only after a few weeks	Elementary School All students attending District elementary schools had access to a broad course of study.  Middle School All students attending District middle schools had access to a broad course of study.	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 2023 with regular schedules.  Middle Schools The middle schools will continue with an 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 -Choice electives for all students:  Add additional staff to each middle school to allow for additional elective courses and to lower class size in elective courses -Addition of Python based Coding courses through Techsmart which will allow students who complete the series to be eligible to take the PCEP Industry Certification test and become a Python Certified Entry Level Programmer	Met		15JUN2023	2023
43696090000000	Mountain View-Los Altos Union High	7	In our effort to assess the extent to which all students have equitable access to a comprehensive course of study, we have scrutinized several key metrics. This ongoing review of local indicators encompasses the collection and analysis of data related to Career Technical Education (CTE), Advanced Placement (AP) courses, Algebra II enrollment, and completion of a-g course requirements.  Furthermore, we conduct an annual examination of data through the California Basic Educational Data System (CBEDS) in October. This data collection process enables us to thoroughly assess the total enrollment in various courses of study across our district. The outcomes of these analyses are compiled into annual data reports that are shared with our school sites and presented to the Board of Trustees. These reports provide a comprehensive overview of the data mentioned above.  Additionally, as part of our evaluation, we analyze our Master Schedules to compare the course offerings at our comprehensive school sites. Throughout this process, we disaggregate the data to gain a comprehensive understanding of enrollment patterns among diverse student groups. This includes examination of enrollment among English Learners, Reclassified English Learners, Socio-economically Disadvantaged students, Students with Disabilities, as well as various ethnic student groups.	MVLA students have access to many courses carefully considered to ensure 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. MVLA aims to surpass the 85% target for a-g completion as a local indicator. MVLA is inching closer to that target. MVLA maintained its overall rate at 80% a-g completion.     LAHS has 80% a-g completion and MVHS has 80% a-g completion. Reclassified English Learners at MV achieved a strong 76% a-g completion, whereas at LAHS, 68% completed the requirements. SED has had 49% and  at LAHS has 58% 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 91% of students met the target at both sites, excluding moderate to severe SWD. Reclassified English Learners achieved impressive levels of attainment, including 88% at MVHS and 87% at LAHS. SED students with a grade of C or better included 77% at MVHS and 75% at LAHS.	"At MVLA, we prioritize equitable access to diverse courses for all students. The district and Board are deeply committed to fostering inclusive learning at our school sites. We allocate resources to enhance our efforts, including increased staffing, top-tier professional development, and ample instructional materials. Importantly, we work to reduce access barriers.  However, disparities exist in course enrollment among student groups. On average, MVLA students take six courses in grades 9-11 and 5-6 in grade 12, based on interests and needs. Some students, such as those with limited English proficiency or learning disabilities, may not take the same courses as their English-proficient peers. These courses cover various subjects but may not be ""honors"" or ""AP.""  Data shows underrepresentation of Latino and socio-economically disadvantaged (SED) students in AP and honors classes. To address this, MVLA has implemented programs like AVID, reduced class sizes in 9th-grade and math, summer enrichment programs, and academic support classes.  Our commitment to equity and access is unwavering. We'll continue exploring innovative strategies to promote inclusivity, reduce disparities, and provide an equitable education for all MVLA students."	Our schools and the district continually assess data and progress toward district goals for all student groups, guiding our provision of diverse services and programs. We prioritize staff development, investing in training such as Culturally Relevant Teaching, Equitable Grading, and Discipline-Specific Literacy. This equips our educators to create inclusive, fair learning environments.  To meet diverse student needs, we offer tailored courses for English Learners and Students with Disabilities, including Designated and Integrated English Language Development courses in ELA, Math, Science, and Social Science. Students with Disabilities can choose Specialized Academic Instruction, co-taught or mainstream classes with support. We place instructional aides in mainstream courses as needed.  Both schools provide Co-Teaching courses for students with disabilities, ensuring access to core classes. We offer support and intervention courses targeting essential skills in math, ELA, science, and history. These classes foster academic growth and achievement.  MVLA is dedicated to inclusivity and equity. We'll continue to adapt, innovate, and invest in programs and professional development to empower every student to excel.	Met		09JUN2023	2023
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.	"Data for access to electives for middle school students in 2022-2023 school year was 71%. 14% for SPED students, 7% for English Learners. Electives access offered: AVID, Leadership, Art, Dance, Band and Researched Based Projects, Ethnic Studies, and Advanced High School Math. The district uses ""master schedule"" to monitor and ensure that the 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 schools' master schedules, 100% of the students have access to core subject areas including ELD."	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 and advanced math/English classes in the master schedule.  We will ensure that we are equitably serving and increasing our EL and/or Latino Hispanic students’ participation. We will also work with our long term English Learners so that they are able to be reclassified.	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 Social Emotional Learning districtwide.  Further recommendations for changes in procedures and practices may result from this review. The district will continue to study the demographics of students in advanced classes and programs like AVID to increase the participation of underserved students.  In addition, we are partnering up with SCCOE to provide ongoing professional development to our  teachers who are implementing research based classrooms such as Ethnic Studies at both middle schools. In addition, we have provided during, after school and summer academic interventions to better serve our English Learners and Sped students.	Met		28JUN2023	2023
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.	Data for access to electives for middle school students in 2022-2023 school year was 71%. 14% for SPED students, 7% for English Learners. Electives access offered: Leadership, Art, Dance, Band and Researched Based Projects, Ethnic Studies, and Advanced High School Math. The district uses the master schedule to monitor and ensure that the 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 schools; master schedules, 100% of the students have access to core subject areas including ELD.	One of the barriers we saw was the need to do a study in demographics of students who are in particular classes such as advanced math/English classes in the master schedule. We will ensure that we are equitably serving and increasing our EL and/or Latino Hispanic students’ participation. We will also work with our long term English Learners so that they are able to be reclassified.	The Ida Jew Academy in partnership with the Mt. Pleasant Elementary School 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 Social Emotional Learning districtwide. Further recommendations for changes in procedures and practices may result from this review. The district will continue to study the demographics of students in advanced classes and programs to increase the participation of underserved students. In addition, we are partnering up with SCCOE to provide ongoing professional development to our teachers who are implementing research based classrooms such as Ethnic Studies at both middle school. In addition, we have provided during, after school and summer academic interventions to better serve our English Learners and Sped students.	Met		28JUN2023	2023
43696250000000	Oak Grove 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. Elementary School: Daily class schedules to include: core subjects, English language development, physical education, art and music, Response to Intervention,enrichment, Social Emotional Learning, and lesson plans for comprehensive sexual health education. Middle school: Daily class schedules to include: core subjects, English language development, special education, electives, physical education, advisory, and Response to Intervention.	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. 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, Ethnic Studies, life skills, computer technical education, and other electives .	In reviewing schools and grade level data for the 2022-23 school year all elementary students had access to a broad course of study as outlined by Education code. In middle school, daily schedules may not allow students with an Individualized Education Plan (IEP), who have Response to Intervention classes to have choice elective access, thus limiting options for exposure to Foreign Language and the Arts.	In January, the board adopted new Science curriculum aligned with NGSS science standards. Teachers were trained on the curriculum in April and will begin implementation in August. Math curriculum piloting process for 2023-24 has begun, with the goal of making a recommendation for the board for adoption in May, 2024. Social Emotional Learning opportunities for all schools are being explored. Nearpod SEL lessons and programs such as Leader In Me support SEL. For middle schools, we continue to look at options to reduce the number of intervention periods for our English learners so that they can have access to at least one choice elective. Co-taught RSP and Gen-Ed classes have been beneficial for students with IEPs to increase access to electives and we will continue to work to expand these opportunities.	Met		15JUN2023	2023
43696330000000	Orchard Elementary	7	Orchard School District (OSD) is located in North San Jose and has one TK-8 school, Orchard Elementary. Orchard Elementary School serves approximately 800 students in grades Pre-K through eighth grade. The school is situated in an industrial area and serves a very diverse community. Our student body is ethnically diverse: African American 4.5%, Hispanic 33%, Asian 40.6%, Pacific Islander 2.5%, White 6.37%, Filipino 6.6%. OSD enrollment includes 42% of our students who are considered socio-economically disadvantaged. A large number of our students participate in support programs 39% receive free and reduced priced lunch, 15% participate in special education services, and 39% are identified as English language learners. We have one Pre-K special education class and 4 other special education classrooms for grades kindergarten through 8th. We have two resource specialist teachers serving grades kindergarten through 8th. OSD uses 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 levels,, unduplicated student groups and individuals with exceptional needs which include master schedule, schedule (quarterly and trimester), report cards, progress reports,  student demonstrations and presentations, and parent conferences. In addition, this will be verified by the superintendent and principal during walk-throughs and classroom observations.	An analysis of the tools and  measures demonstrates that 100% of the students, including unduplicated groups, English language learners, and students with exceptional needs, 100% of students have access to a broad course of study. In OSD all students are enrolled in English Language Arts (ELA), mathematics, science, social studies, and physical education. In addition, our students also have access to visual & performing Arts.There are no differences in accessibility to courses, across student groups in OSD.	Currently, 100% of the students have access to a broad course of study, and Orchard School District will continue to monitor this to ensure no barriers arise to change access.	OSD has a need and urgency to improve performance for the lowest-performing subgroups including English Learners, Hispanic students, and students with disabilities. The district continues to plan, design, and evaluate  a more effective English Language Development (ELD) program in our TK - 8th-grade levels. OSD has also trained special education teachers to use the LLI reading program.	Met		06JUN2023	2023
43696410000000	Palo Alto Unified	7	All K-5 students receive art, music, and PE in addition to core subjects. In secondary schools, multiple means 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 supports course registration that balance academic and non-academic pursuits; High School Individualized Four-year Plans ensure students fulfill graduation/A-G requirements; and individual meetings with the counselor, teacher assistants, and college and career advisor. Data is 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 and from specialized intervention curriculums used in its programs (Language Live). IEP writing software generates user reports that indicate that special education teachers are using this tool to generate appropriate goals for special education students. Service providers maintain logs to monitor that all IEP services are implemented. Transition plans are developed at age 16 to address the broad course of study and whether their secondary experience will culminate in a certificate of completion or a high school diploma.	PAUSD tracks how students have access to, and are enrolled in, a broad course of study: 1) Established minimum course requirements per California Education Code. 2) High schools offer a broad course of study with courses that meet A-G eligibility and fulfill graduation requirements; 3) Elementary and middle schools offer a broad course of study. All required courses are open 16 without restriction; 4) Students with disabilities, English Learners, and students receiving intervention have access to academic options to support learning. The high schools have open enrollment statements: “We are committed to using course enrollment practices that increase access to honors and AP courses for historically underrepresented students.” AP Potential Data including PSAT results is reviewed to encourage eligible students to enroll in a broad course of study. Enrollment and completion in honors and AP courses is also reviewed to inform recruitment and support efforts. Special Education: Specialized Academic Instruction is available all at sites. Differences among sites pertain to the programs supporting students with extensive learning disabilities. Co-teaching model is available in secondary school settings and elementary is looking to expand its model to mirror secondary options. The master calendar at sites reflects the inclusion of students with special needs in mainstream courses.	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 the 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, and a focus on strategies for inclusion and universal access. In addition, training is needed in the areas of accommodations and implementation of student’s IEPs.	The District MTSS Implementation Team (MIT) meets monthly to continue to roll out the Tiered Systems of Support for attendance, academics, SEL/Behavior and mental health. The implementation and practice handbook is in development and the district has adopted the Panorama Student Success platform for more efficient and early identification of needs and progress monitoring. 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		20JUN2023	2023
43696660000000	San Jose Unified	7	K-5: All students have access to core subject areas including ELD. The district has an instructional schedule for all grades that includes these subjects. Additionally, principals collect 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.  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. Student progress in ELA is measured by a common Writing Performance Assessment twice a year. Student progress in math is assessed by the NWEA MAP assessment 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 of instructional strategies, grade-level standards and curriculum.	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.	Met		29JUN2023	2023
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, PE 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.	Met		23MAY2023	2023
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.	Met		21JUN2023	2023
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 differences in access nor enrollment by subgroups for students by ethnicity, socio-economic status or gender. Students with disabilities, as noted by an IEP or those who are still learning English, are not represented in honors/AP classes in the same percentage as their population at school. Analysis of the reasons for individual student choice in course taking reveal that there are no systematic barriers that prevent enrollment by these students but rather that their decision to not take the more rigorous course is based on their understanding of the demands inherent in such a course. As a result, no revisions, decisions, or new actions are required.	DCP El Primero will continue its work to ensure all students have access to and enroll in a broad course of study, regularly monitoring transcripts and disaggregating data to ensure all students across all subgroups are accessing this broad course of study.	Met		23MAY2023	2023
43696740000000	Santa Clara Unified	7	Santa Clara Unified uses our student information system (Aeries) to enter, manage, and analyze student course assignments/selections. Counselors regularly monitor student courses to ensure access to a broad course of study.	Santa Clara Unified provides our students with a diverse course array that includes a variety of electives, several A-G aligned CTE pathways, and a wide selection of AP courses. Overall enrollment within CTE courses declined between 2020-21 and 2021-22 by 10 percentage points. English Learner/Multilingual Learner students experienced the largest decrease in CTE pathway enrollment (-31 percentage points). AP course enrollment declined by 1.2 percentage points and the largest decline was among our English Learner/Multilingual students (-7 percentage points). Black/African American students saw the largest increase in AP course enrollment (+17 percentage points).	The largest barriers within our system that prevent access to a broad course of study include: 1.) Challenges posed by our bell and master schedules 2.) Declining student enrollment and subsequent staffing levels 3.) Inflexible instructional minute requirements	Key approaches to ensuring access to a broad course of study include: 1.) The adoption of a new career planning platform (CaliforniaColleges) that will better track course enrollment and earned credits. 2.) Increased focus on project based learning, competency based learning, inclusive classroom environments. 3.) Continuation of our co-teaching model, which allows for greater access to general education electives and course offerings for special education students. 4.) Increase the number of student to counselor contacts, especially for our historically underserved students.	Met		08JUN2023	2023
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. Each student receives at least 200 minutes of Physical Education, 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 2022-2023 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 and 3 supports.	Overall:  MTSS has been implemented as a district initiative. RMS: Continuation of Acknowledge Alliance and CASSY counselors.  Culturally responsive novels were added at each grade level.  A social worker has been hired for the 2023-2024 year. Training for administration and staff on Restorative Practices will begin. ELA curriculum will go through a pilot process. Elementary:  ELA/ELD new Writers' Workshop curriculum and professional development. New History Social-Science curriculum and professional development.	Met		15JUN2023	2023
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.  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.	Met		22JUN2023	2023
43697080000000	Union Elementary	7	In 2019-20, USD utilized a variety of tools to ensure student access to a broad course of study: PowerSchool to ensure students are enrolled in board approved courses, instructional program data to ensure students in identified subgroups are receiving supplemental instruction and a Physical Education (PE) minute tracking spreadsheet to ensure students are adequately enrolled in the recommended number of minutes required by educational code.  During the covid shutdown, 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.    In 2022-23 we sought input from students to get their feedback for the Local Control Accountability Plan (LCAP). When asked about the Broad Course of Study, students provided many ideas including: differentiating so students are all challenged at their own level, having opportunities built into the school day for students to get help from teachers and offering a wider range of electives.  Our LCAP Committee valued the student voice and feedback and our district worked with sites to add a new Marine Biology class at one middle school and an art class to the other. Further, Dartmouth will pilot a new tutorial period in the 2023-24 school year for students to get additional support from their teachers.	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.  This year, 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. One of our middle schools has offered an English Language Development class for a number of years, and next year, our other middle school will as well.    Our elementary schools also continued implementing their SEL curriculum as well and continued accessing district provided PE classes in 4th and 5th grades.  Next school year, all 1st-5th grade classes will receive one period of PE from a credentialed PE teacher, along with their required additional PE minutes from their classroom teacher.	The district has identified that lower enrollment at Dartmouth Middle School has led to less elective offerings compared to our larger middle school.	To address the barrier indicated above, we are providing an additional elective teacher for Dartmouth and are looking to partner with a local community college to offer language courses. Even with this barrier, we did continue to expand offerings this school year, 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.   We are also excited to share that we did pilot and adopt a new Social Studies/History curriculum this school year. K-8 teachers were given professional development on it this spring and full implementation will begin in the fall.    In order to broaden access to more current curriculum, the district continued piloting state approved Science curriculum this school year.  Our elementary pilot team has reached a program recommendation, and our middle school science team will continue to pilot in the fall.  Our district will seek funding options to purchase a new science curriculum.  Additional next steps include the continued exploration of Career Technical Education courses and increased elective choices for student subgroups at both middle school sites based on surveys provided to students to garner their interests.	Met		12JUN2023	2023
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 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 2022-23 school year, all sites had access to a broad course of study as outlined by Education Code with some exceptions due to student needs. For example, some students need to take specific courses due to language development, Individualized Education Plans, 504 Plans, or Home Hospital which may not free up their schedule to elect to take other courses. Otherwise, we have created a number of pathways that include after school clubs/activities, Saturday academies, summer school, and dual enrollment courses that students are able to explore.	MUSD is expanding offerings by employing the new Prop 28 funds to expand our arts and coding offerings. We are also expanding to include an extension campus to our comprehensive high school. The extension will be known as the Milpitas High School Innovation Campus and will expose students to STEAM pathways which could include advanced manufacturing and integrated math/arts and/or science/art classes.	Met		27JUN2023	2023
43771490000000	SBE - 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		06JUN2023	2023
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		06JUN2023	2023
44104470000000	Santa Cruz County Office of Education	7	Local measures and tools used to track student access to a broad course of study include: Student transcripts, Individualized Education Plans (IEPs), EL Progress Monitoring forms, College and CTE course completion monitoring, attendance and suspension rates, as well as CAASPP results and local Star Renaissance Reading and Math assessment results. We use our student information system to organize and disaggregate the data to ensure equal access for all students, including unduplicated students and individuals with exceptional needs.	All of our students have access to a broad course of study. However, grade and course completion rate gaps exist, especially for our students of color, students with exceptional needs, and our English Learners. And while we have increased the number of students completing dual enrollment in college courses and/or CTE courses, we have found that in these two areas there is still work to be done. Our programs are increasing awareness of the number of CTE pathway offerings and developing additional means for students to be able to access dual enrollment courses.	The mission of our program is to ensure that every student in our county has access to an educational program that suits the individual’s unique needs. This is accomplished through a variety of locations, educational models, and programmatic structures. During the course of the school year, we serve anywhere between 600 and 1,200 students. We take the time to learn about each student, what has worked in the past, what has not worked and what their goals are. Each student who enters our programs has an intake to get to know our program offerings and for us to learn more about the student. This process helps us transition the student into our programs. The unique needs of the student are also addressed and plans are put into place upon enrollment to connect students with team members to provide appropriate support such as special education services, coordination of Foster Youth support, services for students experiencing homelessness, counseling, or multilingual program support for English Learners. All of our students have access to a broad course of study, counseling, food, work-based learning, employment counseling, language acquisition support as needed, special education services, and an individually tailored academic experience. Many of our students in our Court and Community programs are behind in credits and enroll with existing learning gaps.	In response to our results, the following actions are planned: assign more instructional assistants to support students with high needs, increase CTE pathway offerings as well as dual enrollment throughout our school programs, offer supplemental tutoring and expanded learning opportunities, participate in professional learning and countywide learning opportunities for History-Social Science, Next Gen Science Standards, multilingual support, social-emotional support, and racial justice and equity.	Met		22JUN2023	2023
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 is needed for our students, the majority of whom are low-income, people of color, students with exceptional needs, and/or English Learners. There is still work to be done in increasing the number of students completing dual enrollment in college courses and/or CTE courses. Partnering with our Work Force Development Board to engage more learners in CTE/career pathways as well as developing additional means for students to be able to access dual enrollment courses at our local Community College, Cabrillo College.	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, and career/college support, childcare services, access to technology, and internet connectivity for home-based learning. Additionally, beginning in the 2022-2023 school year, all students enrolled in the CAC have had the opportunity to participate in evening classes hosted by our instructors and support staff. In our CAC Student Learning Sessions, students gain foundational skills and credit in core subject areas while also having the opportunity to build community with other students and staff members in a safe and supportive learning environment. 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, access to stable housing, 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 amplified by life challenges and trauma.	1. Assign instructional assistants to serve in programs with high concentrations of unduplicated students Continue to offer and expand individual and small group after-school tutoring, paying closest attention to students with large learning gaps and those with exceptional needs. Maintain our Student Workshops in specific content areas for students to access additional support. 2. Increase CTE pathway offerings as well as dual enrollment throughout our school programs based on labor market data. 3. Increase program capacity for student basic needs services (i.e. food, mental health services, etc.) by allocating funds specifically for students who need the most support. 4. Provide social emotional and academic counseling to all students and/or coordinate community referrals as needed.	Met		22JUN2023	2023
44104474430252	Pacific Collegiate Charter	7	PCS graduation requirements engage all students in rigorous, broad course of college preparatory study. The school monitors student progress toward graduation requirements using student transcripts and annually tracks progress toward graduation requirements via Infinite Campus, our Student Information System. Student Study Team meetings are held for any student who is at risk of not making adequate progress or who may require remediation to meet grade level expectations and satisfy graduation requirements on time.	100% of students enrolled at Pacific Collegiate School (PCS) - including English Language Learners and students with exceptional needs - have access and are enrolled in a rigorous and broad course of college preparatory study that includes multiple Advanced Placement courses, at least 3 years of World Language, and at least 3 years of Visual and Performing Arts.	N/A	PCS continues to monitor student progress and expand our Multi-Tiered System of Support to include additional intervention and support services for students who may need them.	Met		07JUN2023	2023
44697320000000	Bonny Doon Union Elementary	7	All of our students have access to the necessary learning tools and materials.  The school provides students with the materials, so parents do not have to shop around for them.  If a teacher odentifies a student with a need for learning materials at home, we provide them for the student.	100% of our students are enrolled in a broad course of study.	We have not experienced any barriers.	We will continue to provide access to materials to support a broad course of study.	Met		08JUN2023	2023
44697570000000	Happy Valley Elementary	7	Happy Valley Elementary School is a small school with 1 class per grade level, and some multi-grade classrooms.	1. To ensure that students have access to all courses of study and opportunities, 100% of the students enrolled have access to Art, Music, Life Lab, Library, in addition to their core subjects. A master schedule is provided so students who are receiving specialized or supportive services are not pulled out during any of their core or elective subjects. 2.100% of all students are enrolled and have access to a broad course of study. 3. There are no barriers from preventing access to a broad course of study. 4. Based on stakeholder surveys, over the last year HVS revisited the SEL program,  redefined discipline policies and procedures, updated the website and newsletter.	There are no barriers preventing the LEA from providing access to a broad course of study for all students.	There is no need to make revisions to the actions the LEA has implemented to ensure access to a broad course of study for all students.	Not Met		21JUL2023	2023
44697650000000	Live Oak Elementary	7	All subject areas and curriculum, in both the elementary schools and the middle schools, are aligned to the common core state standards. Our LOSD scope and sequence specifically details the programmatic and instructional delivery expectations for each grade and each subject taught. This scope and sequence is aligned to assessment windows that include summative and well as formative assessments.	Currently in the areas of ELA and Mathematics, we utilize STAR ELA and STAR Math to identify progress and challenges to achievement. We have a robust RTI Program that encompasses both Mathematics and ELA at all grade levels from 1st-5th grade. Cycles of assessment and analysis of data drive fluid student supports as specific needs are identified. Data gleaned from summative assessments lead to a district wide and site wide focus for student achievement based upon student performance. All programs and courses of study are offered across all school sites with the exception of RTI. Shoreline Middle School began an RTI program during he 2021.2022 school year. At its' inception, RTI was offered in the area of mathematics. Going into the 2023.2024 school year, Shoreline will now offer an RTI program that delivers support in the areas of Mathematics and ELA	There are no barriers.	Students in grades 1 through 5 have a Broad Course of Study which includes self contained classrooms, and single subject classrooms that have 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. A key feature of our academic program is a scope and sequence for grades TK-8 that lays out the expectations for English Language Arts (ELA), Math, Social Science, and Science and is aligned to an assessment calendar. Current trimester benchmark assessments focus only on ELA and Math: STAR Reading and Math, SIPPS, and Reading Fluency). Site-level RTI teams pull disaggregated data every 6-8 weeks, a process which both ensures teachers are giving assessments and that all students have taken it. The teams use this data to build groups based on proficiency level and create a “Watchlist” of students to target for additional support. This repeated review of data maintains accountability for students and teachers by identifying any achievement gaps and looking at possible causes (such as lack of access to content). With our new onboarding of MTSS, we have aligned our SST process to match the 6-8 week Plan, Do, Study, Do, Act Cycle that incorporates Tier 1 strategies and structures for all of our scholars.	Met		28JUN2023	2023
44697650100388	Tierra Pacifica Charter	7	Tierra Pacifica's entire student body is enrolled in self-contained classrooms. The one exception to this is 8th grade math. Both 8th Grade Common Core Mathematics and Algebra 1 are open to all 8th graders. Tierra Pacifica will track how many students are enrolled in each self-contained classroom, and how many 8th graders are enrolled in each math class.	All students at Tierra Pacifica are enrolled in self-contained classrooms where they experience a broad course of study. Currently, ten 8th graders are enrolled in Algebra 1 (9th grade math).	Currently, Spanish is being offered to some classes by volunteers. Art is being provided by classroom teachers with the addition of a retired teacher who volunteers on a regular basis. Limited funding is the barrier to being able to employ a Spanish and Visual Arts teacher for every student.	Tierra Pacifica continues to facilitate volunteer teachers of Spanish and Art to help supplement areas of study covered in self-contained classrooms.	Met		23MAY2023	2023
44697730000000	Mountain Elementary	7	As a small school district with one school, data is collected through teacher self-reporting and administrative observations.	All students in MESD have access to a broad course of study, including art, music and PE. This is a district priority.	There are currently no barriers preventing MESD from providing a broad course of study.	1.  ACCESS to a broad course of study:  As outlined in Goal 2.2, MESD is fully committed to all K-6 students receiving 100% access to all components of the core program. This requires collaborative scheduling protocols to ensure students qualifying for additional services (examples include special education, academic intervention, and social emotional counseling) retain full access to visual and performing arts, physical education, special events and opportunities designed in a high quality comprehensive education.   2.  ENROLLMENT in a broad course of study:  In a small single school district with an enrollment of under 150 students in grades TK-6, there can be no exceptions to the guarantee that students access the full course of study. 100% of all MESD students are guaranteed full access without exception.    3.   BARRIERS to a broad course of study:  There are no barriers at this time. This outcome is due to flexible and creative scheduling practices founded on the unwavering commitment to all students and modeled by our faculty and staff.   4.   ACTIONS related to ensuring access to a broad course of study:  We will continue to feature course access as a Goal 2 Condition of Learning action step in our Local Control and Accountability (LCAP) plan.	Met		07JUN2023	2023
44697810000000	Pacific Elementary	7	Our small school offers way more programs than most large schools. We offer enrollment in three different instructional programs: 5-day, Independent Studies, and Home Studies. We also offer Life Lab, Food Lab, Music, and Drama.	There is only one school site. All preschool through 4th-grade students participate in Life Lab. 100% of 5th-6th-graders participate in Food Lab. 100% of 4th-5th-graders participate in drama. 100% of 1st-6th-graders receive music.  Qualifying students receive Gifted And Talented Education.	Money. More funding would result in more offerings.	Our current programs are successful and we plan to continue to offer them in the future.	Met		20JUN2023	2023
44697990000000	Pajaro Valley Unified	7	Pajaro Valley Unified uses the course audit from the A-G portal to track the course offerings for each high school. Additionally, we use course enrollments to look at the number of English learners and students with a disability to determine who are enrolled in the high school courses. For middle school, we use the master schedule to determine the extent of students that have access to a broad course of study. All student at the elementary level have access to a broad course of study.	One hundred percent of students have access to English Language Arts, mathematics, science, history-social science and physical education. Currently, 90% of elementary students have access to a  visual and performing arts specialist at their school site, with 100% access including their general education teacher.  50% of of elementary students have access to a science specialist at their school site, with 100% access including their general education teacher. For middle school students, approximately 58% of students have access to visual and performing arts, while 100% of high school students have access.	Over the last seven years, PVUSD has focused on increasing the visual and performing arts to all students, PK - 12 with a specific LCAP goal dedicated to this endeavor. The biggest barrier preventing the LEA from providing access to a broad course of study for all students is a six period bell schedule. Due to the limited number of classes, some students may not have access to all classes as other students.	In addition to science and art release teachers at the elementary level, we have partnered with outside organizations to push-in garden-based science education and visual and performing arts.  For middle and high school, a committee reviews each schools master schedule to look at student access to all courses, to ensure that students have time to take the courses they need and that they receive any necessary support. Starting with the class of 2023, PVUSD graduation requirements are the UC/CSU A-G requirements. This will ensure that all students, including English Learners and students with special needs enroll, learn and achieve in a rigorous curriculum. Additionally, we are increasing CTE pathways for each high school to add more voice and choice for students.  Lastly, we are currently focusing on improving NGSS implementation by providing both traditional and outdoor professional development and implementing quality instructional materials.	Met		28JUN2023	2023
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 Director of Parent and Student Engagement 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 continually updates 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. Ceiba had a record number of students enrolled in AP courses during the 2022-23 school year.	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. Ceiba is also limited in terms of classroom space. We can only offer so many high school courses based on the number of physical classrooms that are available. That said, we continue to have high numbers of AP students and classes.	After reviewing our results and our Master Schedule, Ceiba implemented 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.	Met		13JUN2023	2023
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.	Met		15MAY2023	2023
44697994430245	Diamond Technology Institute	7	Diamond Tech a grades 9-12 secondary college and career high school that blends graduation requirements, A-G curriculum and four CTE pathways in one educational program. The heart of the school is dedicated to providing all students career exploration, post-secondary preparation, and technical training in order to meet the needs of the 21st century learner.  Specifically, Diamond Tech provides students a three-fold academic high school experience:  1) Career Technical Education courses aligned with four industry pathways and aligned with the 12 elements of a quality CTE program. 2) PVUSD District-approved high school diploma 3) Full A-G approved course plan from the University of California Diamond Tech provides students with a Common Core, standards-based curriculum utilizing state approved, district board-adopted textbooks along with a variety of additional resources to support student learning. Every student takes every class on the Master Schedule, including all four CTE pathways and A-G courses.  MAP and state testing, a-g approved courses, passage and senior defense, classroom based assessments, D & F data, graduation rates, attendance rates, suspension rates, community involvement, and ILP's for all students are some of the tools used to track efforts for broad access.	All students at Diamond Tech take all courses offered at the school throughout the four years they attend the school. If there are any adjustments made in curriculum, courses, or program those modifications are decided by SELPA and the student’s educational team on a case by case need and an individual learning plan is developed. Upon graduation all students have access to a complete a-g requirement completion and up to 6 CTE pathway completion.	The current program is a prescribed broad course of study for each grade level. The student population at the school reflects the surrounding district population for unduplicated and students with exceptional needs.	Diamond Tech has created a four year master schedule which ensures access to a broad course of study for all students. Modification are only made on a case by case basis to ensure student success. We have modified our curriculum regarding Project Based Learning within our program of study and plan to do the following: 1. Increased Literacy Calibration across Content Areas: The school would benefit from expanding ELA anchor standards across content areas to incorporate writing literacy; develop school-wide rubrics and shared strategies.  2. Enhancement of Teacher Training Efforts:  The school would benefit from continuing PD specifically for PBL; cross curricular project development and standards-based implementation.	Met		02JUN2023	2023
44697996049720	Linscott Charter	7	Linscott Charter School uses class schedules, report cards, English Language Learner identification, and Individualized Education Plans to track access to a broad course of study.	The locally selected measures demonstrate all Linscott Charter School students have access to a broad course of study. All students receive Physical Education, our K-6 grade students receive instruction in music, and our 6th-8th participate in elective classes twice per week.	There are currently not any barriers to Linscott students receiving access to a broad course of study.	Based on locally selected measures, Linscott Charter School is currently providing a broad course of study for all students.	Met		20JUN2023	2023
44697996049829	Alianza Charter	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  standards-based materials , 2. Professional Learning provided to each teacher in charter focus areas, 3. Access to Physical Education Instruction – as measured by schedules monitored by site principals. 4.  Grade/teacher schedule and lesson plans submitted by teacher and audited by administrators.  5.  Walkthrough tool developed by District during classroom visits for both mathematics and language arts.	Students had access to a broad course of study for grades K-8 during the 2022-23 school year, including unduplicated student groups and students with special needs. All students had access to standards-based materials. Student learning is enhanced when teachers’ understanding of standards and instructional delivery is deepened through professional learning. Our teachers continue to participate in District lead professional development ,and we as a charter school have offered numerous PD opportunities through the publishing companies. Additional teacher cohorts attended training, as did both administrators.  Professional learning was provided to effectively administer a newly adopted science program, Twig.  In addition, we offered teachers the ability to attend conferences and workshops on our current programs.  All students received the required minutes of PE instruction.	ll students in Alianza Charter School had access to and were enrolled in a broad course of study supported by highly skilled teachers.	Alianza 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		24MAY2023	2023
44697996119077	Watsonville Charter School of the Arts	7	The Watsonville Charter School of the Arts uses class schedules, report cards, English Language Learner identification, and Individualized Education Plans to track access to a broad course of study.	The locally selected measures demonstrate all WCSA students have access to a broad course of study. All students receive Physical Education, our K-6 grade students receive instruction in music, all 1st-8th grade students receive art electives once a week, and our micro-communities provide all k-8 students time for collaboration, peer mentoring, and fun activities.	At this time, there are barriers preventing WCSA from providing access to a broad case of study to all students.	Based on locally selected measures, WCSA is currently providing a broad course of study for all students.	Met		01JUN2023	2023
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.	61% 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 S5C 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. High school students have the option to take core content classes such as Science, Math, ELA, Spanish, and PE during the summer session.	Met		14JUN2023	2023
44698070110007	Ocean Grove Charter	7	All students access a broad course of study. Locally selected measures are compiled and tracked in the school’s Student Information System including: CAASPP data, Special Education enrollment, CTE participation, course enrollment, community college dual enrollment, a-g course participation and graduation requirements. Student learning record logs ensure the student is working on a broad course of study by assessing the standards covered. Monthly, the teacher addresses needed areas through additional curricular opportunities.  All students take an internal diagnostic in Reading and Math, three times each year.  Results are used to formulate an individualized learning plan that meets the needs of the student and to track their progress.  Students scoring below grade level on the internal assessments are provided additional support through the school’s intervention program to close the achievement gap. For students in grades 8-12, annual School Counselor meetings with families allow for the development and updates to a 4-year individual plan.    The Special Education Department uses a variety of standardized measures to assess eligibility for all areas of suspected disability.  These include: WIAT, WISC, WJIV.  There are also other standardized assessments that are utilized for assessing in the areas of Speech and Language, Mental Health and Occupational Therapy.	100% of our students are enrolled in a broad course of study as verified through their learning record logs. 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		13JUN2023	2023
44698074430179	SLVUSD Charter	7	In making data-driven decisions about academic supports or extensions/supplements, SLVUSD Charter School utilizes the following data sets: CAASPP (ELA, Math, Science) ELPAC (if applicable) Local benchmark data (Math, Reading) - various tools like Wonders, Aleks Math Local benchmark data (Writing) - Charter-created benchmark assessments with rubrics Homeschool Semester Plan report cards (sent home twice a year) Seat-based program report cards sent home at trimester three times a year Independent Study contracts (High School A-G or high school only graduation pathway)	All students at SLVUSD Charter School are enrolled in a broad course of study, which in the elementary means a homeschool program that incorporates 2 optional on-site days per week.  Parents meet with teachers on a monthly basis to review the student's progress on their semester plan.  This plan includes the curriculum planning and pacing for all subjects that the student will be studying in the program, with parents as primary instructors, including Language Arts, Math, Science, History, Physical Education.  Supplementary instruction is given on the two in-person days according to student need. In middle school, Charter students are either enrolled in one of our two homeschool programs, one of which has 2 optional in person days a week, and runs similarly to the elementary program, and one of which offers 4 in person mornings a week that are required, and that focus on English Language Arts and VAPA, and the rest of the subjects are given as independent study with parent as the primary teacher.  We also have a seat based 5-day a week program, the Nature Academy, which is arranged along traditional Middle School lines, and in addition has a robust elective program arranged and offered by the parent club, and which topics/subjects range from bicycle repair to culinary arts to Typing to Spanish.  Our High School program is a 4-day a week program that is a hybrid of in-person A-G classes and independent study, with each student's schedule being arranged according to need.	We do not yet have a school-wide consistent measurement tool to track progress in Math and English Language Arts, as each program determines its own benchmark assessment tool.  This is a barrier to our providing access to supports needed in these two essential areas, since we don't have vertically aligned local measures to draw from.  is  Another barrier is that with a mostly home-schooled student population, early readers who are not at grade level in reading by 3rd grade often don't have access to the daily reading instruction/intervention that is required to catch them up, which affects their ability to access the full range of instruction in all curricular areas.  Another barrier to our students' success is the lack of consistent writing instruction - which our local measures have shown to be an area of need across all our middle school and high school programs.	In 2023-24 we will be piloting the NWEA/Map Assessment across all grade levels 2nd through 12th, which will give us consistent growth data that is matched/aligned with grade level standards for English language arts and Math.  In addition, our TK-1 program will be aligning closer to the two other traditional elementary schools in terms of the benchmark data that is documented for our early learners, rather than operating as a silo charter program.    In addition, in response to writing benchmark data we have hired a 20% Literacy Coach to support our middle and high school students who are not yet writing at grade level.  The Literacy Coordinator will support teachers across all subject areas and disciplines in ensuring that writing across the curriculum is supported with consistent rubrics and language rigor requirements.  We will also be hiring a Reading intervention teacher to support our K-5 students not yet reading at grade level.	Met		14JUN2023	2023
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 student schedules support a broad course of study, and the district supports them in this planning and work.	Met		14JUN2023	2023
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  -Career & Technical Education (Woodshop and Arts, Media, Entertainment)  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		14JUN2023	2023
44698234430187	Delta Charter	7	Delta is a one-school LEA that serves 120 students. Because of our small size, we do not use a formal tool track students' access to a broad course of study. Our lead teacher of college/career hand-schedules every student based on their program, preferred courses, transcript information, and/or special education plan.	Delta is a one-school LEA that serves 120 students. All Delta teachers must submit standards-based backwards plans to their principal at the beginning of the year. Delta's lead teacher of college/career analyzes students' transcripts and hand-schedules students into core classes, CTE courses and dual-enrollment courses at Cabrillo.	Delta serves a small niche population and we are not a large enough school to offer the same course diversity as a large school.	Last year Delta's lead teacher of college/career increased our course offerings by partnering with the county office's CTE staff to support more students with taking CTE courses. She also partnered with Cabrillo to offer a large number of Delta students dual-enrollment courses. She intends to continue increasing these offerings this year.	Met		12JUN2023	2023
44698490000000	Soquel Union Elementary	7	While a Broad Course of Study is more visible for Unified and High School Districts, Elementary School Districts serve to create the foundational pathways. In SUESD, the pathway to a Broad Course of Study is evidenced in a full liberal arts foundation through integrated arts instruction at each elementary school, including art, music, science and garden. Within the district, dual language and multi-lingual education is an additional and viable pathway for students on our community. At the middle school level, language, arts, woodworking, healthy living, advanced and support level courses are available to all students, and include the option of an additional period to ensure students' access.	All elementary schools have arts and science integration classes. All elementary schools have additional support programs before and after school to ensure students' interests and needs are considered and subsequently provided for. These options are available to unduplicated students first, then to the student body at large, and include, yoga, book studies, weight training, chorus, engineering, coding, and soccer- adding courses every grading term.	No barriers at this time.	No revision is needed at this time.	Met		28JUN2023	2023
44754320000000	Scotts Valley Unified	7	Data used to ensure students have access to a broad course of study include:  - CAASPP, ELPAC, SRSS, Professional Development feedback, parent surveys, Gallup Poll and CHKS. The district also accesses supports through academic counselors who provide options for career and technical courses as well as A-G requirements. Students begin as early as elementary school to access these options through Arts, Stem, Dance, Music, and other activities that extend their learning.	Research has proven that high-quality teachers are the number one impact on student achievement. SVUSD's LCAP addresses this need through new teacher support, collaboration with learning communities, and ongoing professional development. In addition, access to a broad course of study is essential in ensuring students are prepared for college and career opportunities. SVUSD's LCAP addresses student access through TK-3 class size reduction, and academic and intervention sections. Ensuring that students are in the right classes with highly qualified teachers helps students remain on the graduation path, receive the necessary support, and stay connected to our schools. The professional development that teachers participate in focuses on supporting students with the greatest needs. The needs of English Learners, SED (Socially Economically Disadvantaged) students, and Foster Youth are the first lenses considered when choosing professional development.	The district is very small, which in turn, limits our abilities to offer a broad course of study beyond the basics. Funding is a barrier to this. In order to overcome this issue, SVUSD partners with the County Office and Local Districts to provide students with different activities.	The district has increased access to coding courses as well as other CTE courses over the next year to support student interests and exposure.	Met		13JUN2023	2023
44754320139410	California Connections Academy Monterey Bay	7	California Connections Academy is committed to offering a broad course of study to all students. Course offerings are evaluated each year to ensure staff credentials are best utilized and student interests and needs are balanced. Course offerings are also brought to the Board for their review. Additionally, access is readily available to students when considering the online nature of our school. Courses are not assigned to specific class periods or specific room locations making all courses virtually available to all students at any given moment in the school year. Being fully aware of the realities of graduation rate, the high school staff has continued the implementation of an internal credit recovery program called Project Success. Since its implementation, pass rates for this program have significantly increased to reach 93% on average in the 2021-2022 school year. These successes are providing the justification and motivation to continue and expand these programs. As an initiative to further improve graduation rate and address the potential for learning loss due to the pandemic, our organization continues to run its own in house summer school program since the summer of 2020. This was the first in its history. Prior to the summer of 2020, credit deficient high school students were sent to a third party program with a success rate of an average of around 50% pass rates. Summer of 2022, our course pass rate increased to 85%.	This area does not pertain because each charter in the organization is a single school site charter school and individual Local Educational Agency. All students in each school have access to all curriculum and instructional tools provided and have an individualized program to meet their educational needs.	While teacher credentialing and student interest are the primary driver of the diverse offerings, there are a handful of instances courses may need to be removed from the catalogue. In the instance of a lack of student need or interest, the removal of a course offering will be considered. In the instance where a teacher with a specialized credential leaves the school, every effort will be made to replace the credential area. If such a replacement is not possible in a given year, school staff work closely with students and their families to find a suitable alternative. This is especially important at the high school level.	The high school electives department and counseling created an informational electives website containing course description and information to help students navigate their elective options with the help of the counseling team. This, along with the Student Course Selection Data View allows students access to all available high school electives. In addition, the use of UC Scout and FlexPoint Education courses have been incorporated since the 2022-2023 school year to ensure all high school students have access to a broad range of courses. Additionally, California Connections Academy is in a College and Career Access Pathways Partnership Agreement with Saddleback College for the purpose of offering expanded online dual enrollment opportunities to all high school students.	Met		21JUN2023	2023
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 implemented Illustrative Math in an effort to improve math outcomes.	Met		20JUN2023	2023
44772480138909	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 implemented Illustrative Math in an effort to improve math outcomes.	Met		20JUN2023	2023
45104540000000	Shasta County Office of Education	7	SCOE 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 meetings review all course requirement needs, appropriate pathways and new course proposals.  • Review of reports from the district’s student information system summarizes access and enrollment based upon grade spans, unduplicated student groups and students with special needs.  • Course catalogs available to all high school students and parents. Catalogs outlines offerings at all high schools, course options, college preparatory courses, prerequisites, A-G and graduation requirements.  • Students and parents were 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.	All students have access to a broad course of study.	Many of our high school students come to our programs credit deficient.  This deficiency leads to an inability to take A-G course work necessary to stay on track. Juvenile court school students are often in need of remediation due to holes in their academic careers, this remediation can lead to an inability to access broad course of study.	All students have access to a variety of programs and students are provided with assistance from teachers, college/career counselors, 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 school's 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.    Course scope and sequence are included with all Edgenuity courses which can be modified to meet the student's needs. Flexible learning options for students including hybrid and virtual learning environments are being developed to allow more opportunities for students to engage with the course content. 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 bus	Not Met		12JUL2023	2023
45104540111674	Chrysalis Charter	7	All teachers teach the California adopted Common Core standards that ensure students are enrolled in a broad course of study.  Students are assessed with benchmark I-ready and Dibels assessments at least 3 times each year.  Students with exceptional needs and those students who are struggling to achieve at grade level standards participate in targeted interventions to bring them up to grade level.  Students with exceptional needs receive their services during this enhancement time, so as not to miss out on their general education classroom instruction.	At Chrysalis our teachers ensure we are teaching the CA adopted Common Core Standards, which were developed to offer a broad course of study for our students in Californina.  In addition, our Field Studies,  enhancement period, and PE teacher allow all of our students to experience a broad course of study.  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 during their enhancment time, eliminating students from missing the general education setting for increased services.	Given our small size music and art classes are incorporated into the general education classroom. This is an area of desired increase for our teachers and families.	We will be hiring a music teacher to teach students music fundamentals every other week, and an art teacher to teach art on the opposite weeks using our Prop 28 funding.	Met		14JUN2023	2023
45104540129957	Northern Summit Academy Shasta	7	1. The Student Information System documents all courses, current and historical for each student.   2. Student data can be organized per chosen filters, such as unduplicated, special needs, foster, English Learner, etc.	1. NSA has only one site. 2. Every student in grades K-12 has access to a broad course of study, including electives. 3. NSA employs a full-time music teacher, part-time art teacher, and multiple CTE teachers. 4. NSA students have access to all areas of study via resource center classes and independent study.	1. There are no barriers that prevent the LEA from providing access to a broad course of study for all students.	Each NSA student has a Master Agreement, a legal document signed by the student, parent/guardian, and teacher of record.  The student's semester courses are outlined on the document. Courses are selected according to the student's needs in meeting graduation requirements and academic needs.  The administration reviews the Master Agreements, additionally, Special Education student courses are reviewed by the SPED staff.  NSA graduation requirements include courses in English, Math, Science, Social Studies, Technology, and Visual and Performing Arts.  High school students are required to complete a Career Choices course in which each student writes a 10-year plan.  Elective requirements can be met in a variety of ways.  Elective offerings are delivered through resource center classes, online and textbook curricula, and using community college classes.  NSA provides curricula and delivery choices.   NSA uses a student information system that was developed for independent study schools.  The system records and tracks all student courses, curriculum, grades, assessments, and teacher communication about each student.  NSA is WASC accredited.  NSA offers a-g courses through resource center classes, online and textbook curricula, and using community college classes.    NSA provides a broad course of study to all students in TK-12, including Special Education and English Learner students. The broad course of study is offered through resource center classes, online and textbook curricu	Met		15JUN2023	2023
45104540132944	Redding STEM Academy	7	The school uses Aeries, CALPADs, and SEIS to identify and monitor unduplicated students and students with exceptional needs in order to ensure that all students are enrolled in a broad course of study. IReady, CBMs and other assessment tools are used to monitor growth and to support learning.	RSTEM has one campus. All students are enrolled in a broad course of study including, but not limited to: English language arts, math, social studies, science, engineering, art, PE, and social emotional lessons.	There are no barriers.	1. Locally selected measures or tools that Redding STEM is using to track the extent to which all students have access to, and are enrolled in, a broad course of study include the number of minutes of instruction provided at each grade level, access to curriculum in math, science, history, PE, ELA, art, and extra-curricular actives, and access to highly qualified teachers.    2. We believe 100 percent of students have access to, and are enrolled in, a broad course of study. Due to the nature of our K-8 program, all students have access to all areas of the curriculum. This includes all students, including second-language learners, homeless, socioeconomically disadvantaged, and students with disabilities. There are no differences in student group access to a broad course of study.    3. We don't believe there are barriers preventing Redding STEM Academy from providing access to a broad course of study for all students.    4. In response to the results of the tool or locally selected measures, Redding STEM Academy doesn't believe we need any revisions to our program to offer a broad course of study.	Met		28JUN2023	2023
45698560000000	Anderson Union High	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
45698564530333	Anderson New Technology High	7	All of our students are in both Aeries and ECHO (Learning Management Systems).	We are a small dependent charter school in the Anderson Union High School District, with an enrollment cap of 225 students. Our current enrollment is 122 limits the number of courses we can offer, however, all students have access to courses on campus that their grade level. Access to ROP courses is limited based on our enrollment, fortunately, our counselor has been able to work with other counselors to fill open seats beyond our enrollment allocation.  I am anticipating that may change.	Access to ROP courses is limited based on our enrollment, fortunately, our counselor has been able to work with other counselors to fill open seats beyond our enrollment allocation.	By changing our instructional model to a collegiate, hybrid, non-classroom-based, independent study we have been able to offer more courses than when we were a traditional classroom-based school. Due to our enrollment size, we are limited in the number of students who have access to ROP courses, and as such we are exploring the possibilities of creating pathways directly with Shasta College. If this is possible it would eliminate potential barriers.	Met		20JUN2023	2023
45698720000000	Bella Vista 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, 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 Assessments aligned to state standards to monitor progress for reading and math Professional Learning Communities to target students based on need Full implementation of Response to Intervention (RTI) model with academic intervention programs  Behaviorist to support appropriate school behavior  Response to Intervention and Positive Behavior Intervention Supports Curriculum alignment/implementation Visual and performing arts are embedded within the curriculum in the elementary school and band is offered as an elective in the middle school Band and beginning guitar are offered to 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 have had difficulty hiring Special Education teachers this year.	We constantly revise our middle school electives to keep our student’s interests. Teachers bring different qualifications and interests to our electives.	Met		13JUN2023	2023
45698800000000	Black Butte Union Elementary	7	3. We have a full-time behavior technician and a PE teacher and will hire a full-time counselor/psychologist, a half time music teacher, two community school social workers/community liaison and an interventionist at the middle school next year. Our Student Success Team meets weekly to monitor and target interventions for academics, physical health, mental health, behavior and speech to the LCAP to improve support to students in order to improve academic performance.	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		19JUN2023	2023
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 site 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 (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		14JUN2023	2023
45699140135624	Tree of Life International Charter	7	"Daily schedule includes ""Specials Classes"" for Grades K-4 and ""Electives"" for grades 5-8.  These classes are required and are built into the regular daily schedule for all students grades K-8.  These include a variety of Fine Arts offerings (World Music, Strings, Band, Art, Dance, Drama), Technology (Story and Film, Skill Struck Coding, Robotics, Digital Media and Yearbook); Language And Culture (French, Korean, Techno English) Outdoor offerings (Garden, PE, Competitive sports) and more."	All students at Tree of Life are given a Bilingual Education in Spanish and English through the Dual Immersion Model beginning in TK.  All students participate in the above mentioned specials and electives classes.	The only barriers are finding qualified teachers--(ie. Middle School choir) and providing increased opportunities for participation in instrumental music and competitive sports.	In 2023-24, the electives program for 5th-8th grade has been revamped to over more choices in Fine Arts as well as 3rd language. We hired a new band and World Music teacher, increased time for Dance, hired a story and film teacher, and will be offering Digital Media and yearbook for the first time.	Met		12JUN2023	2023
45699220000000	Castle Rock Union Elementary	7	Measures and tools CRUESD is using to track the extent all students have access to a broad course of study: All students are provided with the same curriculum, materials, technology, and programs. All students are able to enroll in the programs offered with in the school/district. Curriculum and materials are tracked through an annual inventory. Enrollment process and attendance records of programs is monitored annually. The courses offered to our students are limited to core subjects with a focus on outdoor education.	Based on the inventories taken and enrollment process monitoring/attendance of programs all students are afforded the same broad course of study within our district/school.	One barrier prohibiting the district from offering a more broad course of student is our low ADA and that our schools rural location.	In response to the barriers, to broaden the course of study within our school the district has implemented several online learning programs and contracted out for art and science education.	Met		14JUN2023	2023
45699480000000	Columbia 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 district curriculum 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 at the elementary school PBIS Practices and Behaviorist to support appropriate school behavior  Visual and performing arts are embedded within the curriculum in the elementary school 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 Band and music are 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 constantly revise our middle school electives to keep our student’s interests. Teachers bring different qualifications and interests to our electives.	Met		22JUN2023	2023
45699480134122	Redding School of the Arts	7	The school utilizes the Aeries Student Information System, Registrar and School Counselors to track students and ensure students are enrolled in a broad course of study, K-10.  The Aeries system has a component, aeries analytics, that also tracks students based on grade spans, unduplicated student groups, and individuals with exceptional needs served.	100% of our students have access to and are enrolled in a broad course of study, which includes English Language Arts, Math, Social Science, Science, Visual and Performing Arts, and Physical education. (K-6th) Health is covered within the Science curriculum but not as a stand alone subject.  Students in 7th-10th grades are enrolled and have access to English Language Arts, Math, Social Science, Science, Visual and Performing Arts,  Health, Physical education, 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, colleges, and local professionals.  Additionally we incorporate technology based teachings within other courses of study,	We currently do not identify any barriers for our K-8 students is accessing a broad course of study. The primary barrier preventing us from providing greater access to a broad course of study for High School Students (9th & 10th grades) is the low population.  As we are expanding in grades and numbers more opportunities for additional courses to select will be afforded.	RSA has added 5 new courses to the High School Catalog, including:  Band, 2 levels of Dance, Upper Level Art, Concert Choir, Photography/Digital Art.  We have expanding the number of staff members who are receiving CTE credentials that will service both our middle and high school populations.	Met		06JUN2023	2023
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 two times a year to complete and update 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 SVA Math Specialists will continue to offer in person and virtual supplemental classes for grades 2-12.  This year the math team is adding an in person Pre Algebra and Algebra class using Thinkwell curriculum.  The Math Specialist will monitor weekly assignments and meet with students once a week to go over assigned material and answer questions. The SVA Writing Specialists will continue to offer in person and virtual writing classes for grades 1-12. The SVA Science Specialist will continue offering high school Earth Science, Natural Resources and Plant ID classes.  They will also offer more robotics classes for grades 4-8. The SVA academic staff has been divided into core subject area teams that meet on a monthly basis to review curriculum, create curriculum guides for teacher and parent use, explore effective instructional strategies in the core subject area, share information with other stakeholders and update the school's curriculum catalogs on an annual basis.   SVA is developing its own Natural Resource CTE Pathway and continues to encourage all high school students to enroll in Career Technical Education (CTE) Pathway as part of their educational plan. Increased student participation in the pathways will be an area of focus in the 2023-2024 school year and teachers will receive CTE Pathway training to understand each option.	Met		15JUN2023	2023
45699480141580	Phoenix Charter Academy College View	7	PCACV ensures that all students have access to and are enrolled in a broad course of study by tracking enrollment in the Schoolwide Information System (SIS).  For high school students, teachers also use the graduation matrix to track student course completion and requirements, whether it be A-G or otherwise.	To meet the needs of students, PCACV has increased electives, intervention courses, and has increased tutoring opportunities by lengthening the school day.  We have changed age spans of electives to include a more broad spectrum of student grade levels as well as added civics and financial literacy.	As always, there are barriers that prevent access for some students.  PCACV is located in rural area and serves multiple counties and as a result, transportation, Internet access, and loss of power are barriers students encounter.  The school's current physical location also lacks needed space, which will be remedied when the new school is built.	PCACV is always looking to meet the needs of the students, so we are continually expanding and improving our program.   The school is currently looking into grants for purchase of technology as well as looking to add new classes.	Met		12JUN2023	2023
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 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 constantly revise our middle school electives to keep our student’s interests. Teachers bring different qualifications and interests to our electives.	Met		27JUN2023	2023
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.	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		22JUN2023	2023
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		24MAY2023	2023
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. 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		24MAY2023	2023
45699890000000	Fall River Joint Unified	7	All students have access to and are enrolled in a broad course of study through all grade levels. The broad course of study encompasses standards-based instruction to ensure all students meet both district graduation requirements and state graduation requirements through completing A-G courses of study. Students are also offered A-G courses through the district offered CTE Pathways and Agriculture programs.	Due to small class sizes at all sites, all students can choose to take various paths to meet either a college preparatory path, CTE Pathways, or both.	Due to limited enrollment, the teaching staff may be limited, which may force a student to choose a particular pathway based on availability. However, both comprehensive high schools add A-G-approved courses and/or CTE Pathways as teachers are certified to teach that course.	The district has added 2 full-time academic counselors to assist students throughout their high school years in choosing the pathway that best fits each student's needs. Additionally, the county has sponsored has sponsored advisors, such as Gear Up and College Options, to provide further guidance. Both comprehensive high schools add A-G-approved courses as teachers are certified to teach that course.	Met		21JUN2023	2023
45699970000000	French Gulch-Whiskeytown Elementary	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
45700030000000	Grant 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, 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, drive appropriate instruction, and target students for interventions and extensions.	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 target students based on need Full implementation of Response to Intervention (RTI) model with academic intervention programs  Behaviorist to support appropriate school behavior  Response to Intervention and Positive Behavior Intervention Supports Curriculum alignment/implementation Visual and performing arts are embedded within the curriculum in the elementary school and band is offered as an elective in the middle school Band and beginning guitar are offered to middle school PE is offered at both the elementary and middle school level	We do not have any identified barriers at this time to offering our students a broad course of study.	We constantly revise our middle school electives to keep our student’s interests. Teachers bring different qualifications and interests to our electives.	Met		08JUN2023	2023
45700110000000	Happy Valley Union Elementary	7	Overall parents appreciate the tutoring and extra support their student(s) receive, they appreciate the office staff, the support staff and the counselor. Parents also appreciate the staff communication and the prompt response they receive when they contact the staff about concerns.  Parents believed the district could improve the following ways:  Several parents noted that they would like concerns addressed when brought to the school attention, multiple parents expressed concerns about students not making the progress compared to other schools, provide transition time for students with disabilities into the regular education class, one parent was concerned about a specific classroom that has a very distracting classroom environment, it takes too long to provide existing IEP students with services that are new to the school, parents would like the teachers to communicate if they have concerns about a student instead of only providing progress through the Aeries portal, parents believe the communication from certain teachers is inconsistent, parents would appreciate a mid-year parent conference to discuss student progress, implement a bully free policy on the buses, implement school wide classroom management as disruptive behaviors are concerning and counter productive to the learning environment, and parents would like to see consistency in the the behavior expectations.	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	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		13JUN2023	2023
45700290000000	Igo, Ono, Platina Union Elementary	7	The LEA utilizes the Textbook Sufficiency Resolution passed in the September Board meeting as the metric for access to a Broad Course of Study. In addition, class and school schedules reflect all students having this same access.	100% of students in the LEA have access as reflected in the above metrics.	N/A	N/A	Met		28JUN2023	2023
45700450000000	Junction Elementary	7	3. We have added the following to the LCAP: iXL math and English language arts, Continue to send new staff to Capturing Kids Hearts or offer it as a reboot for veteran staff, Professional development in engagement strategies and social emotional learning. We are writing grants for the preschool/kindergarten playground.	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 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-Fly fishing, tennis, book club, performance clubs, and others 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		13JUN2023	2023
45700520000000	Millville Elementary	7	Millville School is a small single school dsitrict. All students are enrolled in identical core classes from TK-8. Grades 6-8 are also offered electives that included technical courses, arts, and career based classes.Our selected tool is a sandard enrollment for all students in math, language arts, science, social studies, pe and art. At the teachers' meetings and through classroom visitations and awareness of curriculum needs and purchases, the answer to whether every student has access to a broad course of study is simply by knowing that every student is enrolled in math, reading, writing, spelling, science, social studies, PE, and art with opportunities for music and technical courses for grades 6-8.	Millville School is a small single school district, which means there is only one school site in the district. All students are enrolled in identical core classes from TK-8. These classes include math, language arts, science, social studies, pe and art. Using enrollment sheets, discussion at teachers' meetings and observation, all students have access to and are enrolled in a broad course of study.Grades 6-8 are also offered electives that included technical courses, arts, and career based classes.	Currently, there are no barriers preventing Millville School from providing access to a broad course of study. Technical courses and world languages has proven to be more of a challenge in providing for our students. Our efforts to overcome these challenges include providing technical courses during electives and purchasing an online world language program for our middle school usage. Another barrier has been staffing and finding people who can teach a technical course; to this purpose we are looking to our community and parents to locate those who would like to volunteer their time to provide these technical opportunities to our students.	MIllville School students have access to a broad course of study inclusive of math, reading, spelling, writing, science, social studies, art, physical education and STEM.  Once the restrictions of the pandemic were lifted, we had the freedom to once again mix our classes for electives for our middle school students and provide those technical, art and career minded courses that we have offered in the past. To assure students have access to technical electives and world languages we will continue to look for teachers or volunteers who can teach these skills to our students. Additionally, we have purchased on online language course that students can take independently and use at their own rate of learning over the course of the school year.	Met		14JUN2023	2023
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 iLab	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.  Additionally, we have had a challenge replacing our music teacher.	We constantly revise our middle school electives to keep our student’s interests. Teachers bring different qualifications and interests to our electives.  We will add a STEAM teacher and/or PE teacher.	Met		13JUN2023	2023
45700860000000	Oak Run Elementary	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
45700940000000	Pacheco Union Elementary	7	All students have access to a broad course of study as evidenced by their enrollment in Aeries courses that are aligned with CA course codes, student enrollment, and student group data. All teacher assignments are verified through a credential analyst; Pacheco has 0 misassigned teachers. A 4-week letter would be sent to notify parents if a teacher is misassigned.	In the Pacheco Union School District, all students have access to a broad course of study and are enrolled in any courses necessary to complete the state standards for their grade level. Foreign language access is provided to all 6-8 grade students at least once each trimester in their elective courses.	Aside from the master schedule constrictions, there are no identified barriers that currently prevent Pacheco Union School District from providing access to a broad course of study for all students.	Pacheco Union School District will continue to offer a broad course of study to all students. We will continue to refine our choices for electives, including foreign language, project-based learning, music, art, and STEM opportunities.	Met		14JUN2023	2023
45701100000000	Redding Elementary	7	The LEA utilizes the Textbook Sufficiency Resolution passed in the September Board meeting as the metric for access to a Broad Course of Study. In addition, class and school schedules reflect all students having this same access.	100% of students in the LEA have access as reflected in the above metrics.	N/A	N/A	Met		22JUN2023	2023
45701100135889	Stellar Charter	7	The LEA utilizes the Textbook Sufficiency Resoltuion passed in the September Board meeting as the metric for access to a Broad Course of Study as well as its' Master Schedule.	100% of students in the LEA have access as reflected in the above metrics.	N/A	N/A	Met		20JUN2023	2023
45701106117931	Monarch Learning Center	7	NULL	NULL	NULL	NULL	Not Met			2023
45701280000000	Shasta Union Elementary	7	The LEA utilizes the Textbook Sufficiency Resolution passed in the September Board meeting as the metric for access to a Broad Course of Study. In addition, class and school schedules reflect all students having this same access.	100% of students in the LEA have access as reflected in the above metrics.	N/A	N/A	Met		26JUN2023	2023
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 student engagement, support, school climate, safety, and environment.	Students in the Shasta Union High School District have access to all programs offered at any school in the district. Programs and classes are offered at all sites. In the event that a class or program is not offered at a particular school site, such as CTE programs, students are transported from one school to the other. District policies allow for students to take classes at multiple schools to meet the student's educational goals and plans. Guidance counselors meet with all students during the pre-registration process to assist students in selecting courses, and identify any barriers, and potentially take steps to address anything that comes up.	One barrier that we see is with dual enrollment. Not all teachers at all sites meet the college requirements (master's degree in their subject area) to teach a dual-enrolled course. We are addressing this area by getting more courses approved for articulation, thus giving students the same opportunity to earn college credit.	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 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 unduplica	Met		20JUN2023	2023
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 are 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 the engagement of our educational partners.	Met		14JUN2023	2023
45701364530267	Shasta Charter Academy	7	- All student course enrollment is based on consultation with the student's family and in consideration of the student's background, previous education, and current and future goals, as well as the student's previous report cards and transcripts. - All 9-11 grade students take the NWEA MAP assessment of Mathematics, Reading, Language Arts, and Science twice annually and the results inform the course choices of the learning team.	All students have access to all levels of courses.  This reality is reflected in the diverse course choices learning teams make.  One indication of access for all students to advanced coursework is that 30-40% of students enroll in community college classes annually.	There are currently no barriers to student access to a broad course of study due to the diverse learning options of the  Personalized Learning model at SCA.	SCA will continue to develop and advance learning opportunities that the freedom of Personalized Learning provides.  One example is that the school is piloting new online curricular options that will afford new opportunities, especially in Career Technical Education.	Met		08JUN2023	2023
45701690000000	Whitmore Union Elementary	7	The district utilizes enrichment time and embedded elective time within the master schedule, in order to give ALL students access to and participate in a broad course of study.   Attendance for those courses is tracked and allows the district to view and monitor their overall participation.	ALL students have the same access to any and all broad courses of study.  This includes the music program, art, PE, SEL, and enrichment that has garden club, astronomy club, and STEM club.  In addition, ALL students are involved in the community newspaper that the school helps with.	At this time, there are no barriers that keep students from participating.  The only issue as that our district is limited with what type of broad course of study is available, which is simply due to the location being so removed from any major urban area, as well as a lack of reliable technology, like internet speed.	No specific actions at this time.	Met		14JUN2023	2023
45737000000000	Mountain Union Elementary	7	The main mechanism to track any broad course of study, more specifically with our middle school students, is using our student information system, Aeries.  This allows us to track any students enrolled specifically in elective classes, such as CTE modules.  All of our primary and intermediate grades still have access to online supplemental programs for a broad coarse of study; however, there is no tracking system for that.  Each grade level has some autonomy to research and development additional or supplemental lessons related to the core subjects of English, Math, Social Studies, Science, and PE.	The main mechanism to track any broad course of study, more specifically with our middle school students, is using our student information system, Aeries.  This allows us to track any students enrolled specifically in elective classes, such as CTE modules.  All of our primary and intermediate grades still have access to online supplemental programs for a broad coarse of study; however, there is no tracking system for that.  Each grade level has some autonomy to research and development additional or supplemental lessons related to the core subjects of English, Math, Social Studies, Science, and PE.	The main barrier is that we are a rural school with less available to our district.  It is difficult to hire employees that could potentially offer more broad courses of study simply because of the distance from the main population center located approximately 45 minutes away.  In addition, contracting with vendors, such as a music instructor for just a couple days a week, proves to be difficult for the same reasons.	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.  The 2023-2024 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 this 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.	Not Met		28JUL2023	2023
45752670000000	Gateway Unified	7	GUSD 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. Middle school and high school master schedules are also used to measure accessibility to courses.  Students in grades 9-12 annually with a counselor to develop and revise individualized academic plans for high school, college, and career readiness.  Completion of graduation requirements, A-G requirements, AP courses, Duel Enrolled Courses and CTE pathways are all metrics analyzed to measure access to a broad course of study.  Northwest Evaluation Association (NWEA) assessment in reading and math are used districtwide to guage growth.  This assessment along with CAASPP are disaggregated by subgroups in an effort to identify potential skill gaps and identify students who require academic interventions to successfully complete courses.	All GUSD students have 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.  All core courses at CVHS are A-G approved, and systems are in place to support A-G recovery.  Students have access to numerous college courses on campus as well as a variety of CTE pathways. GUSD and CVHS continue to expand partnerships to ensure the number of these courses and sectors represented increases each year.  Tiered intervention continues to improve the performance of subgroups.  An open-access philosophy encourages all students to participate in advanced courses.	Reflecting on student data, areas that potentially hinder student participation in or completion of courses include absenteeism, mobility issues, school readiness skills,  and skill gaps in math and English. The academic progress of the Special Needs student subgroup is currently being reviewed in the district Prek-12	Gateway offers multi-tiered system of supports at each of the school sites.  Each team employs a responsive Tier 2 system that enables all students to receive support for changing needs. Site Intervention Leadership Teams countinue to evaluate the success of intervention strategies and opportunities provided at each school for each at-risk student and student group.  Additionally, outreach programs and personnel are being utilized to monitor and intervene early and are taking a proactive approach in regard to attendance and behavior needs.	Met		28JUN2023	2023
45752670113407	Rocky Point Charter	7	The following metrics are used to track a broad course of study at which Rocky Point Charter School identifies the locally selected measures to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. The number of minutes in physical education instruction. The number of classes participating in academic field studies. The number of students in grades 2-8 who attend elective classes such as musical instrument, drama club, gardening, sports, foreign language, and leadership.   According to our parent and student surveys indicates that both parents and students are satisfied with the physical education, field studies and elective classes.	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.  Rocky Point Charter puts a great effort in providing a broad course of study within our educational program.  We not only focus on ELA, Math, but also History, Science, art, music and physical education We focus on the whole child with a well rounded education and for one to have the educational experiences and real world opportunities.	Barriers that prevent Rocky Point Charter is that we are a one school district, of a very small school. With our small size we have a much smaller staff which limits the number of course offerings that we may provide for our students.	In response to the locally selected measure through revisions, decisions, and actions we will continue to do what is working as it is working well and our students and parents are satisfied with the broad course of study.	Met		15JUN2023	2023
46104620000000	Sierra County Office of Education	7	NULL	NULL	NULL	NULL	Not Met			2023
46701770000000	Sierra-Plumas Joint Unified	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
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		28JUN2023	2023
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. Over the past two years, GECS has been working hard to increase the number of courses offered in hybrid or online formats so these courses can be accessible to students who are not able to come into programs due to distance and/or transportation issues.	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. Previously, we had limited options for CTE courses in our North County program, we are planning to expand CTE options in North County next year. The options for online synchronous instruction increased opportunities for independent study students.	One barrier has been staffing all the courses to provide a broad course of study. This has been particularly difficult for CTE and visual and performing arts. Additional barriers include geography, transportation, and unreliable internet access in some parts of the county.	We have expanded access to technology, including Chromebooks and internet 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, Dorris) where students can meet with their teacher to get support. GECS will continue outreach to get students who qualify connected with free or reduced price internet service. This year we expanded access to online math classes for high school students. In the coming year we are continuing to expand online math support opportunities and refining and expanding our tiered academic support strategies.	Met		08JUN2023	2023
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		29JUN2023	2023
47701850000000	Big Springs Union Elementary	7	Teacher input, district assessment tracking, district enrollment	One school site.	Difficult to hire a foreign language teacher.	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		27JUN2023	2023
47701930000000	Bogus Elementary	7	The LEA uses class schedules to ensure all students have access to a board course of study.	The LEA provides  ELA and Math daily; Science , Social Studies, and P.E. four times a week; Music once a week; and health several times a year.	Some barriers the LEA has is being a small rural school, language teachers are difficult to find. The LEA tries to have access to online language classes but they are not scheduled, students just use them in their free time.	After reviewing this, the LEA has decided to look into online language tools and once a good fit has been found, it will be scheduled into the daily or weekly schedule at the LEA.	Met		14JUN2023	2023
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.	The enrichment program at Butteville offers art, sewing, performing arts, ukulele, physical education, coding, 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 graders  participates in art, performing arts, sewing, ukulele,  physical education, coding and gardening. Enrichment programs increase all students access to broad course of study.	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 space. this makes it difficult to host and schedule athletics, meal service, and performing arts in the multi-use facility.	Our staff will continue to seek avenues to expand or improve student access to a broad course of study. If enrichment instructors are unavailable, teachers will be providing the enrichment classes to ensure that all students have access to broad course of study. An enrichment coordinator position may be created to improve the enrichment program by hiring qualified instructors and expanding offerings.	Met		14JUN2023	2023
47702270000000	Delphic Elementary	7	Given there are only 65 students at Delphic, the tool used to track the extent to which all students have access to and are enrolled in a broad course of study is administrative oversight.	All students have access to a broad course of study. There is no variance as there are only 3 classrooms in this very small district.	The only barrier is access to world language given the rural nature of the school district.	There are no revisions or new actions at this time.	Met		14JUN2023	2023
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		27JUN2023	2023
47702500000000	Dunsmuir Joint Union High	7	The student advisor assigns and tracks students to classes based on grade, personal goals. IEP's and and what is needed toward credit for graduation.	We have only one school. All classes are taught by only one teacher. All students have the ability to e in each required class and to select electives based on interest. This is true as long as the student completes the credits for the class. When behind in credits the student has the ability to take the class again through academic recovery instead of another elective, but these are t=at the student's own speed , so multiple classes can be completed during the year in AR.	They all have access. As long as the student keeps up with their assignments (with appropriate IEP modifications0 there is 100% access to a broad course of study as evidenced by the  master schedule of classes.	All schedules for freshmen include only required coursework the first year. Sophomores, juniors and seniors then have elective opportunities in their schedules. Choices are guided by the CTE advisor, resource teacher or other administrator based on interest and educational goals.  A senior checklist will be developed for each student to monitor progress for A-G, regular diploma or CTE.	Met		21JUN2023	2023
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.	All students have access to and are enrolled in a broad course of study due to the fact that all of our students are in self-contained classrooms.	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. The LEA will continue to explore options to offer expanded world language and physical education instruction.	Met		14JUN2023	2023
47703260000000	Grenada Elementary	7	As a single school school district with one class at each grade level, GES utilized Aeries reports and teacher classroom schedules to analyze student enrollment in courses. All students, including unduplicated pupils and individual with exceptional needs, were enrolled in core academic courses.  All students had full access to a broad course of study as defined by California Education Code 51210 and 51220(a)-(i)., except World Language.	As a single school school district with one class at each grade level, no barriers were identified in preventing GES from providing access to a broad course of study for all students in all core academic areas, except for World Language. 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 admin.	Due to small school size and rural location, finding a credential teacher to teach world language part time has been a challenge. Teachers provided standards-based instruction in ELA, ELD, mathematics, history-social science, science (NGSS), and visual and performing arts.  Students had access to a broad course of study for grades K-8 during the 2022-23 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 SCOE to provide ongoing support and training. All students received the required minutes of PE instruction.	The Grenada 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. GES implemented learning intervention support/tutoring sessions in ELA and mathematics as an additional support option for students. GES is pursuing viable options for World Language instruction including the use of on line courses. GES currently has no English learners  enrolled, but should a student(s) enroll, we will provide them with challenging curriculum and instruction that maximize the attainment of high levels of proficiency in English, and facilitate student achievement in the regular course of study. Students who are classified as English learners shall not be denied participation in the standard instructional program of a school. The standard instructional program means, at a minimum, core curriculum courses, as defined in clause (i) of subparagraph of paragraph (6) of subdivision (b) of Section 33126, courses required to meet state and local graduation requirements, and courses required for middle school grade promotion. A middle school l 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	Met		13JUN2023	2023
47703340000000	Happy Camp Union Elementary	7	District is working on individualized plans for each student to ensure that all students are successful.	All student are enrolled in all appropriate subjects and getting the appropriate minutes.	Not barriers are currently present.	No new actions are needed.	Met		28JUN2023	2023
47703590000000	Hornbrook Elementary	7	Hornbrook Elementary School District tracks the extent to which all students, including unduplicated student groups and individuals with exceptional needs, have access to a broad course of study by reviewing course offerings through ALMA SIS, class schedules, and master schedule.	In 2023-2023 school year, Hornbrook Elementary School provided full access to a broad course of study for all students, TK-8th grade, except World Languages.  Post-pandemic, HESD has struggled to attract a qualified teacher for world languages, given our school size of 38 pupils.  Our 7th/8th grade classroom is a self-contained classroom with one teacher.	Barriers preventing Hornbrook Elementary School from maximizing broad course of study offerings to all students include a lack of time during the regular school day; and multi-grade self-contained classrooms with one teacher and a limited instructional budget.	In the 2023-24 school year, Hornbrook Elementary School will resume access to World Languages for all TK-8th grade students by implementing digital learning solutions to expose students to a variety of world languages.	Not Met For Two or More Years		21SEP2023	2023
47703670000000	Junction Elementary	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
47703750000000	Klamath River Union Elementary	7	With the very small number of students at Klamath River, the tool used to track the extent to which all students have access to and are enrolled in a broad course of study is administrative oversight.	All students have access to a broad course of study. There is no variance as there is only one classroom in this very small district.	Even though this is a very rural school district, there are no apparent barriers at this time.	There are no revisions or new actions at this time.	Met		29JUN2023	2023
47703830000000	Little Shasta Elementary	7	Measures include teacher lesson plans and class enrollment records.	All students are provided and enrolled in a broad course of study.  This includes all core academics as well as frequent art, music, performing arts and physical education.	There are no barriers.	We have not made any revisions or implemented any new actions.	Met		15JUN2023	2023
47704090000000	McCloud Union Elementary	7	Our numbers are small. Inventory of curriculum and course of study is easy to conduct with four teachers and approximately 50 students to serve.	We only have one school site.	We have no barriers for access to a broad course of study for students.	All students (K-8) at the LEA have access to ELA, math, science, social studies, physical education and computer sciences. Curriculum is offered in more than one way including, but not limited to: textbooks, online coursework content, magazines, and online services for math and reading support. Student progress and usage of each program is tracked via online data and assessment tools like ESGI, Read Naturally and Accelerated Reader/Math (Renaissance Learning). Curriculum assessments that are provided with textbooks and resources are also used to assess students learning and access. The district consists of only one school site so there are no schools to compare. The LEA has not identified any barriers to curriculum access. If a teacher or student needs a particular support or curriculum, it is purchased as needed. The LEA does not have plans to revise actions because all courses are offered successfully, and no barriers exist to block access to curriculum. The LEA's small size allows it great flexibility in purchasing content and providing needed curriculum in all subject areas. No Williams complaints have been filed in current years or former years.	Met		23JUN2023	2023
47704170000000	Montague Elementary	7	As a small K-8 district, Montague Elementary School District (MES) monitors student opportunities to engage in a board course of study by monitoring master scheduling, elective offerings, and after-school programs. All students in grades 6-8 select one elective course per term in addition to five core course offerings. Students in grades K-5 participate in rotating specials classes as part of the master schedule. Students with exceptional needs are served consistent with state special education programs and laws.	All students have access to current, adopted, curriculum in English language arts, mathematics, science, and social studies/history. Instructional minutes, consistent with state guidelines, are scheduled via the master instructional schedule. All students participate in daily physical education instruction, which provides minutes in excess of the state minimums at all grade levels. Beyond the four core areas of instruction, elective classes are offered at the middle school level (grades 6-8) in drama, concert band, yearbook, student government, agriculture, and American Sign Language. All IEP eligible students currently receive contact minutes with a certified special education teacher according to the minutes outline in the IEP documents. MES is in the process of creating an ongoing and permanent opportunity to participate in world language courses bu offering not only ASL and foreign language online programs, but also through a working partnership with the Karuk Indian Education Office. This year, MESD increased the variety of course offerings not only through master scheduling in middle school, but also in grades K-4. Primary students rotate through classes including targeted math and ELA intervention, media arts, and agriculture. In the after school program, offered through Siskiyou After-school For Everyone (SAFE), students have access to programs in dance, art, and crafts.	Budget and student body size constraints restrict MES from offering a traditional middle school elective model with single-subject qualified instructors.	Additional programs in the arts are being supported by state grant money . These dollars have allowed us to purchase a new stage for performing arts, media and supplies for classroom art, and a puppet theater. In order to meet the state requirements for world language instruction, MESD has created an instructional offering for Karuk,  in addition to an offering online foreign language instruction. The SAFE after school program will continue to offer extracurricular opportunities. Further involvement of the Karuk Tribe and Karuk Education Office will provide additional opportunities in language, arts, and social studies in response to MES's growing Native American population, as well as non-native students.	Met		21JUN2023	2023
47704250000000	Mt. Shasta Union Elementary	7	All students in TK  through 8th grade have access to all adopted curriculum and participate in those subjects/courses everyday throughout the year as reflected on the academic schedule.   Students are also exposed to multiple field trips throughout the school year as seen on the master calendar.	All students participate in the following courses:  ELA, Math, Social Studies, Science, intervention, music (band and choir) and P.E.	We would like to offer more electives at our 4-8 school.  One barrier to this is budgeting and fiscal resource availability.	In creating our 2023-24 LCAP, we will measure our access to a Broad Course of Study with class schedules.  The schedules will reflect all students (100%), TK-8, participating in learning opportunities appropriate for their grade in PE,  science and music.  One of the major barriers students face is our small, rural location with a lack of shared resources for our students.  Our goal is to increase program availability to all students including but not limited to drama, music, science, physical education, history, etc.  Better communication and more opportunities for our parents to participate in school activities will help all families feel more welcome at school and willing to participate in school activities.   We have allocated time, resources and specific action plans to accomplish our goal.	Met		20JUN2023	2023
47704580000000	Seiad Elementary	7	All students have access to a broad course of study. There is no variance as there are only 3 classrooms in this very small district.	All students have access to a broad course of study. There is no variance as there are only 3 classrooms in this very small district.	The only barrier is access to world language given the rural nature of the school district.	There are no revisions or new actions at this time.	Met		12JUN2023	2023
47704660000000	Siskiyou Union High	7	We use a Student Information Data System called AERIES. With this system we can analyze the extent to which all students have access to and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs. We are able to analyze to what extent students are taking various types of courses, A - G courses, and career path completion, access to academic support, credit recovery, and other support courses.	Our data indicates the following: -All students with disabilities are enrolled in academic support as needed or identified in their IEP or 504. -Our percent of students completing A-G requirements and career paths are increasing over time. -Students are able to access single course options over time.	Barriers include our small school schedules which create single course offerings in a variety of our academic, CTE and fine and performing arts areas.	To overcome the barriers presented in our small school schedules, we have implemented the following: -Academic guidance and planning so students can plan over their high school experience to set and accomplish their goals and have access to a broad course of study. -Provide on-line and college concurrent and dual enrollment options. -Provide several options in a schedule for academic support or credit recovery options. -7 to 9 period bell schedules that provide room and options for students to access courses.	Met		21JUN2023	2023
47704820000000	Weed Union Elementary	7	All students in 6th through 8th grade participate in enrichment courses everyday throughout the year as seen on the academic schedule.  The LEA also provides enrichment opportunities by conducting clubs for students in TK-5th during the school day. The school measures student participation of clubs through sign-up and attendance data.  Students are also exposed to multiple field trips throughout the school year as seen on the master calendar.	"Middle school enrichment courses include, computer science, digital design, STEM engineering, 3D Priniting, Spanish, and fine and performing arts.  Students in middle school participate in two different enrichment courses in the afternoon and are exposed to new enrichment courses every quarter.  All student groups have the opportunity to participate in one to two enrichment courses per quarter with the option to ""drop in"" to the resource classroom for extra academic support on an as needed basis.  School day clubs for grades TK-5 include art club, career club, and outdoor club.  The LEA also offers schoolwide ernrichment events and asssemblies such as; computer science week, career week, a cultural fair, and other assembly exeriences with muscians, performances, and/or guest speakers."	The LEA would like to increase opportunities for our younger students in grades TK - 5 to have more access to a broad course of study on a regular basis.  The LEA would also like to incorporate a schoolwide music and art program for all students.  One barrier to this is budgeting and fiscal resource availability.  Another barrier to this is space in our current temporary campus during the building of our new campus.	In creating our 2023-24 LCAP, we will measure our access to a Broad Course of Study with class schedules.  The schedules will reflect all students (100%), TK-8, participating in learning opportunities appropriate for their grade in PE, visual and performing arts, science and music.  We have no baseline data available but estimated that 50% of our students currently have access to a Broad Course of Study.  One of the major barriers students face is our small, rural location with a lack of shared resources for our students.  Our goal is to increase program availability to all students including but not limited to drama, music, science, physical education, history, etc.  All students will participate in at least one after school activity.  Better communication and more opportunities for our parents to participate in school activities will help all families feel more welcome at school and willing to participate in school activities.   We have allocated time, resources and specific action plans to accomplish our goal.	Met		29JUN2023	2023
47704900000000	Willow Creek Elementary	7	Willow Creek has two multi-grade classrooms that serve TK-3 grade and 4-8th grade.  All students are enrolled in a broad course of study.  Students with IEPs have access to curriculum at their level and as stated in the IEP. Intervention in reading and math is provided to students with deficits.  Willow Creek's SIS, ALMA, is used to track all students.	Reports are ran in ALMA to ensure students are enrolled in all the courses: Language Arts, Mathematics, Science, Social Studies, Art, and Physical Education.	Due to multi-grade classes that are self-contained, students in 6-8th grade are not enrolled in CTE courses, but the teacher integrates skills and concepts into various lesson daily.	1. 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 classes participating in academic study trips  2. Willow Creek Elementary School district continues its 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 music programs and sporting events, and to have access to modern technology. Prior to the onset of the COVID pandemic:      * Middle school and elementary school students received the required number of PE minutes.  * All students received art instruction.      * 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.  3. Note: The COVID 19 pandemic posed a significant barrier to a broad educational program. It is	Not Met		28SEP2023	2023
47705080000000	Yreka Union Elementary	7	YUSD 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. These measures include but are not limited to;  classroom grades,  CAASPP scores, and district benchmark assessments. Also a master schedule that allows for maximum student achievement, switching to quarters rather than trimesters, parent/conference reports and Parent Square for improved communication between home and school are additional measures to support student access to a broad course of study. In addition, the district tracks data for specific demographics such as our Hispanic Group (19.5%), American Indian (10.8%), Socioeconomically Disadvantaged (70.8%), Foster/Homeless Youth ( 5.3%) and our Students with Disabilities (8.9%) populations.	All Student Groups have access to a Broad Course of Study. These student groups include; English Learners, Foster Youth, Homeless, Socioeconomically Disadvantaged, Students with Disabilities, African American, American Indian, Asian, Filipino, Hispanic, Two or More Races, Pacific Islander and White.	One barrier to a broad course of study is the inability to hire a Foreign Language Teacher due to lack of applicants.	"Collaborative professional development aligned to student learning and standards prepares, trains, and recruits high-quality teachers, principals, paraprofessionals, and other staff.  In all of our TK-8 grades, we rely heavily on teacher lesson plans and content area adoptions to show that all students have access to and are enrolled in a broad course of study.  Ongoing professional development regarding English Learner Students and Homeless/Foster students is embedded throughout the year. Student data such as grades, CAASPP, and ELPAC scores are accessible to parents/guardians, teachers, students, and principals through our student information system (AERIES).   For TK-3rd grade students at Evergreen School, all students receive core Tier 1 instruction in a general education classroom. Two intervention teachers provide Tier 2 intervention based on benchmark assessment results. Benchmark assessments are reviewed with the site principal and intervention teachers every 6 weeks. These benchmark assessments include but are not limited to,  BPST, SIPPS, Running Records, classroom grades, SRI, and IXL data. A key goal of the Elementary and Secondary Education Act is that every student will receive instruction from a "" highly qualified"" teacher (HQT). To be considered "" highly qualified"" under ESEA, a teacher of core academic content must: possess a bachelor's degree, a teaching or intern credential, and demonstrate core academic subject matter competence. .08% of YUSD district teac"	Met		20JUN2023	2023
47705160000000	Yreka Union High	7	Yreka Union High School District tracks progress by undertaking a qualitative and quantitative review of course offerings, class schedules, and the school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Reports are run in Aeries to identify access and enrollment based upon grade spans, unduplicated student groups, and individuals with exceptional needs	Yreka Union High School District has four program sites, Yreka High School, which is our main campus, Yreka Options is our Independent Study program, Discovery High School, which is our alternative education program, & Community Day School, which is primarily for expelled students. Students in our Yreka High School and Yreka Options program have access to all the broad course study courses provided by our district. There is not a specific student group that does not have access to classes at Yreka Union High School District. The Discovery High School students have limited access due to the necessity to provide more support in a single subject needed for specific student needs. Students transfer into our alternative education program because they are credit deficient in subject areas and more support is necessary for the student to be successful. Students who attend Discovery High School do not have access to Foreign Language and Visual and Performing arts.	The only course in the broad course of studies as defined by California Education Code 51210 and 51220 not available with the Yreka Union High School District is Automobile Driver Education. Our district has been unable to hire a teacher with this credential and the ability to obtain this credential that is not within a reasonable travel distance from our location for any of our teachers to access. The California Department of Motor Vehicles accepts an on-line certification for Automobile Driver Education for any student needing this course.	All Yreka Union High School students have access to a broad course of study within our school offering. While we have two schools within our district that offer a different specific pathway and specific programs within a course study, our students are free to attend school within our district that offer courses with their area of interest. Students are able to utilize our Dual Enrollment program, which allows them to earn college credit for the high school course they are enrolled in. Students from each of our schools within our district also have access to our Career Technical Education program, which is allowing students to be prepared for a specific career path. Students may find that they do not have room in their schedule to access an additional elective which can be a barrier. Yreka High School runs off of a semester system with a seven period semi block schedule, and this schedule seems to accommodate this barrier.	Met		14JUN2023	2023
47736840000000	Butte Valley Unified	7	In grades TK-6, all students access a broad course of study through state-approved curriculum and the California State Standards. Unduplicated students have the same access to programs as all other students. In grade 7-8, all students, including unduplicated students, have access to some high school elective classes, including VAPA, music, and Ag/FFA classes. Students are able to select the classes they want to attend with support from staff and the high school's academic counselor. Parents have the opportunity to provide input on their students' choices. In grades 9-12, we currently have 88 enrolled students. Students have a full range of A-G class offerings. Over the past two years, we have added a number of CTE pathways, including Auto, Manufacturing, Construction, Health Careers, Hospitality, and Technology. Additionally, we have added drama, music, and restored our pottery program. All students have the opportunity to meet with the high school's academic counselor over the summer to select classes. This year, we have added an Educational Options Program for credit recovery, long-term independent study, and work study.	BVUSD has one high school and one elementary school. There are no other schools with which to compare programs in our district. All students have equal access to a broad course of study. The course of study has increased and improved over the last three years. All students have access to all programs due to our diverse offerings and low student-to-staff ratio.	There are no barriers to offering a broad course of study from a programatic standpoint. Our small size and remote location have posed difficulties, but we have prioritized building programs for which staffing is available. We have developed funding streams to make a broad course of study feasible.	We will continue to build programs to engage students at all grade levels. This year, as we develop CTE programs, we will focus on integrating this programs between the high school and elementary school. We offer a number of excellent CTE programs and our aim is to leverage them as a resource to inspire our elementary school staff and students with increased opportunities for engagement.	Met		21JUN2023	2023
47764550000000	Scott Valley Unified	7	See Number 4 below.	See Number 4 below.	We have not currently identified any barriers.	Students in all groups have access to a broad course of study. The Scott Valley Unified School District uses formative and summative measures to track the extent to which its 623 students have access to, and are enrolled in, a broad course of student across grade spans and unduplicated student groups, and individuals with exceptional needs. Transcripts and course assignments are evaluated regularly, student progress monitoring at the elementary and junior high schools ensure that all students are known by name, by need, by skill. Regular evaluations and parent/family communication are coordinate by principals or their designee and SST's, 504 meetings, SART / SARB meetings, and IEPs are held to respond to student needs. Competing interests, such as sports and singleton classes at the high school(s), impact students' ability to take their desired classes.The District is exploring increased dual enrollment and concurrent opportunities at the high school level. The use of Edgenuity for core intervention, credit recovery and acceleration, has been an adjustment in its first year yet proved to be a rigorous option for students needing other ways to take courses or complete required classes. Lexia for intervention at the early grades, athletics, and strengthening the co-curricular and extra curricular activities that will allow for student leadership opportunities and accountability. The music program returned in 2022-2023 and is on hold given staffing shortages.	Met		22JUN2023	2023
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 instructional 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. SCOE continues to partner with Solano County Probation to provide meaningful opportunities and access at the Juvenile Detention Facility.	The Solano County Office of Education's 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		28JUN2023	2023
48104880139030	Elite Public	7	ELITE Public Schools use 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.	ELITE stands for Equipping Leaders through Innovation, Technology, and Engineering. The educational experience for students in ELITE Public Schools is designed to ensure that students meet rigorous academic standards while being exposed to curricular and extracurricular offerings that prepare them to enter prestigious four-year colleges and universities and become global leaders. ELITE consists of four design elements that form the foundation of our success: entrepreneurial skills development, language development, a dual immersion pathway, and the African American and Latino cultural heritage program. All ELITE students receive instruction in the core academic subjects (English, Math, Social Studies/History, and Science), as well as instruction in Spanish through either the Dual Immersion Pathway or the Foreign Language Pathway. All students also receive instruction in coding/technology, health, and physical education. ELITE High School students are enrolled in A-G courses to ensure university access. ELITE students do not yet have access to Visual and Performing Arts courses. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs. Supports are put in place if necessary for students with exceptional needs to participate.	ELITE Public Schools is a small growing charter school focused on preparing our students to enter prestigious four-year colleges and universities and become global leaders.  Our high school course catalog consists of a-g approved courses.  High school students enrolled at ELITE take all a-g courses.  Some students also take part in dual enrollment.  We partner with Solano Community College in having our high school students take college coursework at the same time as they are completing their high school credits.	ELITE Public Schools will continue to incorporate a broad course of study into the regular school day and seek opportunities to provide our students with enrichment opportunities in other areas of study. Since growing to having 12th grade this school year, we partner with InRoads.  INROADS is a non-profit organization that creates pathways to careers for ethnically diverse high school and college students across the country.  InRoads position our graduates to advance in their careers and we help employers foster diverse and inclusive workplaces.	Met		13JUN2023	2023
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.  We are monitoring and working with our Continuation High School where the graduation rate was lower than we want.  We are also 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	BUSD believes all students have access to a broad course of study. The biggest challenge we face is ensuring and encouraging all students to take classes they may feel are a stretch for them.  We continue to work on systems to get students participating in all ranges of classes. 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, office staff, 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 offered through our public library. This tutoring is available in all subjects and in multiple languages.	Met		08JUN2023	2023
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: 40%;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		01JUN2023	2023
48705320122267	Dixon Montessori Charter	7	Dixon Montessori provides access to a broad course of study.  We focus on Montessori and PBL education which provides access to the standards in an innovative and effective way.  We also provide music class to all grade levels, pull out NGSS science class to 2nd-8th grade, and PE.  We provide ELD, SAI, RTI, and more as part of our multi-tiered intervention system of supports for all students. Our multi-tiered intervention system allows for all students to spend more than 95% of their day in the general education setting.	All students at Dixon Montessori continue to have access to and are enrolled in a broad course of study that meets their individual needs.  Our Montessori and PBL systems provide differentiated instruction at all levels, and our multi-tiered system of supports helps students who are exceptional, and our specials classes (music, science, and PE) provide needed access to education beyond reading, writing, and math.	All students have access to a broad course of study.  The only barrier we have experienced was the pandemic, and that have since come back strong.	Dixon Montessori continually improves our processes and best practices.  This includes improvement in our specialized academic instruction, response to intervention, and Montessori and PBL pedagogical implementation. We will continue to have a cycle of improvement where best practices are increased and spread throughout the school.	Met		13JUN2023	2023
48705400000000	Fairfield-Suisun Unified	7	The District used a self-assessment tool developed by the Educational Services department. The District identified the number and type of courses available at each school and determined 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 world language elective. Middle grade students who attend a K-8 school do not have access to a world language elective. Career Technical Education (CTE) 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 a CTE elective. English learners also tend to have less opportunity to participate in elective classes because of the requirement to receive designated ELD instruction. Schools with small populations of English learners struggle with providing 30 minutes of designated ELD instruction.	At the middle schools, teacher credentialing is a barrier to offering a broad course of study in the electives. In most cases, a school does not need full time art, CTE and world language teachers. As such, the school tends to select which electives they offer based on which course sequences are the most popular among the students.  One of the challenges identified by staff is that students who are required to take support classes often do not have room in their schedule for CTE or college preparatory electives. In other words, the support classes became a barrier to course access. During the 2022/23 school year, the District allocated Expanded Learning Opportunity Grant funds to provide additional sections at the middle and high schools so students extend the instructional day and 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 offers 83 sections of CTE at the comprehensive high schools.	FSUSD is implementing Multi-Tiered System of Supports (MTSS) which can support more students having access to a broad course of study.  FSUSD is expanding CTE opportunities at the middle schools. Using Career Technical Education Incentive Grant funds, students will have the opportunity to participate in a CTE wheel during the 2023/24 school year.  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		22JUN2023	2023
48705650000000	Travis Unified	7	The district uses the following metrics to measure access and enrollment in a broad course of study: College/Career indicator from CA Dashboard, percentage of students who have successfully completed UC/CSU entrance requirements, number of students complete CTE pathways, enrollment in AP courses, Special Education LRE targets (percentage of students spending 80% or more of their time in general ed.), successful completion of Algebra 1, percentage of 3rd graders meeting reading benchmarks on NWEA MAP, CAASPP scores, Algebra 2 enrollment, and CORE college readiness scores.	We analyzed MAP data for unduplicated students, comparing Spring 2021 to Spring 2022, and found increases in the percentage of elementary students scoring in the average and above range.  In reading, 53.3% of unduplicated students scored average or above in 2021, rising to 58.0% in 2022, a gain of 4.7%.  This is small progress, but shows we are heading in the right direction.  In math, 48.2% of unduplicated students scored average or above in 2021, writing 5.8% to 54.0% in 2022.  Improvements when we looked at all students were smaller, with a 1.3% increase in the percentage of students scoring average or above in reading and 2.9% in math.  This indicates our support is reaching the intended students.   In contrast, we saw declines in secondary student scores.  In grades 7-12, the percentage of unduplicated students scoring average or above in reading dropped from 60.6% in 2021 to 56.4% in 2022.  In math, the percentage dropped significantly from 52.6% in 2021 to 42.3% in 2022.  A smaller total percentage of students were tested, so part of this drop may be due to which students were given the test, but the results are concerning.  Passing courses can be used as a rough measure of success.  At Golden West, 5.2% of grades were Fs in Fall 2021, improving to 3.8% of grades in Fall 2022.  At Vanden , 5.0% of grades were Fs in Fall 2021, improving slightly to 4.8% of grades in Fall 2022.	We were not able to implement class size reduction in middle school math because we were unable to hire an additional math teacher.  Extending learning beyond the school day was less successful than we had hoped because attendance was low.  Our tutoring programs, both in Guidance classes and after school, are still in early stages of implementation, and we are continuing to explore what works best for students and to refine this program.  Math coaching has started with a small number of teachers, but we hope to have greater participation as this work continues.  Work on CTE pathways and barriers to A-G completion has begun but is incomplete and will need to continue next year.	The UC Davis C-STEM Center has evidence that incorporating computing and robotics in Algebra 1 and other math instruction significantly improves performance in  math among unduplicated students, and we are planning to implement their curriculum next year at the middle and high schools. We need to gather more  information about why some secondary teachers were not willing to participate in math coaching and consider different strategies for improving instruction. We are expanding  the scope of our very successful ELD teacher and Instructional Assistant training this year to include literacy strategies for all unduplicated students. Guidance classes  need to refocus on small group tutoring, and the planned guidance curriculum needs to be implemented to better inform students about the pathway to college and  career. As a district, we need to improve our focus on the needs of unduplicated students and students with disabilities in order to improve outcomes for both groups, which we are doing through groups designed to address the unique needs of these student groups.	Met		20JUN2023	2023
48705730000000	Vacaville Unified	7	We follow the Williams compliance procedures annually to ensure sufficient resources for all students including unduplicated student groups and individuals with exceptional needs. Additionally, we review all of our school sites' master schedules to ensure student access to a broad course of study.  We also actively encourage student participation in the most rigorous course of study including Advanced Placement courses, as well as Career and Technical Education courses.	All of our elementary school students (grades K-6), including unduplicated student groups and individuals with exceptional needs, have access to the following: - Board approved instructional materials  - Access to AVID curriculum/offerings - Arts instruction  - PE instruction  - Teachers with access to professional development related to AVID, Early Literacy, ELD, GLAD, PLC SpringBoard, GLAD, etc.   All of our secondary school students (grades 7-12), including unduplicated student groups and individuals with exceptional needs, have access to the following: - Board approved instructional materials  - Access to AVID curriculum/offerings  - 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.	All students have access to a broad course of study. However, as students get older, they have more choices when picking which courses of study to follow.  We do our best to encourage our students to take as rigorous coursework as possible to prepare them for life after high school.	Continue to provide greater access to the above and seek to remove any existing barriers to that goal. For example, we will continue to utilize our staff (administrators, counselors, student support specialists, reengagement specialists) to provide targeted outreach to students in underrepresented groups (such as our unduplicated student groups and/or our students with exceptional needs) to ensure they are accessing our broad range of offerings.	Not Met			2023
48705730129494	Kairos Public	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.	Kairos offers rigorous educational programs for all student ability levels with quality teaching that employs research-based and proven instructional strategies, such as Unit by Backwards Design.  A culture of high expectations is cultivated and a commitment to the Charter School’s mission and vision, by all stakeholders, is an essential part to the school’s success. A small learning environment is maintained and is central to implementing a successful multi-tiered program of supports for scholars. Teachers engage in rigorous, frequent professional development and utilize data, on-going, to drive instruction.	Based on the locally selected measures, we see Kairos has the same barriers facing other schools in California related to income status, language, family/guardian engagement, and special needs. However, Kairos designates a tremendous amount of human and fiscal resources into addressing these barriers for scholars. Our local and states measures reflect academic growth over the past three years for the scholars facing these barriers.	In response to the Kairos internal and external data measurements, our LCAP is updated annually to identify new resources and actions needed to help different subgroups identified as needing additional support. These resources have been targeted towards Students with Disabilities, English learners, Hispanic scholars, and Economically Disadvantaged students.  It is the goal of Kairos Public Schools to equip all students to participate fully by alleviating barriers related to income, language, family/guardian engagement, special needs, and other locally identified factors.  In addition, Kairos strives to create optimal conditions for learning by supporting the non academic needs of students though character development and focus on soft skills that will transferable for their future careers.	Met		20JUN2023	2023
48705730135095	Ernest Kimme Charter Academy	7	Students access to: - Board approved instructional materials - Diverse course catalog that informs students and parents of the various of college/career options - Increasing number of student qualifying for dual enrollment - Increasing access to CTE pathways - Teachers with access to professional development related to ELD, AVID, Pathful, CTE, UC Davis Math project, UC Davis HistorProject, etc.	All students have access to the above.	Financial resources in order to gain new materials to support their course of study.	We want to continue to provide greater access to the above and seek to remove any existing barriers to students accessing opportunities.	Met		16JUN2023	2023
48705734830113	Buckingham Collegiate Charter Academy	7	We utilize our graduation rate, CTE Enrollment Rate, a-g rate, and the college career indicator to measure and track our progress.	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		15JUN2023	2023
48705736051338	Fairmont Charter Elementary	7	Surveys, teacher reflection tools, classroom observations, professional development opportunities, 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. Fairmont Charter Elementary School's curriculum uses state adopted curriculum that align with state Common Core standards.	At Fairmont Charter, 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 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 semester.	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 recognition to motivate our students to be on campus and comply with their educational expectations.	Fairmont Charter Elementary School 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.	Met		16JUN2023	2023
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 beginning in the 2022-2023 school year and continuing into the 2023-2024 school year.	Met		28JUN2023	2023
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 beginning in the 2022-2023 school year and continuing into the 2023-2024 school year.	Met		28JUN2023	2023
48705810134262	Caliber: ChangeMakers Academy	7	All students receive ELA, Math, Science, and Social Studies instructions per the legislated minutes of instruction requirement. Students are also enrolled in PE, Art and Computer Science as electives. We also support students with English Language development for all students that have yet to reclassify and targeted intervention for students displaying need.	In the lower school, grades K-4, students have either science or social studies on a six week cycle and an increased number of minutes for ELA and Math instruction, as well as having science and social studies embedded in our ELA curriculum. In addition students receive P.E. 2 times per week and computer science and art on a rotating quarterly cycle.	Our teacher to staff ratio keeps us from being able to offer more choice for students in course offerings. We currently offer the core academic programs, with the addition of computer science, Art and PE.	We are currently partnering with external agencies and paying our own staff stipends to provide access to supplemental electives on a rotation or via grants and other funding sources. This year clubs included Chess, student government, Flag football and cross country. In the past we have also run clubs for DEIB and cheerleading	Met		22JUN2023	2023
48705810137380	MIT Griffin Academy Middle	7	Aeries Student Information System is used to obtain all data listed	100% of students have access to a broad course of study	Turnover and Vacancies have been the main barrier to access.	A major area of need is full staffing at the site.	Met		27JUN2023	2023
48705810139816	Griffin Academy High	7	Aeries Student Information System is used to obtain all data listed	0 % of students have access to a broad course of study.  86% of the broad course of study is accessible to 100% of students.	Turnover and Vacancies have been the main barrier to access.  No world language offered outside of the college and the college offerings were limited in Spanish courses for students this year.	A major area of need is full staffing at the site. Another area is to fill a world language position that has not been staffed for the last year and therefore not offered to students.	Met		27JUN2023	2023
48705814830196	MIT Academy	7	Aeries Student Information System is used to obtain all data listed	100% of students have access to a broad course of study	No current barriers in this area.	No revisions needed	Met		27JUN2023	2023
48705816116255	Mare Island Technology Academy	7	Aeries Student Information System is used to obtain all data listed	100% of students have access to a broad course of study	No current barriers in this area.	No revisions needed	Met		27JUN2023	2023
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 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. Additionally, the program identifies a curricular area of focus each year to work on reviewing course offerings, course descriptions and textbook and other resources to support student access to a broad course of study.	Met		29JUN2023	2023
49402460000000	Petaluma City Schools	7	Review of master schedule and CALPADS Report 3.11 Course Sections Completed.	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.	The district will be implementing a new EL Master Plan 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		29JUN2023	2023
49402460131961	Petaluma Accelerated Charter	7	Review of master schedule and CALPADS Report 3.11 Course Sections Completed.	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.	The district will be implementing a new EL Master Plan 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		29JUN2023	2023
49402466051932	Mary Collins Charter School at Cherry Valley	7	Review of master schedule and CALPADS Report 3.11 Course Sections Completed.	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.	The district will be implementing a new EL Master Plan 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		29JUN2023	2023
49402466051981	Penngrove Elementary	7	Review of master schedule and CALPADS Report 3.11 Course Sections Completed.	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.	The district will be implementing a new EL Master Plan 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		29JUN2023	2023
49402466119036	Live Oak Charter	7	A Waldorf curriculum provides an integrated method of studying a broad course of study. For example, students engage in units of study that combine math, ELA, History and Science. Student construct Main Lesson Books that put each of these topics into their own words and serve to internalize learning in a deep and meaningful way.	Once enrolled in first grade students begin to create the Main Lesson books. Although they grow and develop in complexity students grow accustomed to combining the breadth of study in one source.   Students also benefit from a deeply developed and carefully delivered physical fitness course called Spatial Development. They work at both fine and gross motor skills, plus cooperation and focus.   Live Oak students were introduced to Dramatic Arts this year, and are engaged in skits and plays throughout the year. They are developing confidence and skill in presentations and public speaking.	The school had to let go of the strings music program this year due to staffing changes. We are, however, putting an after school music program into place.	A parent group is exploring the development of a strings music program that will begin in 3rd grade and grow in complexity throughout the 8th grade. We feel we have options for scheduling this as an offering in addition to Dramatic Arts.	Met		29JUN2023	2023
49402530000000	Santa Rosa City Schools	7	Since 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 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, SRCS has a plethora of excellent CTE opportunities for students, but not all courses are fully A-G aligned at this time.  SRCS is working diligently to get these courses A-G approved so that all CTE courses are helping students be college and career ready.  Overall, as special education and CTE changes take place, SRCS will have little to no barriers for students accessing a the broadest 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. 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 other small factors will allow SRCS to fully engage in providing the broadest course of study possible.	Met		29JUN2023	2023
49402530102533	Santa Rosa Accelerated Charter	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
49402530113530	Santa Rosa Charter School for the Arts	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
49402530125831	Santa Rosa French-American Charter (SRFACS)	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
49402530128074	Cesar Chavez Language Academy	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
49402536116958	Kid Street 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		22JUN2023	2023
49705990000000	Alexander Valley Union Elementary	7	The locally selected measures or tools that the Alexander Valley School District is using to track the extent to which all students have access to, and are enrolled in, a broad course of study include two key items below:  Unduplicated Student Group Data: Our District tracks enrollment data for unduplicated student groups, which often include students from underrepresented or marginalized backgrounds, English learners, students with disabilities, and economically disadvantaged students.   Individualized Education Plans (IEPs): For students with exceptional needs served under Individualized Education Plans (IEPs), the District monitors whether these students have access to the specialized courses and services outlined in their IEPs. This ensures that students with disabilities receive an appropriate and inclusive education.	The analysis of locally selected measures including academic assessment data, and anecdotal behavioral data indicates that there is significant progress in ensuring that all students have access to and are enrolled in a broad course of study within the Alexander Valley School District.  Across the District, there has been a notable increase in the availability of a diverse range of courses, including core subjects, electives, and specialized programs over the last several years.  This includes access for all students in core areas like math, English, History, P.E., and Science, as well as in areas of Enrichment like Spanish, Art, Music, Garden, and Library.	The District does not experience any given barriers at this time.	On an annual basis, the District will continue to monitor all programs and ensure that each and every student has direct access to core content learning, as well as enrichment-based opportunities to build a well-balanced instructional platform for all learners.	Not Met		09OCT2023	2023
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 the services provided by our academic counselors, outreach therapists, and 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 facility needs to support the needs of the educational program. Through the consolidation of our two comprehensive high schools, we are finding that the 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 workforce 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 and industry experiences will support the increase of student program opportunities.	Met		28JUN2023	2023
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-  2022 Local Performance Indicator Self-Reflection for Bellevue Union School District Page 14 of 17 3 access the core content in Spanish with the exception of English Language Arts in grade 3, and transition to all 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 or decisions 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. The District will expand its visual and performing arts offerings. With the passage of Proposition 28, the District is increasing its music offerings to all students in the district. Students will be exposed to different musical experiences depending on their grade levels including instrumental and choral music and digital music song writing.	Met		27JUN2023	2023
49706230000000	Bennett Valley Union Elementary	7	As we are a TK-6th grade district with contained classrooms, it is easy to ensure that all students receive a broad course of study, as evidenced by curricular maps, observations, and student performance data (Star Reading, Star Math, District Writing Benchmark, Dibels).  The scheduling is designed to ensure of all students to our entire broad course of study.  There are grade level blocks for English Language Arts and Math to ensure that students who receive special education services in these areas get their support when everyone is also engaged in that subject and to ensure students do not miss another subject to get their support.	All students get instruction in all the content areas--English Language Art, Math, Science, Social Studies, PE and in the visual and performing arts (from actual artists--dance, music appreciation/classroom music, visual arts-including art history, critique and technique); they also get library/media skills and computer technology skills instruction.	There are no barriers--all students have access	There will be continued implementation of Universal Design for Learning to ensure that all students have access. Specifically, we have three teacher-led Collaborative Inquiry Teams (CITs) to support access to and achievement in a broad course of study for all students. CITs are in the following three areas: (1) Curriculum & Instruction (2) Social-Emotional Learning (3) Multi-Tiered System of Support	Met		14JUN2023	2023
49706490000000	Cinnabar Elementary	7	All Cinnabar Students in grades TK-8 are enrolled in a broad course of study that also includes music, physical education and library for all students (including unduplicated students and students with exceptional needs). We have developed an enrichment program that includes culinary, STEAM and art in our sixth through eighth grade enrichment classes. We also offer free after school courses in culinary, music, gardening, yoga and athletics and more for all students on campus. As a staff, we meet to make sure we are including all students and covering all areas in a broad course of study.	Cinnabar students are all on one site, so there are no differences across sites. Every student enrolled in the district has access to that broad course of study. In recent years, a comprehensive and continuous math program was adopted for consistency, and the district brought back music instruction for all students and continued physical education. The district also increased the enrichment opportunities after school for all students.	Our students are confident they are improving. Just three out of 52 felt uncomfortable speaking or writing english in class, but the goal is to create 100% comfort. We have a large EL population, and the state testing data shows us that those students who are reclassified out of EL are our highest performing subgroup in many cases. We do a good job growing our English Learners, but those efforts will continue. Each year, we get a handful of newcomers to the country and we work hard to make sure we help them access the curriculum while they learn the language.	For the 2023-24 school, the intervention team has been reworked to include a Education Specialist and three intervention aides, who will work with our English Language Learners, Special Education students and contribute in reading groups and co-teaching math instruction with the general education teacher. We are working toward implementing an MTSS model that will assure that there is multiple supports, along with first-best instruction, for students with areas of growth.	Met		27JUN2023	2023
49706496051635	Cinnabar Charter	7	All Cinnabar Students in grades TK-8 are enrolled in a broad course of study that also includes music, physical education and library for all students (including unduplicated students and students with exceptional needs). We have developed an enrichment program that includes culinary, STEAM and art in our sixth through eighth grade enrichment classes. We also offer free after school courses in culinary, music, gardening, yoga and athletics and more for all students on campus. As a staff, we meet to make sure we are including all students and covering all areas in a broad course of study.	Cinnabar students are all on one site, so there are no differences across sites. Every student enrolled in the district has access to that broad course of study. In recent years, a comprehensive and continuous math program was adopted for consistency, and the district brought back music instruction for all students and continued physical education. The district also increased the enrichment opportunities after school for all students.	Our students are confident they are improving. Just three out of 52 felt uncomfortable speaking or writing english in class, but the goal is to create 100% comfort. We have a large EL population, and the state testing data shows us that those students who are reclassified out of EL are our highest performing subgroup in many cases. We do a good job growing our English Learners, but those efforts will continue. Each year, we get a handful of newcomers to the country and we work hard to make sure we help them access the curriculum while they learn the language.	For the 2023-24 school, the intervention team has been reworked to include a Education Specialist and three intervention aides, who will work with our English Language Learners, Special Education students and contribute in reading groups and co-teaching math instruction with the general education teacher. We are working toward implementing an MTSS model that will assure that there is multiple supports, along with first-best instruction, for students with areas of growth.	Met		27JUN2023	2023
49706560000000	Cloverdale Unified	7	The district is using the number of A-G courses, CTE courses, electives, and ability for students to Dual Enroll in college classes to review broad course of study.	The student body has access to all courses needed to qualify for A-G ready, as well as to complete CTE pathways. However, due to our school/district size the number of pathways to achieve this is very limited. The district has struggled with hiring a second Spanish language teacher in order to meet the need of students. In addition, the number of electives is limited by the number of staff, however, the district has increased access to enrichment courses through Acellus, where students can take additional online classes.  The district has also recently hired a CTE coordinator who will be building out additional CTE pathways and working with our local community college to increase the number of dual enrollment or concurrent enrollment classes available to students.	The student body has access to all courses needed to qualify for A-G ready, as well as to complete CTE pathways. However, due to our school/district size the number of pathways to achieve this is very limited. The district has struggled with hiring a second Spanish language teacher in order to meet the need of students. In addition, the number of electives is limited by the number of staff, however, the district has increased access to enrichment courses through Acellus, where students can take additional online classes.  The district has also recently hired a CTE coordinator who will be building out additional CTE pathways and working with our local community college to increase the number of dual enrollment or concurrent enrollment classes available to students.	Our local measure includes the number of students meeting all local graduation requirements and those meeting A-G college entrance requirements. All students at both the middle school and high school have access to a broad course of study. We have invested extensive resources to ensure access to a comprehensive  range of CTE classes, college preparation classes, and electives. Local graduation requirements include 80 elective credits and 60 hours of community service hours. Students who elect to complete all A-G classes have access to courses that meet these requirements.  One of the barriers to successful completion of a broad course of study has been our ability to provide courses that are  both accessible and meaningful for all students while also increasing access to A-G classes. We are offering an algebra course for ninth graders over the summer to increase the number of students who can access higher level math classes. This year, we are adding a new math course and two new science classes, as well as increasing access to World Language. We need to find additional ways to meet math requirements for A-G. Co-teaching was implemented in 2022-23 for some high school courses, which will increase the number of students with disabilities who graduate college ready.	Met		12JUN2023	2023
49706720000000	Dunham Elementary	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
49706720122440	Dunham Charter	7	100% of students have access to a broad course of study and are enrolled in appropriate courses. All students (including unduplicated students and students with disabilities) in 1st-6th grade are enrolled in English, Math, History-Social Science, and Science and receive at least 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.	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.	The Charter will continue to ensure that all students have access to a broad course of study.	Actions include: • Regularly monitor student progress and provide needed support and intervention • Provide professional learning to teachers and administrators on evidence-based instructional strategies • Improve tutoring• Continue to provide information to parents, students, and educational partners. Continue to work with site multi-tiered support systems that will address academic, behavioral, and social-emotional needs to provide a learning environment where all learners can be successful.	Not Met			2023
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 and visual and visual and performing arts in elementary grades) as evidence by the master schedule, bell schedules, and student schedules.	Course access is 100% aligned based on schedules. Support programs include: Special education teacher and paraprofessional and EL paraprofessional and bilingual liaison	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		22JUN2023	2023
49706800112987	Forestville Academy	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 and visual and visual and performing arts in elementary grades) as evidence by the master schedule, bell schedules, and student schedules.	Course access is 100% aligned based on schedules. Support programs include: Special education teacher and paraprofessional and EL paraprofessional and bilingual liaison	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		22JUN2023	2023
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)  • Students are assigned to highly qualified teachers who use Common Core, standards-based curriculum that is board adopted.	• 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	GOALS • 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 TK-8 district.	Met		21JUN2023	2023
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 less than 60 middle school students) our extra courses within the day at the middle school level focus: AVID, Media Productions, Drama, Art/Shop.	For the 2023-2024 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		14JUN2023	2023
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 or Directed Studies.	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.	Met		13JUN2023	2023
49707146051742	Gravenstein Elementary	7	The  master schedule on each campus ensures that all students are able to receive instruction in all core academic subjects including: ELA, math, science, social studies, and PE.  In addition, site administrators schedule a variety of enrichment courses in the performing and visual arts.  All students at each grade level TK-5 receive the exact same enrichment classes and all students grades 6-8 have access to an extensive enrichment and elective schedule.  Enrollment and attendance numbers demonstrate that students are engaged in academic programming in a broad course of study.	The master schedule demonstrates that some students qualifying for RSP or ELD receive pull out instruction in ELA and Math at the same time that their general education counterparts receive instruction in those subjects, so they do not miss alternate subjects while in the Learning Lab or Directed Studies.	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.	Met		13JUN2023	2023
49707146051759	Hillcrest Middle	7	The  master schedule on each campus ensures that all students are able to receive instruction in all core academic subjects including: ELA, math, science, social studies, and PE.  In addition, site administrators schedule a variety of enrichment courses in the performing and visual arts.  All students at each grade level TK-5 receive the exact same enrichment classes and all students grades 6-8 have access to an extensive enrichment and elective schedule.  Enrollment and attendance numbers demonstrate that students are engaged in academic programming in a broad course of study.	The master schedule demonstrates that some students qualifying for RSP or ELD receive pull out instruction in ELA and Math at the same time that their general education counterparts receive instruction in those subjects, so they do not miss alternate subjects while in the Learning Lab or Directed Studies.	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.	Met		13JUN2023	2023
49707220000000	Guerneville 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 (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		26JUN2023	2023
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.  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.	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 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.	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.	Met		20JUN2023	2023
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		26JUN2023	2023
49707300000000	Harmony Union Elementary	7	Textbook materials availability are updated annually and verification is made at the board level with the adoption of the Williams declaration of adequate materials.  The master schedule developed in collaboration with staff ensures all students have  access to a broad coarse of study including core subjects as well as Music, PE, and gardening.   The IEP case manager ensures that students with IEP 's maintain access to a broad course of study.	No differences between groups are evident.  As the district manages a single school site, and all students in a grade level attend the same course with the same teachers, all students in a given grade are afforded an identical field of study.  Students with IEPs may experience slight deviations according to the services provided.	No barriers are currently extend.	No deficiencies are noted.	Met		15JUN2023	2023
49707306110639	Salmon Creek School - A Charter	7	Textbook materials availability are updated annually and verification is made at the board level with the adoption of the Williams declaration of adequate materials.  The master schedule developed in collaboration with staff ensures all students have  access to a broad coarse of study including core subjects as well as Music, PE, and gardening.   The IEP case manager ensures that students with IEP 's maintain access to a broad course of study.	No differences between groups are evident.  As the district manages a single school site, and all students in a grade level attend the same course with the same teachers, all students in a given grade are afforded an identical field of study.  Students with IEPs may experience slight deviations according to the services provided.	No barriers are currently extent.	No deficiencies are noted.	Met		15JUN2023	2023
49707306120588	Pathways Charter	7	In alignment with our personalized model, in which the educational team of student, parent/guardian, and independent study 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/classes based on the student's ICAP (Individual Career and Academic Plan). This planning is provided to all students (including those in unduplicated student groups or with exceptional needs) and is reviewed at least twice yearly by a member of the school's Leadership Team. This course/class review is completed by Regional Principals and the Guidance Coordinator, and compared to the student's ICAP. We use our student information system to examine course/class enrollments to ensure that students are on track to meet their ICAP goals, which might include A-G and/or CTE pathway completion; high school diploma; trade school or other certification; or the military. In addition, each fall we analyze the math course placement results of all 9th-grade students to determine if any racial, socio-economic, or gender group is being disproportionately placed into a lower-level math track, which has long-term impacts. This data is collected by the Math Department and shared at the November Board meeting. Students have access to some contracted vendor course support, as well as the opportunity for dual enrollment at local community colleges.	All students have access to the same broad course of study, through independent study coursework and online class instruction (including some contracted vendor support), as well as the one-on-one support provided by Pathways teachers to all students. Because we serve students across four counties, and there are differences in the sizes of both the regional student populations and the local learning center options available in each county, not all students can access the same in-person class resources. However, in almost every case, the in-person class subjects are available through our online offerings, as well.	One of the primary barriers we face is the credit deficiencies many students bring with them from prior schools, which makes access to A-G completion unrealistic.	We will continue to provide schoolwide online classes and support to all students, using a combination of one-on-one teacher relationships and technology tools to ease access.	Met		22JUN2023	2023
49707630000000	Horicon Elementary	7	All students are monitored in their performance by local data and assessments (NWEA maps, ESGI) and their enrollment in a broad course of study is monitored by our SIS (Schoolwise) to verify that all students are appropriately enrolled in ELA, Math, Science, Social Studies, STEM, Art, PE, Computer lab, Library services, Typing, and other enrichment and supplementary opportunities, as well as the offering of afterschool tutoring and afterschool enrichment to all.	As explained above, all students in the district have the same, equal opportunity for the academic course of study. As a one-school rural district, there are no discrepancies between sites or offerings for students.	No barriers exist currently.	The LEA implemented STEM, Computer lab, and Library services six years ago to bring in additional enrichment.  In 2021, the school implemented a pull-out PE program so classroom teachers were not having to teach that subject area. Last year, the school implemented a pull-out art program to increase student participation in that enrichment.	Not Met For Two or More Years		09OCT2023	2023
49707890000000	Kenwood	7	The district uses the Williams Quarterly Act as a tool to ensure all students have access to and are enrolled in a broad course of study.	Given the fact that we are a very small K-6 school district of 113 students, staff can easily determine that all students are enrolled in a broad course of study.	There are no barriers preventing us from providing access to a broad course of study.	Because we are a K-6 school district, the use of bell schedules is important to insure that students that may receive pull out support (ELD, RSP, Speech, intervention, etc) are not being pulled out from core classes. All unduplicated students and students with exceptional needs have access to and are enrolled in a broad course of study. Our LEA consists of only one school site, thus ensuring that all students are offered the same course work. Students with exceptional needs and needing an Individualized Education Plan are assessed annually. Our team, including specialist, SPED teacher, Gen. Ed teacher, Principal and parents meet to discuss the assessment results as well as other educational goals and objectives to determine further needs. Meanwhile, our EL students are also assessed annually (ELPAC) to determine how best to support the students. As all students, including those with special needs, have access to a broad course of study, the barriers preventing Kenwood from providing a broad course of study are minimal. We are concerned about the attendance rate of our students and how this area can affect student learning, engagement, and social emotional health. Due to this issue, a 92% attendance rate, we plan to reach out to families with students frequently missing school. A phone call will be made to each student's parents when they are absent. We will ask if everything is alright with the child and remind parents of the importance of school attendance.	Met		08JUN2023	2023
49707970000000	Liberty Elementary	7	The LEA responds to the self-reflection tools as specified and reports the results to its local governing board and through the local data selection option in the Dashboard.	The LEA responds to the self-reflection tools as specified and reports the results to its local governing board and through the local data selection option in the Dashboard.	The LEA responds to the self-reflection tools as specified and reports the results to its local governing board and through the local data selection option in the Dashboard.	The LEA responds to the self-reflection tools as specified and reports the results to its local governing board and through the local data selection option in the Dashboard.	Met		15JUN2023	2023
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.  Middle school students are offered an elective of career technical education, with the opportunity to take high school courses.  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 and middle school students.	Students are accessing available courses and enrolling in a wide range of electives in addition to the required 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 7th and 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		12JUN2023	2023
49707970139568	Heartwood Charter	7	We use various assessment tools to track baseline and progress throughout the year.  Our teachers either have daily interaction and progress monitoring or learning period tracking.	As an independent study program we offer support in a larger variety of learning styles and teaching methods to engage student academics.	Some barriers that we have difficulty with throughout the year would be in situations with minimal contact to students throughout the learning period.	We have though about increasing the number of times our independent study students connect with their assigned teachers through each learning period.  Daily opportunities are available however they are not always accepted.	Met		27JUN2023	2023
49707970140228	Liberty Independent Study	7	The LEA responds to the self-reflection tools as specified and reports the results to its local governing board and through the local data selection option in the Dashboard.	The LEA responds to the self-reflection tools as specified and reports the results to its local governing board and through the local data selection option in the Dashboard.	The LEA responds to the self-reflection tools as specified and reports the results to its local governing board and through the local data selection option in the Dashboard.	The LEA responds to the self-reflection tools as specified and reports the results to its local governing board and through the local data selection option in the Dashboard.	Met		15JUN2023	2023
49707976051833	Liberty Elementary	7	The LEA responds to the self-reflection tools as specified and reports the results to its local governing board and through the local data selection option in the Dashboard.	The LEA responds to the self-reflection tools as specified and reports the results to its local governing board and through the local data selection option in the Dashboard.	The LEA responds to the self-reflection tools as specified and reports the results to its local governing board and through the local data selection option in the Dashboard.	The LEA responds to the self-reflection tools as specified and reports the results to its local governing board and through the local data selection option in the Dashboard.	Met		15JUN2023	2023
49708050000000	Mark West Union Elementary	7	The selected measures the District uses to track student access to, and enrollment in, a broad course of study are the following: DIBELS student testing and progress monitoring program online & manual, Accelerated Reader assessments online, core curriculum electronic platforms for student assessment and related activities, professional learning logs and staff sign-ins, annual Williams reports, teacher lesson plans, and administrative classroom walkthroughs. The online platforms allow for disaggregation of student data according to grade spans, unduplicated student groups, and students with disabilities.	Based on the aforementioned, all students, including 100% of English Learners, Low Income, foster youth and students with disabilities are receiving a full range of classes and 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). There are no differences in access across the school sites.	All students are receiving a broad course of study.	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 the online student portal/assessments and progress monitoring functions, professional learning logs and staff sign-ins, annual Williams reports, teacher lesson plans, and administrative classroom walkthroughs. These platforms allow for disaggregation of student data by grade spans, unduplicated student groups, and students with disabilities. While this is helpful to ensuring all students have access, the new student assessment database under development for the District will allow student data for all subject areas to be contained within one platform, making it easier to disaggregate by underperforming students (economically disadvantaged students, English learner students, and students with disabilities) to ensure full access to a broad course of study. Also, staff walkthroughs and teacher lesson plans continue to be another source of triangulation to verify this. Upon reflection and our continued focus on underperforming students (economically disadvantaged students, English learners, and students with disabilities), our professional development related to delivering common core aligned instruction will continue. The District is in the process of developing and implementing a Multi-tiered System of Support (MTSS) framework.	Met		08JUN2023	2023
49708050105890	Mark West Charter	7	The selected measures the District uses to track student access to, and enrollment in, a broad course of study are the following: DIBELS student testing and progress monitoring program online & manual, Accelerated Reader assessments online, core curriculum electronic platforms for student assessment and related activities, professional learning logs and staff sign-ins, annual Williams reports, teacher lesson plans, and administrative classroom walkthroughs. The online platforms allow for disaggregation of student data according to grade spans, unduplicated student groups, and students with disabilities.	Based on the aforementioned, all students, including 100% of English Learners, Low Income, foster youth and students with disabilities are receiving a full range of classes and 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). There are no differences in access across the school sites.	All students are receiving a broad course of study.	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 the online student portal/assessments and progress monitoring functions, professional learning logs and staff sign-ins, annual Williams reports, teacher lesson plans, and administrative classroom walkthroughs. These platforms allow for disaggregation of student data by grade spans, unduplicated student groups, and students with disabilities. While this is helpful to ensuring all students have access, the new student assessment database under development for the District will allow student data for all subject areas to be contained within one platform, making it easier to disaggregate by underperforming students (economically disadvantaged students, English learner students, and students with disabilities) to ensure full access to a broad course of study. Also, staff walkthroughs and teacher lesson plans continue to be another source of triangulation to verify this. Upon reflection and our continued focus on underperforming students (economically disadvantaged students, English learners, and students with disabilities), our professional development related to delivering common core aligned instruction will continue. The District is in the process of developing and implementing a Multi-tiered System of Support (MTSS) framework.	Met		08JUN2023	2023
49708056051858	San Miguel Elementary	7	The selected measures the District uses to track student access to, and enrollment in, a broad course of study are the following: DIBELS student testing and progress monitoring program online & manual, Accelerated Reader assessments online, core curriculum electronic platforms for student assessment and related activities, professional learning logs and staff sign-ins, annual Williams reports, teacher lesson plans, and administrative classroom walkthroughs. The online platforms allow for disaggregation of student data according to grade spans, unduplicated student groups, and students with disabilities.	Based on the aforementioned, all students, including 100% of English Learners, Low Income, foster youth and students with disabilities are receiving a full range of classes and 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). There are no differences in access across the school sites.	All students are receiving a broad course of study.	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 the online student portal/assessments and progress monitoring functions, professional learning logs and staff sign-ins, annual Williams reports, teacher lesson plans, and administrative classroom walkthroughs. These platforms allow for disaggregation of student data by grade spans, unduplicated student groups, and students with disabilities. While this is helpful to ensuring all students have access, the new student assessment database under development for the District will allow student data for all subject areas to be contained within one platform, making it easier to disaggregate by underperforming students (economically disadvantaged students, English learner students, and students with disabilities) to ensure full access to a broad course of study. Also, staff walkthroughs and teacher lesson plans continue to be another source of triangulation to verify this. Upon reflection and our continued focus on underperforming students (economically disadvantaged students, English learners, and students with disabilities), our professional development related to delivering common core aligned instruction will continue. The District is in the process of developing and implementing a Multi-tiered System of Support (MTSS) framework.	Met		08JUN2023	2023
49708056111066	John B. Riebli Elementary	7	The selected measures the District uses to track student access to, and enrollment in, a broad course of study are the following: DIBELS student testing and progress monitoring program online & manual, Accelerated Reader assessments online, core curriculum electronic platforms for student assessment and related activities, professional learning logs and staff sign-ins, annual Williams reports, teacher lesson plans, and administrative classroom walkthroughs. The online platforms allow for disaggregation of student data according to grade spans, unduplicated student groups, and students with disabilities.	Based on the aforementioned, all students, including 100% of English Learners, Low Income, foster youth and students with disabilities are receiving a full range of classes and 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). There are no differences in access across the school sites.	All students are receiving a broad course of study.	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 the online student portal/assessments and progress monitoring functions, professional learning logs and staff sign-ins, annual Williams reports, teacher lesson plans, and administrative classroom walkthroughs. These platforms allow for disaggregation of student data by grade spans, unduplicated student groups, and students with disabilities. While this is helpful to ensuring all students have access, the new student assessment database under development for the District will allow student data for all subject areas to be contained within one platform, making it easier to disaggregate by underperforming students (economically disadvantaged students, English learner students, and students with disabilities) to ensure full access to a broad course of study. Also, staff walkthroughs and teacher lesson plans continue to be another source of triangulation to verify this. Upon reflection and our continued focus on underperforming students (economically disadvantaged students, English learners, and students with disabilities), our professional development related to delivering common core aligned instruction will continue. The District is in the process of developing and implementing a Multi-tiered System of Support (MTSS) framework.	Met		08JUN2023	2023
49708130000000	Monte Rio Union Elementary	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
49708210000000	Montgomery Elementary	7	Currently, Montgomery Elementary School serves approximately 21 students in grades TK-8th grade that include the following demographics: 14.29% Hispanic, 85.71% White, 5% English Learners (EL), and 57% Socioeconomically Disadvantaged.   Montgomery 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 student schedules, report cards, student presentations, and parent/conference reports. In addition, this will be monitored by the superintendent to ensure student needs are being met.	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 Montgomery Elementary School all students participate in ELA, mathematics, science/lab science, History, physical education in self-contained classes. All students at Montgomery Elementary School have equal classroom opportunities regardless of their demographics.	Currently, 100% of the students have access to a broad course of study and Montgomery Elementary School will continue to monitor this to ensure no barriers arise to change access.	Due to the current success of Montgomery 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		12JUN2023	2023
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.	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.	Met		20JUN2023	2023
49708390138065	Pivot Charter School - North Bay	7	The metrics and tools that the LEA will be using to track the extent to which all students have access to a broad course of study will be our updated course library, as well as our internal recommended course list for concurrent enrollment. The LEA will measure the extent to which students are enrolled in a broad course of study by examining the number of students who enroll in each course and the number of students who go on to complete those courses. We will also examine the number of students engaged in concurrent enrollment. Each of these metrics will be broken out to show grade spans, unduplicated student groups, and individuals with exceptional needs.	Pivot Charter School is a public school that offers online and blended learning programs for students in elementary, middle, and high school. The school's curriculum is aligned with California state standards and is designed to be self-paced and flexible.  At the elementary level, students access core coursework online and additional coursework while attending the on-site program at the resource center. The on-site program provides students with additional support and enrichment opportunities, such as workshops, clubs, and electives.  At the middle school level, students also access core coursework online. In addition to core courses, students have the opportunity to take a variety of electives, such as art, music, and foreign language. The on-site program for middle school students offers even more opportunities for enrichment, such as clubs, sports, and other activities.  At the high school level, students have the most flexibility in their learning. They can choose from a wide variety of online courses, including AP and honors courses. They can also take courses at local community colleges. The on-site program for high school students offers a variety of support services, such as tutoring, academic advising, and career counseling.	Elementary students who do not attend the resource center program have the greatest barrier to accessing a broad course of study. Parents are trained on the curriculum, but some parents may not be able to commit to working with their children on a daily basis. Elective courses and field trips can help provide a broader course of study for these students.   Another barrier is the low number of electives being taken by middle school students. Middle school students who attend the resource center or participate in field trips regularly do have the opportunity to engage in enrichment activities. However, those that do not engage in these activities may not engage with other areas of study.   One major barrier for high school students is the limitations created by the use of academies. By asking students to select a pathway in 9th and 10th grades, some students may be selecting out of a more broad course of study that they could have found success in.	The LEA will create more embedded support for middle school students within their core curriculum to provide more students to participate in elective course work. These supports will focus partly on creating assignment alternatives that connect to a broader range of the student’s knowledge and experience. Pivot will also create more accurate and engaging course catalogs for teachers, students, and their teams to review eligible elective coursework.   The LEA will remove the academy selection form and process for 9th and 10th graders, and instead expose them to the widest options for choices. Narrowing of courses will occur later, when students' individual goals and best interests become more clear.  Pivot has expanded the use of on-site support and enrichment courses for high school students. These will continue to be strengthened by embedding these activities in students dashboards, for better tracking and wider use across schools.	Met		15JUN2023	2023
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.	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.	Met		20JUN2023	2023
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 2022-2023 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, within 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.	Not Met		14SEP2023	2023
49708470119750	River Montessori Elementary Charter	7	RMCS uses a Montessori aligned-Common Core curriculum as evidenced by a variety of formal and informal measures and tools, including electronic lesson plans, record keeping, assessments, and evaluations in order to plan, introduce learning concepts, and deliver lessons and instruction.  Hands-on Montessori didactics are inherently diagnostic and students progress after achieving mastery with a material in order to be prepared with the skills and keys to the next more complex and abstract concept/didactic. Students are assessed through a variety of Montessori, local, state, and nationally-normed assessments. Conferences, progress and/or report cards reflecting academic standards, interest, engagement and mastery are conducted quarterly.	River Montessori Elementary Charter School has high to very high academic performance for ELA and Math. The ELA performance is 37.5 points above standard and 14.6 points above standard for Math. On the CAASPP state assessment results for 2023, 98% of the 3rd-6th grade students participated in the assessments and demonstrated an  overall proficiency or above in ELA with 3rd grade at 63%, 4th and 5th grade at 75%, and 6th grade at 83%. The 6th grade demonstrated 67% proficiency or above in Math. The 5th grade students demonstrated an overall 57% proficiency or above in Science. All enrolled students participated in the local easyCBM benchmarks in May 2023. Academic growth was tracked by the local benchmarks throughout the school year with 78% overall growth for English Language Arts and Math concepts. The easyCBM local benchmarks indicate 72% individual growth in ELA and 85% in Math. The usage of IXL within the daily classroom routines helps students become comfortable  with digital demonstration of their learning while daily practice of Montessori materials builds student understanding of the specific concepts.	As Montessori is an individually tailored, standards-aligned pedagogy, the LEA is not prevented in providing access to a broad course of study for all students. Results of measures, along with student, parent/family, and teacher/school partnership and participatoin drive individualized student support to ensure the success of each and every student at RMCS.	Based on the variety of measures, RMCS ensures access to a broad course of study for all students and will continue to evaluate the program, curriculum, student success, both individually and subgroups, and educational partners to confirm access for all students.	Met		28JUN2023	2023
49708470127555	Loma Vista Immersion Academy	7	NULL	NULL	NULL	NULL	Not Met			2023
49708476051924	Old Adobe Elementary Charter	7	NULL	NULL	NULL	NULL	Not Met			2023
49708476072136	Miwok Valley Elementary Charter	7	NULL	NULL	NULL	NULL	Not Met			2023
49708476114755	Sonoma Mountain Elementary	7	NULL	NULL	NULL	NULL	Not Met			2023
49708700000000	Piner-Olivet Union Elementary	7	POUSD uses Aeries, Student Information System, to track the extent to which all students have access to, enrolled in, a broad course of study based on grade spans, unduplicated student groups, and individuals with exceptional needs served.   POUSD uses the following board approved curriculum in the following subject areas for all students:  English Language Arts: Fountas and Pinnell and Lucy Calkins Writing Program  Mathematics: Bridges Social Studies: TCI: Social Studies Alive! Science: FOSS   Additional Curriculum Uses are as follows:  ELA Supplemental: Orton-Gillingham  Health: SPARK  Technology: Common Sense- Digital Citizenship Art and Music: Art Residences, Art Partnership and Music Curriculum Developed based on VAPA Standards	All students have access to, enrolled in a broad course of study.  There are no differences across school sites and student groups for enrollment in a broad course of study.	There are no barriers preventing POUSD from providing access to a broad course of study for all students.	All students at POUSD have access to a broad course of study.	Not Met For Two or More Years		11OCT2023	2023
49708700106344	Northwest Prep Charter	7	POUSD uses Aeries, Student Information System, to track the extent to which all students have access to, enrolled in, a broad course of study based on grade spans, unduplicated student groups, and individuals with exceptional needs served. Northwest Prep uses the following board-approved curriculum in the following subject areas for all students:  English Language Arts: Novel-based curriculum using Sora Overdrive, Multi-Cultural Voices Anthology, and Common Lit.    Mathematics: Desmos, Discovering Math, Illustrative Math, and College Preparatory Math (CPI) Social Studies: TCI: Social Studies Alive! Science: Holt Life Science, The Ocean Ambassador Program Curriculum, and the StemScope curriculum   Additional Curriculum Uses are as follows:  ELA Supplemental: Everything's an Argument and Bird by Bird   Technology: Common Sense- Digital Citizenship Art and Music: Art Residences, Art Partnership, and Music Curriculum Developed based on VAPA Standards	All students have access to and are enrolled in a broad course of study.  There are no differences across school sites and student groups for enrollment in a broad course of study.	There are no barriers preventing POUSD from providing access to a broad course of study for all students.	All students at POUSD have access to a broad course of study.	Not Met For Two or More Years		11OCT2023	2023
49708706066344	Olivet Elementary Charter	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
49708706109144	Morrice Schaefer Charter	7	POUSD uses Aeries, Student Information System, to track the extent to which all students have access to, enrolled in, a broad course of study based on grade spans, unduplicated student groups, and individuals with exceptional needs served. POUSD uses the following board approved curriculum in the following subject areas for all students:  English Language Arts: Fountas and Pinnell and Lucy Calkins Writing Program  Mathematics: Bridges Social Studies: TCI: Social Studies Alive! Science: FOSS   Additional Curriculum Uses are as follows:  ELA Supplemental: Orton-Gillingham  Health: SPARK  Technology: Common Sense- Digital Citizenship Art and Music: Art Residences, Art Partnership and Music Curriculum Developed based on VAPA Standards	All students have access to, enrolled in a broad course of study.  There are no differences across school sites and student groups for enrollment in a broad course of study.	There are no barriers preventing POUSD from providing access to a broad course of study for all students.	All students at POUSD have access to a broad course of study.	Not Met For Two or More Years			2023
49708706113492	Piner-Olivet Charter	7	POUSD uses Aeries, Student Information System, to track the extent to which all students have access to, enrolled in, a broad course of study based on grade spans, unduplicated student groups, and individuals with exceptional needs served. POUSD uses the following board approved curriculum in the following subject areas for all students:  English Language Arts: Reader's and Writer's Workshop and Teacher-Created Materials aligned with the ELA Common Core State Standards  Mathematics: Carnegie Social Studies: TCI: Social Studies Alive! Science: FOSS	All students have access to, enrolled in a broad course of study.  There are no differences across school sites and student groups for enrollment in a broad course of study.	There are no barriers preventing POUSD from providing access to a broad course of study for all students.	All students at POUSD have access to a broad course of study.	Not Met For Two or More Years		11OCT2023	2023
49708880000000	Kashia Elementary	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
49708960000000	Rincon Valley 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 is based on an annual review of instructional minutes from bell to bell as well as course enrollment reports developed in the District’s student information system.	The local measures provide evidence that all students in grades TK – 6 are enrolled in and have access to a broad course of study, as required by the Education Code. Every student has access to the full range of courses offered by the District to include English Language Arts, Math, Science, Social Science/History, and Physical Education. Students can access some courses, such as visual and performing arts, both within and outside of the regular school day.  At SLMS we looked at enrollment in advanced math courses to see the degree to which students are equitably accessing our most rigorous curriculum.	There are currently no barriers preventing us from providing access to a broad course of study for all students.	SLMS has added a world language section of Mandarin to the electives schedule.	Met		06JUN2023	2023
49708960102525	Spring Lake Charter	7	The locally selected measures or tools used to track the extent to which all students have access to, and are enrolled in, a broad course of study is based on an annual review of instructional minutes from bell to bell as well as course enrollment reports developed in the District’s student information system.	The local measures provide evidence that all students in grades TK – 6 are enrolled in and have access to a broad course of study, as required by the Education Code. Every student has access to the full range of courses offered by the District to include English Language Arts, Math, Science, Social Science/History, and Physical Education. Students can access some courses, such as visual and performing arts, both within and outside of the regular school day.  At SLMS we looked at enrollment in advanced math courses to see the degree to which students are equitably accessing our most rigorous curriculum.	There are currently no barriers preventing us from providing access to a broad course of study for all students.	SLMS has added a world language section of Mandarin to the electives schedule.	Met		06JUN2023	2023
49708966052039	Manzanita Elementary Charter	7	The locally selected measures or tools used to track the extent to which all students have access to, and are enrolled in, a broad course of study is based on an annual review of instructional minutes from bell to bell as well as course enrollment reports developed in the District’s student information system.	The local measures provide evidence that all students in grades TK – 6 are enrolled in and have access to a broad course of study, as required by the Education Code. Every student has access to the full range of courses offered by the District to include English Language Arts, Math, Science, Social Science/History, and Physical Education. Students can access some courses, such as visual and performing arts, both within and outside of the regular school day.  At SLMS we looked at enrollment in advanced math courses to see the degree to which students are equitably accessing our most rigorous curriculum.	There are currently no barriers preventing us from providing access to a broad course of study for all students.	No necessary action needed.	Met		06JUN2023	2023
49708966052047	Whited Elementary Charter	7	The locally selected measures or tools used to track the extent to which all students have access to, and are enrolled in, a broad course of study is based on an annual review of instructional minutes from bell to bell as well as course enrollment reports developed in the District’s student information system.	The local measures provide evidence that all students in grades TK – 6 are enrolled in and have access to a broad course of study, as required by the Education Code. Every student has access to the full range of courses offered by the District to include English Language Arts, Math, Science, Social Science/History, and Physical Education. Students can access some courses, such as visual and performing arts, both within and outside of the regular school day.  At SLMS we looked at enrollment in advanced math courses to see the degree to which students are equitably accessing our most rigorous curriculum.	There are currently no barriers preventing us from providing access to a broad course of study for all students.	No necessary action needed.	Met		06JUN2023	2023
49708966052070	Village Elementary Charter	7	The locally selected measures or tools used to track the extent to which all students have access to, and are enrolled in, a broad course of study is based on an annual review of instructional minutes from bell to bell as well as course enrollment reports developed in the District’s student information system.	The local measures provide evidence that all students in grades TK – 6 are enrolled in and have access to a broad course of study, as required by the Education Code. Every student has access to the full range of courses offered by the District to include English Language Arts, Math, Science, Social Science/History, and Physical Education. Students can access some courses, such as visual and performing arts, both within and outside of the regular school day.  At SLMS we looked at enrollment in advanced math courses to see the degree to which students are equitably accessing our most rigorous curriculum.	There are currently no barriers preventing us from providing access to a broad course of study for all students.	No necessary action needed.	Met		06JUN2023	2023
49708966085229	Binkley Elementary Charter	7	The locally selected measures or tools used to track the extent to which all students have access to, and are enrolled in, a broad course of study is based on an annual review of instructional minutes from bell to bell as well as course enrollment reports developed in the District’s student information system.	The local measures provide evidence that all students in grades TK – 6 are enrolled in and have access to a broad course of study, as required by the Education Code. Every student has access to the full range of courses offered by the District to include English Language Arts, Math, Science, Social Science/History, and Physical Education. Students can access some courses, such as visual and performing arts, both within and outside of the regular school day.  At SLMS we looked at enrollment in advanced math courses to see the degree to which students are equitably accessing our most rigorous curriculum.	There are currently no barriers preventing us from providing access to a broad course of study for all students.	No new actions necessary.	Met		06JUN2023	2023
49709040000000	Roseland	7	Our locally selected tools include: Review of class schedules, report cards, and PE minutes; Review of district action plans/agreements as related to the various subject matter; Review of Student Achievement Time agendas as related to various subject matter.	Our review showed that over the course of the instructional year, all students, including all student subgroups, have access to and are enrolled in a broad course of study, which includes instruction in English language arts, math, social studies, science, visual and performing arts, physical education and health. The district has reviewed the various schedules of services for TK-6 grade students with Individualized Education Plans (IEP) who receive services outside of the general education classroom. Based on the review, the district has determined that TK-6 students receiving special education services typically miss only a part of general education instructional time assigned to a specific subject area (for example, a part of the English Language Arts block); or miss a specific subject area on certain days of the week but not on all days of the week. Thus, the district does not believe that students receiving special education services are being denied access to a broad course of study. Additionally, students who are English language learners have the same daily schedule and course access as non-EL students. Integrated and Designated ELD are provided within their general education classroom setting and are built into their class schedule so that students do not miss instruction in a core content area.	A primary barrier to expanding access to a broader course of study is our finite number of daily instructional minutes, given the district’s commitment to providing focused support to students struggling with academic and or social-emotional needs. Additionally, the majority of district students receive daily Designated English Language Development instruction, which requires additional instructional time. Funding constraints limit the district’s ability to address the unique needs of our diverse student population.	The district has made substantial progress over the past few years in increasing our students' access to a broad course of study. Through the 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 hiring of PE teachers, students have increased access to physical education and health. Our recent science textbook adoption has ensured deeper implementation and student access to the Next Generation Science Standards. Next steps for the district are to evaluate and update the district enrichment plan to ensure continued access to the visual and performing arts.	Met		14JUN2023	2023
49709040101923	Roseland Charter	7	Roseland Charter utilizes a variety of tools when measuring students ability to access a broad course of study for the middle and high school grades. Master schedules are analyzed to ensure a variety of course offerings that include electives, AVID, art, PE, and AP classes. The charter uses the data tracking systems, Schoolwise and Illuminate, to track progress, grades, and completion of graduation requirements. At the high school level, we provide Directors of College and Career Counseling, who bi-annually analyze all student transcripts for completion and progress of our ag graduation requirements. All students, including students with exceptional needs, are enrolled in a-g classes. All upper grade level students utilize Naviance, an online program, to select courses and for long term planning purposes.	All students in grades seven and eight are enrolled in English, math, social studies, science, PE, and elective classes that include art. Students receive health classes through push-in services. There are no current foreign language or Career Technical Education classes for seventh and eighth graders. All students in grades nine through twelve, with the exception of those following a different graduation pathway through their IEP, complete a-g requirements, thus, signifying they have access to a broad course of study. The high school currently does not offer any Career Technical Education classes.	At the middle school level, the barriers that prevent us from providing as broad a course of study as we would like, is the size of the school, number of teachers, and teacher credential type. Our middle school teachers possess multiple subject credentials that affect the number of instructional minutes required thereby affecting the bell schedule and elective time that is available. For the high school, the barriers are primarily the factors that affect the electives and/or career pathways offered compared to those at larger comprehensive schools. Barriers for the high school include facilities, equipment, funding, and staffing.   The 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.	The charter school’s LCAP includes the goal of providing a well-rounded education with access to a robust and engaging curriculum, enrichment, technology, and extracurricular activities. This goal includes plans to implement the new science standards; provide additional funds for classroom budgets for supplies and services for enrichment; fund extracurricular activities (sports, drama); ensure physical education program for all students; purchase chromebooks according to replacement schedule to ensure all students have access to technology; provide software, personnel, hardware, infrastructure to support implementation of the charter’s technology plans. In addition, the charter will continue to provide a schoolwide AVID program and all high school students will be supported in completing a-g graduation requirements. 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. 100% of our middle and high school students have access to the courses that are required for graduation including: English, mathematics, social studies, science, and PE. For the 2023-2024 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		13JUN2023	2023
49709380000000	Sebastopol Union Elementary	7	Class schedules document which students are enrolled in which courses at the iddle school. This is available on AERIES. In the K-5 grade program, students receive the required minutes for subject areas. Pull-outs for garden adn music are done, whole class K-5. ELD and interventions are pull-outs for K-4 on an as-needed basis. In 7th & 8th grade interventions are built into an advisory and enrichment period for those who need additional support.	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.	Priority 7 - Course access - Students have access to a broad course of study (English, social science, physical education, science, mathematics, visual and performing arts, career technical education, and a rich elective program) as evidenced by the master schedule, bell schedules, and student individual schedules  Course Access is 100% aligned based on schedule Support programs include: Title I reading intervention and PBIS at Park Side as well as homework support at both sites.  Behavioral supports include counseling, restorative processes, and Safe School Ambassadors.  All students, including unduplicated students and students with exceptional needs are enrolled in a broad course of study.  Goal: continue to maintain 100% of a broad course of study with 100% of students, including unduplicated students (EL, foster, socio-economic) and students with exceptional needs, are enrolled in and have access to a broad course of study.  API, A-G, UC, CSU Career Tech course completion, AP testing, and EAP are not applicable as we are a K-8 district.	Met		13JUN2023	2023
49709386113039	Sebastopol Independent Charter	7	The administration and the faculty work together in creating the weekly schedule to make sure that all students have access to a broad course of study. Our student support services team make sure that our multi-tiered system of support (MTSS) is supporting unduplicated student groups and students with exceptional needs.	Through our faculty and student support services team evaluating CAASPP scores, Illuminate 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 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. Additional Comments: 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 expanded support needs by expanding our student support services. We're hoping that extra funding for this expanding need will happen at the state level at some point.	Met		19JUN2023	2023
49709530000000	Sonoma Valley Unified	7	District and site leaders review instructional schedules and conduct classroom observations to ensure students access a broad course of study. Transcript analysis at the middle and high school level provides data by demographic group and grade regarding students' access to and success in a rigorous course of study.  SVUSD has a robust list of AP courses, including AP Art, AP Biology, AP Calculus, AP Chemistry, AP Computer Science, AP Language and Composition, AP Literature, AP Government, AP Physics, AP Spanish Language, AP Statistics and AP World History. The current enrollment is fairly representative of ethnic groups. Of the 368 students enrolled, 157 students are white and 184 students are Latinx.  CTE courses are popular, and 35% of SVHS graduates have completed a CTE pathway.	Our LCAP summarizes multiple data points for students' access to a broad course of study. It is posted at www.sonomaschools.org. SVUSD uses AP participation classes offered and participation rates, analyzed above. SVUSD uses students who earn a C or better in the four core courses to measure access to a broad course of study. CTE competition rates are also used. 30% of graduates completed a CTE pathway. In their four core courses, 59% of 8th-grade students earned a C or better. 42.9% of Latinx students, 28.6% of socioeconomically disadvantaged, 0% of EL students, and 4.8% of students with IEPs earned a C or better.	Our LCAP summarizes multiple data points for students' access to a broad course of study. It is posted at www.sonomaschools.org. Barriers preventing students from having access to a broad course of study is the limitations of the current bell schedule, multilingual learners having access to their designated ELD classes, and any student needing a support class for ELA or Math. Limitations for electives at the 9-12 level include finding qualified instructors for CTE courses.	To ensure full access to rigorous courses and necessary support for all students, especially with declining enrollment, changes in our daily instructional schedules will continue to be evaluated. Sonoma Valley High School implemented a time in the day called “Dragon Time.” This time is used to assist students academically and time to focus on the whole child with SEL utilizing the PBIS circle strategy.	Met		15JUN2023	2023
49709530105866	Woodland Star Charter	7	Woodland Star is comprised of tk-8th grade self contained classrooms. All students in grades 1-8 have integrated lessons in movement, handwork, music, arts and Spanish language.	All students in grades 1-8 are enrolled in the same course of study.	NA	NA	Met		21JUN2023	2023
49709536111678	Sonoma Charter	7	With just over 220 students K-8, SCS has the ability to closely track the access students have to a broad course of study appropriate for their grade level, unduplicated status, or other needs. SCS prides itself on maintaining extensive academic data on each student with is reviewed monthly with each teacher to assure student achievement.	As we only have one class per grade, the Director easily oversees that all students have access to and are enrolled in a broad and appropriate course of study.  There are no differences among groups.	The only barrier is funding.  If Sonoma Charter was funded as fully as the surrounding schools in the District, we would be able to providse even more service for our students.	Sonoma Charter will continue to implement a broad course of study for all students.	Met		27JUN2023	2023
49709610000000	Twin Hills Union Elementary	7	All students at Apple Blossom School have access to the entire curriculum at their designated grade level. Our curriculum includes: English Language Arts, Mathematics, Science, Social Science, Physical Education, Garden, Music, Art, and Health Education. Every student has access to technology and can be 1-1 with a device at school and at home. There are no barriers that prevent access for any students.	All students at Apple Blossom School have access to the entire curriculum at their designated grade level. Our curriculum includes: English Language Arts, Mathematics, Science, Social Science, Physical Education, Garden, Music, Art, and Health Education. Every student has access to technology and can be 1-1 with a device at school and at home. There are no barriers that prevent access for any students.	All students at Apple Blossom School have access to the entire curriculum at their designated grade level. Our curriculum includes: English Language Arts, Mathematics, Science, Social Science, Physical Education, Garden, Music, Art, and Health Education. Every student has access to technology and can be 1-1 with a device at school and at home. There are no barriers that prevent access for any students.	All students at Apple Blossom School have access to the entire curriculum at their designated grade level. Our curriculum includes: English Language Arts, Mathematics, Science, Social Science, Physical Education, Garden, Music, Art, and Health Education. Every student has access to technology and can be 1-1 with a device at school and at home. There are no barriers that prevent access for any students.	Met		23JUN2023	2023
49709614930319	Orchard View	7	Orchard View 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.  Multiple measures are used depending on grade level to track that all students are being served including but not limited to: Standards Aligned Report Cards, Transcripts, CAASPP 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. Orchard View uses Aeries database that captures every student's enrollment details, allowing easy filtering based on grade spans, unduplicated student groups, and individuals with exceptional needs.	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.	Orchard View is a small campus with approximately 230 students. Our small facility and faculty allows for limited on-campus classes.	The District has established an MTSS team to develop and implement a robust multi-tiered system of supports to use district-wide.	Met		23JUN2023	2023
49709614930350	Sunridge Charter	7	The curriculum at SunRidge 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 SunRidge 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. SunRIdge School fully meets the requirements of LCFF Priority 7. There are no barriers preventing access to a broad course of study for all students. SunRidge 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.	The curriculum at SunRidge 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 SunRidge 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. SunRIdge School fully meets the requirements of LCFF Priority 7. There are no barriers preventing access to a broad course of study for all students. SunRidge 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.	The curriculum at SunRidge 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 SunRidge 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. SunRIdge School fully meets the requirements of LCFF Priority 7. There are no barriers preventing access to a broad course of study for all students. SunRidge 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.	The curriculum at SunRidge 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 SunRidge 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. SunRIdge School fully meets the requirements of LCFF Priority 7. There are no barriers preventing access to a broad course of study for all students. SunRidge 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.	Not Met		23SEP2023	2023
49709616052302	Twin Hills Charter Middle	7	THCMS provides an enriching and multi-choice elective program for all students and all grades. It provides academic courses and curriculum for all students and academic support to all students in need.	THCMS provides an enriching and multi-choice elective program for all students and all grades. It provides academic courses and curriculum for all students and academic support to all students in need.	None observed	None observed	Met		23JUN2023	2023
49709790000000	Two Rock Union	7	The District will use local assessments such as DIBELS to monitor and measure growth in literacy across all grade levels and needs. In addition, the District will measure growth with local benchmarks in mathematic and with IXL math software to track and measure growth in mathematics. All students have access to technology for cloud based learning activities and assessments.	All students have access to a broad course of study. Each student has a device to access digital curriculum and lesson in their core subjects. All grade level teachers have adopted curriculum to meet the needs of common core and NGSS  science standards.	A main barrier preventing the LEA from providing a broad course of study is a 26.8% chronic absentee rate. The District is working with families to encourage full attendance with presentations at Back to School Night, parent meetings and reminders when students are absent from school.	The new implementation of the school-wide literacy intervention is designed to increase literacy proficiency to promote student access to core subject area. Also, the school continues to find ways to promote PBIS strategies with school-wide PBIS days to promote positive behavior in the class and reduce the number of students sent to the office. The school has also begun the implementation of Tier 2 strategies of MTSS.	Met		22JUN2023	2023
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 after school such as theater, band, golf, piano, as well as after school sports.  Furthermore, unduplicated student groups were given priority for the Waugh summer school program during the Summer of 2023.	Waugh students maximize their access to the broad course of study by attending school regularly. Waugh’s attendance rate during the 2022/2023 school year was 94%. Waugh was able to keep school in session for the entire school year despite over 120 COVID exposures	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 30%. Intervention services are overseen by certificated specialists providing focused intervention to students. Over 200 students districtwide were supported in this program. 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		13JUN2023	2023
49710010000000	West Side Union 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.	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. 2022 Local Performance Indicator Self-Reflection for West Side Union Elementary School District.	There are no barriers to report.	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		20JUN2023	2023
49710190000000	Wilmar Union Elementary	7	For students at Wilson School in grades TK through 6, a Broad Course of Studies are available to all our students, including and not limited to unduplicated students and students with disabilities. Each self-contained classroom (TK-6) offers the following subjects to all enrolled students,  English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education.  Student participation is measured by formative and summative assessments, semester-end report cards, daily attendance. Attendance is monitored using SchoolWise and shared within CalPads.	Wilmar Union School District is a single school district. All students enrolled are offered a broad course of study. Additionally, students with identified disabilities who have an IEP are supported by the Wilson School’s Special Education Department. Those students identified as English Language Learners are given access to our Broad Course of Studies through our English Language Development program. Lastly, students not in ELD or Special Education but have significant gaps in their academic foundation are supported by our intervention program.	At this time, there are not any known barriers preventing students access to a broad course of studies at Wilson School.	1. 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 TK-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. 2. 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 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. 3. 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. 4. Wilmar Union Sc	Met		28JUN2023	2023
49710350000000	Wright Elementary	7	The Wright Elementary School District utilizes Aeries as its Student Information System. Aeries tracks student enrollment in classes, programs, and courses, which indicates students are enrolled in a broad course of study based on grade spans, unduplicated student groups, and individuals with exceptional needs.	The Wright Elementary School District utilizes Aeries as its Student Information System. Aeries tracks student enrollment in classes, programs, and courses, which indicates students are enrolled in a broad course of study based on grade spans, unduplicated student groups, and individuals with exceptional needs.	There are no current barriers preventing the district from providing access to a broad course of study for all students.	The district will continue to ensure that access to a broad course of study is in place for all students.	Met		22JUN2023	2023
49710356052377	Wright Charter	7	The Wright Elementary School District utilizes Aeries as its Student Information System. Aeries tracks student enrollment in classes, programs, and courses, which indicates students are enrolled in a broad course of study based on grade spans, unduplicated student groups, and individuals with exceptional needs.	The Wright Elementary School District utilizes Aeries as its Student Information System. Aeries tracks student enrollment in classes, programs, and courses, which indicates students are enrolled in a broad course of study based on grade spans, unduplicated student groups, and individuals with exceptional needs.	There are no current barriers preventing the district from providing access to a broad course of study for all students.	The district will continue to ensure that access to a broad course of study is in place for all students.	Met		22JUN2023	2023
49738820000000	Cotati-Rohnert Park Unified	7	The Cotati-Rohnert Park Unified School District reviewed the master schedules, course offerings, student achievement data, WASC and FPM 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 are continuing to be monitored and student and teacher feedback regarding the efficacy of the new schedules continues to be gathered. With the development and implementation of of the A-G grant, the following activities were 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		20JUN2023	2023
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 250 credits which includes four years of English, a minimum of three years of World Language, four years of science, a minimum of three years of math, two years each of music and art, a senior project, P.E. and a broad range of electives for juniors and seniors.	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 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		20JUN2023	2023
49753580000000	Windsor Unified	7	The Windsor Unified School District employs a multifaceted approach, leveraging a suite of locally selected measures and tools, to meticulously monitor and ensure that every student, spanning various grade levels, unduplicated student groups, and those with exceptional needs, have equitable access to and are enrolled in a comprehensive course of study. A pivotal component of this approach is the district’s Student Information System (SIS), which acts as a reservoir of real-time, comprehensive data pertaining to students’ enrollment in diverse courses, thereby facilitating immediate and accurate tracking of access to varied studies across grades. Additionally, the district undertakes regular Equity Audits. These audits are instrumental in assessing the enrollment and accessibility of different courses, with a spotlight on ensuring inclusivity for unduplicated student groups and individuals with exceptional needs. The insights gleaned from these audits are complemented by the analysis of regularly generated Course Enrollment Reports, which provide a detailed perspective on the enrollment patterns and highlight any existing disparities in access for different student cohorts. The district places a special emphasis on students with exceptional needs by conducting thorough Individualized Education Program (IEP) reviews to guarantee that the educational experiences and course enrollments are attuned to the unique needs and requisites of each student. To harness a more holistic and	The Windsor Unified School District, leveraging its suite of locally selected measures and tools, has diligently evaluated the access and enrollment patterns across its diverse course of study. The extensive utilization of the Student Information System (SIS), Equity Audits, and Course Enrollment Reports has facilitated a comprehensive understanding of the existing enrollment landscape across various school sites and distinct student groups.  The analysis indicates a broad and diverse course of study is largely accessible to students across all school sites. However, there are discernible variances in enrollment patterns, especially when scrutinized across different student groups and schools. Some schools exhibit a higher enrollment in STEM courses, while others lean towards humanities and arts, reflecting a diversity in academic preferences and availability.  In terms of student groups, unduplicated student groups and individuals with exceptional needs have exhibited varied enrollment patterns, necessitating continuous efforts to ensure equitable access. The disparities highlighted by the Equity Audits and IEP reviews necessitate the reinforcement of inclusive educational practices to bolster enrollment in a diversified course spectrum for these students.	Windsor Unified School District, analyzing locally selected measures, has identified several barriers in providing access to a broad course of study for all students. Limited resources at some schools constrain the availability of diverse courses, affecting the range of study options available. Diverse and unique student needs, especially those of unduplicated student groups and students with exceptional needs, necessitate specialized resources and instructional strategies, presenting ongoing challenges. The rigidity of existing curricular structures and mandates impacts the introduction of varied courses, affecting the balance between core and elective subjects. A pronounced lack of awareness among students and parents about available course options influences enrollment patterns, creating disparities. Socio-economic disparities impact students from disadvantaged backgrounds, limiting their exposure to diverse learning opportunities. Language barriers, especially for English Learners, constrain access to high proficiency courses. Limited professional development opportunities in specialized subjects hinder the expansion of course offerings. In addressing these barriers, the district is implementing strategic interventions, enhancing communication, and fostering community engagement to ensure equitable access to a diverse course of study.	In response to the insights garnered from the locally selected measures, Windsor Unified School District has initiated strategic actions to ensure every student has access to a broad course of study. These include reallocating resources to facilitate diverse course offerings across all schools, thereby addressing disparities in available educational opportunities. Enhanced support services are being implemented, focusing on English Learners and students with unique needs, to provide tailored learning experiences. A flexible curriculum is under development to accommodate a wider array of courses, balancing core and elective subjects.   To tackle the prevalent lack of awareness among students and parents about available courses, the district is launching targeted awareness campaigns and informational sessions. Community engagement initiatives are being strengthened to involve diverse stakeholders in decision-making processes, ensuring a curriculum reflective of diverse student needs and preferences. Investment in professional development is being escalated, allowing educators to adeptly deliver a versatile range of courses. Strategies such as equity-focused counseling and scholarship programs are being established to mitigate socio-economic disparities in access to education. Lastly, a robust monitoring framework is being instituted to continually assess and refine the implemented strategies, ensuring sustained progress in providing an inclusive, broad course of study.	Met		29JUN2023	2023
49753580114934	Village 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 and local summative 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 any barriers preventing us 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 support services.	Met		07JUN2023	2023
49753586052369	Cali Calmecac Language Academy	7	The Cali Calmecac Language Academy employs a multifaceted approach, leveraging a suite of locally selected measures and tools, to meticulously monitor and ensure that every student, spanning various grade levels, unduplicated student groups, and those with exceptional needs, has equitable access to and are enrolled in a comprehensive course of study. A pivotal component of this approach is the district’s Student Information System (SIS), which acts as a reservoir of real-time, comprehensive data about students’ enrollment in diverse courses, facilitating immediate and accurate tracking of access to varied studies across grades. Additionally, the district undertakes regular Equity Audits. These audits are instrumental in assessing the enrollment and accessibility of different courses, with a spotlight on ensuring inclusivity for unduplicated student groups and individuals with exceptional needs. The insights gleaned from these audits are complemented by the analysis of regularly generated Course Enrollment Reports, which provide a detailed perspective on the enrollment patterns and highlight any existing disparities in access for different student cohorts. The district emphasizes students with exceptional needs by conducting thorough Individualized Education Program (IEP) reviews to guarantee that the educational experiences and course enrollments are attuned to each student's unique needs and requisites.	The Cali Calmecac Language Academy, leveraging its suite of locally selected measures and tools, has diligently evaluated the access and enrollment patterns across its diverse course of study. The extensive utilization of the Student Information System (SIS), Equity Audits, and Course Enrollment Reports has facilitated a comprehensive understanding of the existing enrollment landscape across various school sites and distinct student groups.  The analysis indicates a broad and diverse course of study is largely accessible to students across all school sites. However, there are discernible variances in enrollment patterns, especially when scrutinized across different student groups and schools. Some schools exhibit a higher enrollment in STEM courses, while others lean towards humanities and arts, reflecting a diversity in academic preferences and availability.  In terms of student groups, unduplicated student groups and individuals with exceptional needs have exhibited varied enrollment patterns, necessitating continuous efforts to ensure equitable access. The disparities highlighted by the Equity Audits and IEP reviews necessitate reinforcing inclusive educational practices to bolster enrollment in a diversified course spectrum for these students.  Over time, progress is observable in the access and enrollment in a broad course of study for all students, attributable to the district’s unwavering commitment to educational equity and the strategic enhancements initiate	In analyzing the results derived from the suite of locally selected measures and tools, Cali Calmecac Language Academy has discerned several barriers that are currently impacting the provision of access to a broad course of study for all students. One such barrier is the limitation of resources, particularly evident in some schools, which curtails the availability of diverse courses and electives due to constraints in staffing and physical resources. The diverse and unique needs of students, especially those with exceptional needs and unduplicated student groups, have also been recognized as a significant barrier, with the need for specialized resources and instructional strategies to accommodate varied learning needs, preferences, and pacing proving to be a continual challenge.  Moreover, the existing curricular structures and mandates can impose a level of rigidity, making it challenging to introduce new and varied courses and impacting the balance between mandated core subjects and elective options. A pronounced lack of awareness among parents and students regarding the availability and benefits of diverse course options has also been identified as a significant impediment, influencing enrollment patterns and creating disparities in access. Socio-economic factors and disparities play a substantial role.	In response to the insights garnered from the locally selected measures, Cali Calmecac Language Academy has initiated strategic actions to ensure every student has access to a broad course of study. These include reallocating resources to facilitate diverse course offerings across all schools, thereby addressing disparities in available educational opportunities. Enhanced support services are being implemented, focusing on English Learners and students with unique needs, to provide tailored learning experiences. A flexible curriculum is under development to accommodate a wider array of courses, balancing core and elective subjects.  To tackle the prevalent lack of awareness among students and parents about available courses, the district is launching targeted awareness campaigns and informational sessions. Community engagement initiatives are being strengthened to involve diverse stakeholders in decision-making processes, ensuring a curriculum reflective of diverse student needs and preferences. Investment in professional development is being escalated, allowing educators to adeptly deliver a versatile range of courses. Strategies such as equity-focused counseling and scholarship programs are being established to mitigate socio-economic disparities in access to education. Lastly, a robust monitoring framework is being instituted to continually assess and refine the implemented strategies, ensuring sustained progress in providing an inclusive, broad course of study to all stu	Met		15JUN2023	2023
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) identify access and enrollment based on grade spans, unduplicated student groups, and students with exceptional needs.	100% of Healdsburg Unified School District’s students have full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i). All HUSD students in grades TK – 6 are enrolled in a broad course of studies. All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. All HUSD secondary students have access to a broad course of studies within their school offerings. Significant progress has been made over the past 6 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 one 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		21JUN2023	2023
50105040000000	Stanislaus County Office of Education	7	100% students, including low-socio economic status,Special Ed, EL, FY and Homeless have access to all the courses offered programwide, including CTE.	100% students, including low-socio economic status,Special Ed, EL, FY and Homeless have access to all the courses offered programwide, including CTE. Approximatley 55% of the students enrolled particpate in CTE.	Access to specific CTE courses, offered at one site can be a barrier due to distance and lack of transportation	WIth a reorganization of our school site locations this year we will coordinate transportation between sites for students who wish to take CTE offerings on a different campus.	Met		13JUN2023	2023
50105040117457	Great Valley Academy	7	As a Charter school , our authorized charter notes that we will follow ed code related to offering a broad course of study.  At all grade levels, the LEA uses student enrollment, demographics, and achievement data, coupled with input from educational partners to guide the development of additional course offerings.  Student class schedules, the site master schedule and student report cards are further  evidence of adherence to these principles.	As a single site, there is no variance between schools.  As described above, there is abundant evidence that students have access to a broad course of study with meets ed code requirements.	There are no significant barriers to offering a board course of study.  There is impact to the school in terms of hiring, budget, etc. but as this is a priority nothing has prevented GVA from accomplishing this goal.	GVA will continue to plan for and implement a broad course of study for all students.	Met		21JUN2023	2023
50105040129023	Stanislaus Alternative Charter	7	100% of students, including low-socio economic status,Special Ed, EL, FY and Homeless have access to all the courses offered programwide, including CTE.	100% of students, including low-socio economic status,Special Ed, EL, FY and Homeless have access to all the courses offered programwide, including CTE. Approximatley 7% of the adult students enrolled particpate in CTE.	Access to CTE courses, can be a barrier due to distance, lack of transportation, work schedules, and parenting duties.	Access to CTE courses, can be a barrier due to distance, lack of transportation, work schedules, and parenting duties.	Met		13JUN2023	2023
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		22JUN2023	2023
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		22JUN2023	2023
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 implement an English Development Language elective to provide much-needed academic support to English Learners and will 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		22JUN2023	2023
50710430112292	Aspire Summit Charter Academy	7	With support from Aspire Public Schools, we utilize our Student Information System, PowerSchool, to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study.We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		22JUN2023	2023
50710500000000	Chatom Union	7	The Chatom Union School District utilizes enrollment sheets to track the extent to which all students have access to, and are enrolled in, a broad course of study.  Homeroom rosters are used to track the courses which occur during the regular school day and after-school rosters and attendance sheets are used to track additional courses of study offered after school.  The after-school courses are offered to all unduplicated student groups and individuals with exceptional needs.	All students in grades TK-5th are enrolled in self-contained classrooms.  Each classroom teacher submits their daily agenda to the administrator to ensure that all students have access to English, mathematics, social science, science, and physical education.  Health is incorporated into the physical education program and visual and performing arts are aligned with the thematic unit being taught in the classroom.  Additional enrichment programs, such as Warrior Leadership, Cooking, Yoga, Arts and Crafts, Board Games, Fun with Sports, Movement & Dance, Kidz Bop Dance, Spanish, Fun with Math, 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, English language development, 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, cooking, 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 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 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		27JUN2023	2023
50710680000000	Denair Unified	7	Our schools build master schedules to ensure that all students, including English learners, students with disabilities, low income students, and foster youth have access to a broad range of courses. Principals and counselors monitor student schedules and grades (progress reports/report cards/transcripts) to track student performance and provide support and/or intervention courses for students who are struggling. Students with disabilities are served in the general education setting whenever possible, based on their IEP and with support from special education staff. English learners and students who have been recently been reclassified as fluent English proficient have access to support staff as needed in their classes. All students take the same core classes, based on California state standards, with differentiated instruction provided by teachers. For example, all eighth graders take Math 8 as described in the California Math Framework. Students are heterogeneously grouped and teachers differentiate instruction to support student learning. At the high school level, a variety of Advanced Placement courses are available, both seat-based and online to provide opportunities for students who are ready for advanced coursework.	A review of student schedules revealed that all students have access to and are enrolled in a broad course of study. There are no differences between school sites or student groups. Students with disabilities (except those with severe cognitive disabilities) participate in the general education program according to their IEPs with support from special education staff. We monitor the progress of English learners and students who have been recently been reclassified as fluent English proficient and provide staff to support them as needed in their core classes.	Although all of our students have access to and are enrolled in a broad course of study, the largest ongoing barrier to ensuring this is the need to provide intervention during the school day. While we offer before/after school tutoring and homework help, some students who need this support (or other interventions) are not able to attend outside the school day. At the middle school level, providing intervention during the school day means that a student may not have access to another elective such as band or a foreign language. At the high school, students have a bit more flexibility in that they can meet their graduation requirements over the course of four years even if they have need for intervention or support classes.	DUSD will continue our ongoing monitoring of student schedules and transcripts to ensure a broad course of study. Offering intervention support courses during zero period and/or eighth period, or tutoring as part of a before/after school program, along with possibly offering additional transportation will be explored for future implementation.	Met		08JUN2023	2023
50710680132662	Denair Elementary Charter Academy	7	DECA offers a traditional, English-only program and a Spanish Dual Language Immersion program. Regardless of which program students participate in, DECA's master schedule ensures that all students, including English learners, students with disabilities, low income students, and foster youth have access to a broad range of courses. The principal, learning director, and intervention coordinator monitor student schedules and grades (progress reports/report cards) to track student performance and provide support and/or intervention for students who are struggling. Students with disabilities are served in the general education setting whenever possible, based on their IEP and with support from special education staff. English learners and students who have been recently been reclassified as fluent English proficient have access to support staff as needed in their classes. All students take the same core classes, based on California state standards, with differentiated instruction provided by teachers. Students have access to a wide variety of exploratory courses including visual and performing arts, STEM, and CTE through our Academic Adventures rotations.	A review of student schedules revealed that all students have access to and are enrolled in a broad course of study. There are no differences between student groups. Students with disabilities participate in the general education program according to their IEPs with support from special education staff. We monitor the progress of English learners and students who have been recently been reclassified as fluent English proficient and provide staff to support them as needed.	All of our students have access to and are enrolled in a broad course of study.	DECA will continue our ongoing practices, including monitoring of student schedules to ensure a broad course of study.	Met		08JUN2023	2023
50710685030267	Denair Charter Academy	7	DCA is a charter school that provides K-8 home school and 9-12 independent study program for students and families. In order to ensure that all students, including English learners, students with disabilities, low income students, and foster youth have access to a broad range of courses, we conduct one-on-one orientations upon enrollment. Each student's educational history is reviewed and students are assigned courses based on their individual needs, interests, and goals. Teachers meet with students and parents weekly to provide direct instruction and/or intervention, and to review/score previous assignments. The principal and counselor monitor student schedules and grades (progress reports/report cards/transcripts) to track student performance and assign support and/or intervention for students who are struggling. Students with disabilities are served in the general education setting, based on their IEP and with support from special education staff. English learners and students who have been recently been reclassified as fluent English proficient have access to support staff as needed in their classes. At the high school level, a variety of Advanced Placement and Career Technical Education courses are available online to provide opportunities for students who are ready for advanced coursework. In addition, DCA Lead Teachers wrote and had approved, a-g courses for grade 12. A-g courses for Grades 9-11 are in the process of writing and/or approval.	A review of student schedules revealed that all students have access to and are enrolled in a broad course of study. There are no differences between student groups. Students with disabilities participate in the general education program according to their IEPs with support from special education staff. We monitor the progress of English learners and students who have been recently been reclassified as fluent English proficient and provide staff to support them as needed.	All of our students have access to and are enrolled in a broad course of study.	DCA will continue our ongoing practices, including one-on-one orientations and monitoring of student schedules to ensure a broad course of study.	Met		08JUN2023	2023
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 plan is anticipated to take three to five years to result in maximum effectiveness, but positive results were identified in the latest CAASPP assessment results as growth from 2021-2022 to the 2022-2023 school year was displayed.	The Empire Union School District is providing access to a broad course of student for all students. EUSD has determined that there are additional professional development and instructional needs to compliment the CCSS and district adopted core curriculum to support students’ academic performance. Additionally, there is a district-wide commitment to PBIS to best reduce student suspension and increase attendance rates.  This plan will continue over the next three to five years.	Empire Union School District surveys indicated full implementation of ELA, Math, science and History state academic standards. The District has provided intensive ELA professional development, and is continuing to focus on effective instructional strategies to ensure access to a broad course of study.  In addition, efforts to improve special needs student’s ELA and Math academic performance, and reduce their suspension rates, continues.	Met		15JUN2023	2023
50710840000000	Gratton Elementary	7	In reviewing master schedules, all students in grades TK-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.	Gratton Elementary 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.  We integrate various Visual and Performing Arts opportunities within the classroom as well as provide a weekly STEAM enrichment class to all students.	As Gratton Elementary is a small, rural school district with one classroom for each of the nine grade levels, offering a broad course of study, particularly for our seventh-eighth grade students can be a challenge.  We strive to embed various enrichment opportunities within the classroom, as well as with our weekly STEAM enrichment class, and through field trips and on-site presenters.	Gratton Elementary 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		05JUN2023	2023
50710840120089	Gratton Charter	7	In reviewing master schedules, all students in grades TK-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.	Gratton Charter 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.  We integrate various Visual and Performing Arts opportunities within the classroom as well as provide a weekly STEAM enrichment class to all students.	As Gratton is a small, rural school district with one classroom for each of the nine grade levels, offering a broad course of study, particularly for our seventh-eighth grade students can be a challenge.  We strive to embed various enrichment opportunities within the classroom, as well as with our weekly STEAM enrichment class, and through field trips and on-site presenters.	Gratton Charter 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		05JUN2023	2023
50710920000000	Hart-Ransom Union Elementary	7	Various forms of identifiers are used to track student groups and designate placement in the school. All students receive services aligned with the state requirements with accommodations as needed. County Office of Education is also utilized for students the district is unable to service.	Our district consists of one contemporary school from grades TK - 8, in which all students have access to the same course of study. The charter in the district is a separate system that services students k-12.	District is providing the broadest course of study given the student population. In order to offer a broader course of study we would need a significant enrollment increase.	Promote student enrollment to increase the numbers in classes. Increase outsourcing programs to offer students that is not currently offered in the current course of study.	Met		22JUN2023	2023
50710926112965	Hart-Ransom Charter	7	We have our 18 Advisory Teachers review the course of students in our TK-8 and 9-12 programs to ensure students have access to a broad course of study including opportunities for meaningful enrichments on campus and those in the community with 35 different vendors who provide offerings in VAPA (Visual and Performing Arts), physical education, fine art and STEM. We keep data on what enrichments students attend, including enrollment data and we collect work samples monthly on their progress in the course of study.	As a small district, we are the only school in the district providing a charter school experience to home-schooled families. We do work to maximize opportunities for all students to sign up in and participate in a broad course of study, including the electives in the community and on campus.	As a charter school, we provide these opportunities to students and recognize that as a home-school program, the parent is the primary teacher. That being said, we do spend a lot of time collaborating with and coaching families and promote and encourage these great opportunities. I am hoping over time, we can fine tune a process for gathering and reviewing data and identify the extent to which each family takes advantage of such resources and how we can greater promote and encourage consideration of these rich experiences.	Periodic review of data of students course of study including electives. Our high school and junior high guidance counselor consistently review the transcripts of students and have monthly meetings with families to ensure a broad course of study is provided.	Met		15JUN2023	2023
50711000000000	Hickman Community Charter	7	We use the master schedule and lesson plans to be assured that all students have access to a broad course of study.	Math Science, Social Studies, Reading, Writing, Grammar are all courses included in the master schedule for each individual classroom.  Physical Education, Visual and Performing Arts are offered by district wide instructors, our master shows evidence that every class and every student received lessons in all of these areas. We also use lesson plans to indicate that STEM based projects are incorporated into Math and Science.  Junior High students receive Physical education instruction daily with the PE Teacher.  Elementary students have Physical Education incorporated into their daily schedules and then receive direct instruction every Friday from the PE teacher. The music teacher is scheduled to work with all students throughout he week.  We use a rotating schedule that allows him to see every classroom, using a program with scope and sequence from grade level to grade level.  Teachers incorporate STEM lessons into their lesson plan during Math and Science.  We have two STEM rooms that are on a rotating schedule to assure that all students have the opportunity use these rooms.	The only barriers that we have identified are time in the day, and finding employees to assist with instruction.  Although we advertise for positions, they are difficult to fill.	We continue to offer these enrichments and review our Master calendar annually to determine the best fit to incorporate the most opportunities for each student.	Met		15JUN2023	2023
50711006052559	Hickman Elementary	7	We use the master schedule and lesson plans to be assured that all students have access to a broad course of study.	Math Science, Social Studies, Reading, Writing, Grammar are all courses included in the master schedule for each individual classroom.  Physical Education, Visual and Performing Arts are offered by district wide instructors, our master shows evidence that every class and every student received lessons in all of these areas. We also use lesson plans to indicate that STEM based projects are incorporated into Math and Science.  Junior High students receive Physical education instruction daily with the PE Teacher.  Elementary students have Physical Education incorporated into their daily schedules and then receive direct instruction every Friday from the PE teacher. The music teacher is scheduled to work with all students throughout he week.  We use a rotating schedule that allows him to see every classroom, using a program with scope and sequence from grade level to grade level.  Teachers incorporate STEM lessons into their lesson plan during Math and Science.  We have two STEM rooms that are on a rotating schedule to assure that all students have the opportunity use these rooms.	The only barriers that we have identified are time in the day, and finding employees to assist with instruction.  Although we advertise for positions, they are difficult to fill.	We continue to offer these enrichments and review our Master calendar annually to determine the best fit to incorporate the most opportunities for each student.	Met		15JUN2023	2023
50711006112627	Hickman Charter	7	We use the master schedule and lesson plans to be assured that all students have access to a broad course of study.	Math Science, Social Studies, Reading, Writing, Grammar are all courses included in the master schedule for each individual classroom.  Physical Education, Visual and Performing Arts are offered by district wide instructors, our master shows evidence that every class and every student received lessons in all of these areas. We also use lesson plans to indicate that STEM based projects are incorporated into Math and Science.  Junior High students receive Physical education instruction daily with the PE Teacher.  Elementary students have Physical Education incorporated into their daily schedules and then receive direct instruction every Friday from the PE teacher. The music teacher is scheduled to work with all students throughout he week.  We use a rotating schedule that allows him to see every classroom, using a program with scope and sequence from grade level to grade level.  Teachers incorporate STEM lessons into their lesson plan during Math and Science.  We have two STEM rooms that are on a rotating schedule to assure that all students have the opportunity use these rooms.	The only barriers that we have identified are time in the day, and finding employees to assist with instruction.  Although we advertise for positions, they are difficult to fill.	We continue to offer these enrichments and review our Master calendar annually to determine the best fit to incorporate the most opportunities for each student.	Met		15JUN2023	2023
50711006116388	Hickman Middle	7	We use the master schedule and lesson plans to be assured that all students have access to a broad course of study.	Math Science, Social Studies, Reading, Writing, Grammar are all courses included in the master schedule for each individual classroom.  Physical Education, Visual and Performing Arts are offered by district wide instructors, our master shows evidence that every class and every student received lessons in all of these areas. We also use lesson plans to indicate that STEM based projects are incorporated into Math and Science.  Junior High students receive Physical education instruction daily with the PE Teacher.  Elementary students have Physical Education incorporated into their daily schedules and then receive direct instruction every Friday from the PE teacher. The music teacher is scheduled to work with all students throughout he week.  We use a rotating schedule that allows him to see every classroom, using a program with scope and sequence from grade level to grade level.  Teachers incorporate STEM lessons into their lesson plan during Math and Science.  We have two STEM rooms that are on a rotating schedule to assure that all students have the opportunity use these rooms.	The only barriers that we have identified are time in the day, and finding employees to assist with instruction.  Although we advertise for positions, they are difficult to fill.	We continue to offer these enrichments and review our Master calendar annually to determine the best fit to incorporate the most opportunities for each student.	Met		15JUN2023	2023
50711340000000	Keyes Union	7	Broad Course of Study:  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 studies 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.  KUESD will continue researching ways to provide more courses for students to participate in and connect them to the campuses.  This process will become more difficult as we move into declining enrollment over the next few years.	Broad Course of Study:  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 studies 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.  KUESD will continue researching ways to provide more courses for students to participate in and connect them to the campuses.  This process will become more difficult as we move into declining enrollment over the next few years.	Broad Course of Study:  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 studies 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.  KUESD will continue researching ways to provide more courses for students to participate in and connect them to the campuses.  This process will become more difficult as we move into declining enrollment over the next few years.	Broad Course of Study:  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 studies 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.  KUESD will continue researching ways to provide more courses for students to participate in and connect them to the campuses.  This process will become more difficult as we move into declining enrollment over the next few years.	Met		13JUN2023	2023
50711346113286	Keyes to Learning Charter	7	Keyes to Learning conducts regular reviews and verifies alignment of California State Standards to ensure all students in grades TK - 12 grade are enrolled in a broad course of study based on grade spans, unduplicated student groups, and individuals with exceptional needs.  The Leadership team meets consistently to intentionally look at curriculum and class offerings to give all students the best course of study. Working closely with teachers and experts in the fields of ELL and students with exceptional needs, leadership closely evaluates curriculum, classes, and schedules regularly.	For grades TK-12, it has been determined that all students are enrolled in a broad course of study, as outlined in the California State Standards for each subject. Leadership ensures the flow of classes between the sites is consistent and relevant. TK-8 grade students are all enrolled in core classes. As a school who utilizes the Core Knowledge sequence and curriculum, classrooms are equipped to provide a broad course of study in the content areas, and use researched-backed skills curriculum to ensure a well-rounded course of study. 7-8 grade students have opportunities for enrichment and intervention. A careful examination of the 9-12 grade schedule has proven all students are provided the necessary courses to meet graduation requirements are set and approved by the board, following requirements for California state colleges and universities. A limited number of electives are offered to give a range of subjects. Being a small school, number of students dictates the number of electives and variety in schedules. The use of an online program fills gaps in schedules and ultimately ensures all students have access and are enrolled in a broad course of study.	While all students have access to a broad course of study, space is an issue in offering a larger variety of electives and interventions.	Utilizing an academic advisor for the 9-12 grade program has been a means of validating necessary class offerings. As a small school, students have access to personalized academic counseling to ensure access and meet requirements. KTL will continue to explore avenues for offering a broader scope of electives and interventions in all grade levels.	Met		13JUN2023	2023
50711420000000	Knights Ferry Elementary	7	The LEA provides one teacher per each grade and sometimes two grades to one teacher. Each classroom uses California approved curricula and all students regardless of unduplicated status, participate in the same instruction using the same materials. This is measured via observation, curricular purchases and student assessments.	The LEA has one single site; all students regardless of unduplicated status, have access to the same course of  study. There are no other school sites, and no differences across student groups.	There are no barriers.	None are needed as the LEA already implements a broad course of study for all students.	Met		08JUN2023	2023
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		20JUN2023	2023
50711670137265	Aspire University Charter	7	With support from Aspire Public Schools, we utilize our Student Information System, PowerSchool, to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study.We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed	Met		22JUN2023	2023
50711670138057	Connecting Waters Charter School - Central Valley	7	Connecting Waters Charter School, Central Valley uses a Student Information System (SIS) provided by School Pathways, Inc. to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. Our SIS tracks what courses each student is completing, and can disaggregate data as needed.	Since Connecting Waters Charter School, Central Valley is an Independent Study Charter, students have flexibility in the courses they choose.  Students wishing to complete UC approved, college prep (a-g) coursework may do so through a variety of options, including online classes, on-site classes at a Resource Center, or through one of our approved vendors or online providers.  Connecting Waters Charter School, Central Valley has over 60 a-g course titles approved by UC, and over 165 course titles in general (non-college prep) coursework titles for students to choose from. See High School Course Catalog for additional information.	Connecting Waters Charter School, Central Valley recognizes the following barriers that may be causing lower than usual student enrollment in broad courses of study:  Connecting Waters Charter School, Central Valley received charter approval following Ed Code 51225.3 in which the minimum graduation requirement for a diploma follows the State Mandated Requirements for Graduation. Students that follow the minimal state requirements for a diploma are not able to meet the minimum UC/CSU admission requirements.   State credentialing requirements limit the accessibility to some specialized courses, such as Advanced Placement, CTE and foreign languages.   Connecting Waters Charter School, Central Valley is a non-classroom based charter which limits wet labs for sciences for students to access throughout each county served due to the 2016 California Supreme Court ruling in the Anderson Union High School District v. Shasta Secondary Home School which only allows charters to offer classes at a resource center within the boundaries of their authorizing district.	Connecting Waters Charter School, Central Valley has created four (4) College/Career Emphasis for each high school student to choose from to ensure students are graduating college and career ready. The emphasis options include:  1. CC Emphasis = 2 Community College Courses (must be academic or CTE) 2. a-g + CC Emphasis = a-g completion (15 a-g courses)AND 1 semester Community College Course 3. a-g + CTE Emphasis = a-g completion (15 a-g courses) AND CTE Pathway Completion (two CTE courses) 4. CTE + CC Emphasis = CTE Pathway Completion (two CTE courses) AND 1 semester CC course *NOTE: “completion” = C- or better “CTE” = Career Technical Education, two courses required for completion “a-g” = College preparatory course that have been approved by UC/CSU “CC” = Community College.  Additionally, Connecting Waters Charter School, Central Valley has partnered with approved vendors to allow for additional course accessibility.	Met		13JUN2023	2023
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. Sites also offer unique Career Technical Education courses, based on staffing and student interest. The district has a site identified for specialized support for newcomer students and for DHH student support.	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 and the State Seal of Civic Engagement recipients is an area of ongoing focus. 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		20JUN2023	2023
50711750120212	Aspire Vanguard College Preparatory Academy	7	With support from Aspire Public Schools, we utilize our Student Information System, PowerSchool, to capture all student data, class enrollment, and interventions for all administrators, teachers, counselors and families to review data to ensure student access to a broad course of study.We employ PowerSchool for school schedules, master schedules, grade books, and progress reports/report cards to track course enrollment to the extent in which all students have access to, and are enrolled in, a broad course of study. All students receive access to the core subjects (Math, ELA, Science, and Social Studies), in addition to P.E. This coursework is provided to all students including students in unduplicated groups and individuals with exceptional needs participate. Supports are put in place if necessary for students with exceptional needs to participate.	Access and enrollment is equitable across all grade levels, and includes students of unduplicated groups and students with exceptional needs. If barriers to participation exist for students with needs, this is addressed within the IEP, 504, or within the MTSS framework. Depending on the nature of the student's exceptional needs, students are provided with the necessary supports or resources to assure they are able to participate in a broad course of study.	There are no barriers preventing the school from providing access to a broad course of study for all students.	We are meeting this requirement and will continue to offer students a broad course of study and provide support to students wherever needed.	Met		22JUN2023	2023
50712090000000	Paradise 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 input to identify needs and interests of students to design the master schedule.	Paradise Elementary District 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. We integrate various Visual and Performing Arts opportunities within the classroom.	As Paradise Elementary District is a small, rural school district with one classroom for each of the nine grade levels, offering a board course of study, particularly for our seventh-eighth grade students can be a challenge. We strive to embed various enrichment opportunities within the classroom and through field trips and on-site presenters.	Paradise Elementary District 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		21JUN2023	2023
50712090112383	Paradise Charter	7	In reviewing master schedules, all students in grades 1-6 have access to, and are enrolled in, the course of study as prescribed in California Ed Code 51210 – 51212. All students in grades 7-8 have access to, and are enrolled in, the course of study prescribed in California Ed Code 51220 – 51229. At all grade levels, the LEA uses student enrollment, demographics, and achievement data, coupled with stakeholder input to guide the development of additional course offerings. Specifically within the 7-8 level, the LEA also includes student input to identify needs and interests of students to design the master schedule.	Paradise Elementary District 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. We integrate various Visual and Performing Arts opportunities within the classroom.	As Paradise Elementary District is a small, rural school district with one classroom for each of the nine grade levels, offering a board course of study, particularly for our seventh-eighth grade students can be a challenge. We strive to embed various enrichment opportunities within the classroom and through field trips and on-site presenters.	Paradise Elementary District 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		21JUN2023	2023
50712170000000	Patterson Joint Unified	7	Patterson Joint Unified School District did not submit the Local Indicators Report to the Governing Board when our LCAP was presented in June.	Patterson Joint Unified School District did not submit the Local Indicators Report to the Governing Board when our LCAP was presented in June.	Patterson Joint Unified School District did not submit the Local Indicators Report to the Governing Board when our LCAP was presented in June.	Patterson Joint Unified School District did not submit the Local Indicators Report to the Governing Board when our LCAP was presented in June.	Not Met For Two or More Years			2023
50712330000000	Roberts Ferry Union Elementary	7	In reviewing master schedules, all students in grades 1-6 have access to, and are enrolled in, the course of study as prescribed in California Ed Code 51210 – 51212. All students in grades 7-8 have access to, and are enrolled in, the course of study prescribed in California Ed Code 51220 – 51229. At all grade levels, the LEA uses student enrollment, demographics, and achievement data, coupled with stakeholder input to guide the development of additional course offerings. Specifically within the 7-8 level, the LEA also includes student balloting to identify needs and interests of students to design the master schedule.	Roberts Ferry Elementary 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. We integrate various Visual and Performing Arts opportunities within the classroom.	As Roberts Ferry Elementary is a small, rural school district with one classroom for each of the nine grade levels, offering a board course of study, particularly for our seventh-eighth grade students can be a challenge. We strive to embed various enrichment opportunities within the classroom and through field trips and on-site presenters.	Roberts Ferry Elementary 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		13JUN2023	2023
50712330121525	Roberts Ferry Charter School Academy	7	In reviewing master schedules, all students in grades 1-6 have access to, and are enrolled in, the course of study as prescribed in California Ed Code 51210 – 51212. All students in grades 7-8 have access to, and are enrolled in, the course of study prescribed in California Ed Code 51220 – 51229. At all grade levels, the LEA uses student enrollment, demographics, and achievement data, coupled with stakeholder input to guide the development of additional course offerings. Specifically within the 7-8 level, the LEA also includes student balloting to identify needs and interests of students to design the master schedule.	Roberts Ferry Elementary 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. We integrate various Visual and Performing Arts opportunities within the classroom.	As Roberts Ferry Elementary is a small, rural school district with one classroom for each of the nine grade levels, offering a board course of study, particularly for our seventh-eighth grade students can be a challenge. We strive to embed various enrichment opportunities within the classroom and through field trips and on-site presenters.	Roberts Ferry Elementary 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		13JUN2023	2023
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, Strings, Choir, Music Appreciation, ASB Leadership, Culinary Arts, Life Skills, PLTW - Medical Detectives, Fine Arts, Yearbook, Industrial Arts and Study Hall.	The district identified no barriers preventing access.	The district did not revise or implement new actions.	Met		20JUN2023	2023
50712660124768	Great Valley Academy - Salida	7	As a Charter school , our authorized charter notes that we will follow ed code related to offering a broad course of study.  At all grade levels, the LEA uses student enrollment, demographics, and achievement data, coupled with input from educational partners to guide the development of additional course offerings.  Student class schedules, the site master schedule and student report cards are further  evidence of adherence to these principles.	As a single site, there is no variance between schools.  As described above, there is abundant evidence that students have access to a broad course of study with meets ed code requirements.	There are no significant barriers to offering a board course of study.  There is impact to the school in terms of hiring, budget, etc. but as this is a priority nothing has prevented GVA from accomplishing this goal.	GVA will continue to plan for and implement a broad course of study for all students.	Met		21JUN2023	2023
50712740000000	Shiloh Elementary	7	The district monitors this data through a variety of tracking systems.	The district uses a variety of state adopted and supplemental resources throughout each school.	none.	The district will continue to add resources to fulfill a need.	Met		13JUN2023	2023
50712740121558	Shiloh Charter	7	The district monitors this data through a variety of tracing systems.	The district uses a variety of state adapted and supplemental resources throughout a school.	none.	The district will continue to add resources d to fulfill a need.	Met		13JUN2023	2023
50712820000000	Stanislaus Union Elementary	7	After a review of master schedules, all students in grades 1-6 have access to and are enrolled in, the course of study as described 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, Stanislaus Union uses student enrollment, demographics, and achievement data, coupled with stakeholder input to guide the development of additional course offerings.  In particular, our junior high school will create a master schedule including our electives based on student balloting and interest in these courses.	Stanislaus Union 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 Band and Orchestra was offered at our elementary sites during the 22-23 school year.  Music will be offered and provided all year long to all students during the 2023-2024 school year.	Upon review of the master schedule at our junior high school for grades 7-8, students may not be provided with their first elective choice for coursework that falls outside of California Ed Code 51220 - 51229.  Factors that impact their access include staffing constraints and the scheduling of those classes which may conflict with other required coursework.  SUSD has made adjustments to the 2023-2024 elective selections based on student balloting in the Spring of 2023.	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		15JUN2023	2023
50712900000000	Sylvan Union Elementary	7	Students in elementary and middles school are enrolled in their grade level based on birthdate. At their grade level, the base program offered would include: English Language Arts, Mathematics, Social Studies, Science, and Physical Education. Courses are taught by credentialed teachers who may hold single, multiple or supplemental credentials required for content instruction. Students who are level 1’s or 2’s (as determined by the student’s score on the ELPAC–English Language Proficiency Assessments for California) are provided a course of study in English Language Development taught by a teacher on special assignment.  Students who are identified through the response to intervention process engage in intervention as taught by the teachers during intervention/mascot time, ELD/Literacy Specialists and/or Instructional Facilitator.  Students identified through assessment are also identified for course support through special education and gifted education. On top of this broad course of study, all students in kindergarten through fifth grade also engage in classroom music and art lessons taught by a specialist or TOSA. Fifth grade students are offered the opportunity to participate in band or orchestra taught by a music teacher.  Elective courses are offered to students in grades 6th - 8th; students are able to request an elective and sites do their best to uphold requests based on the student's individual needs.	All of the students enrolled in Sylvan Union School District have access to and are enrolled in a broad course of study. Two elementary school sites, Sylvan STEAM Academy and Standiford Elementary School, have a course of study that is different from what is offered at other sites. Sylvan STEAM enrollment is based on a lottery system. Students who are identified to attend the GATE program at Standiford Elementary School are identified based on a cognitive assessment. Training is taking place for teachers across the district to support students with the broad course of study offered through gifted and talented education, which includes innovative teaching strategies found in STEAM education. Through Professional Learning opportunities, teachers are able to learn how to implement these strategies in their own classrooms. Students in self contained special education classrooms, engage in a broad course of study both in their self contained classroom and through mainstream opportunities.	The master schedule can be a barrier to students gaining access to a broad course of study because sections a student may need can occur on the master schedule concurrently. Middle School administrators and office registrars work to find a balance to respond to these issues. Some students do not receive elective courses at the middle school level because they need a course that provides intervention in ELA or mathematics, taking the place of an elective.	To ensure all students have access to a broad course of study, middle school site administrators have looked to open up more courses to provide opportunities for all students to access these courses. Students are also provided access to opportunities after school through the extended day courses. Training is being provided to teachers to meet the needs of all levels of learners to intervene or enrich their learning.	Met		06JUN2023	2023
50713240000000	Valley Home Joint Elementary	7	NULL	NULL	NULL	NULL	Not Met For Two or More Years			2023
50736010000000	Newman-Crows Landing Unified	7	Newman-Crows Landing Unified School Districts uses the following to measure and track the extent to which students have access to and are enrolled in, a broad course of study: Site Master Schedules District’s student information system Student Access to Board Approved Instructional Materials Student Access to PE Instruction Student Access to Art Instruction In grades 6-12, course catalogs that offer A-G, Physical Education, Visual and Performing Arts, Career and Tech Ed Pathways Data from district and site walkthroughs	A review of site master schedules and course schedules provides information on enrollment based on grade spans, unduplicated students and students with exceptional needs. For the 2022-23 school year, 100% of students in the Newman-Crows Landing Unified School District had full access to a broad course of study. Elementary sites develop master schedules that take into account the needs of all students and address the needs of unduplicated student groups with scheduled intervention and English Language Development time. Teachers submit weekly schedules to site administrators at the elementary level. The Middle School schedule ensures students are scheduled in core academic subjects with scheduled intervention time in math and ELA during the school day for identified students. Students have access to elective courses that support music, visual and performing arts, journalism, GATE, and Leadership. The high school schedule also ensures students are scheduled in core academic subjects with scheduled intervention time in math and ELA during the school day for identified students. Students have access to elective courses that support music, visual and performing arts, journalism, GATE, and Leadership.	A barrier that we face as a small rural district with one middle and one high school is that we cannot always offer the diversity of courses that many larger high schools offer. We are working to provide students with an increased number of online opportunities that can provide students access to more courses. We are also working on partnerships with our local community colleges. Again, due to our distance from local community colleges, this can be a barrier. At the elementary, a lack of time during the school day can be a barrier. Site administrators work with teachers to develop site and class schedules that support access to a broad course of study.	NCLUSD will continue to monitor student enrollment in a broad course of study and make decisions and offerings using LCAP Supplemental and Concentration Grant Funds. We will use data and master schedules to determine present and future needs.	Not Met For Two or More Years		14AUG2023	2023
50755490000000	Hughson Unified	7	• Master Schedules • AERIES • DataQuest • California Dashboard	• K-5: ELA, ELD, Math, Science, History, PE, Art (visual), 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.	• 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 was implemented at RMS & HHS to support students' academic needs during the school day.	Met		13JUN2023	2023
50755560000000	Riverbank Unified	7	Riverbank Unified has identified data related to student enrollment, program participation, course completion, and Career Technical Education (CTE) pathway completion, to monitor the extent to which all students have access to, and are enrolled in, a broad course of study. In addition, master schedules are reviewed annually to ensure student access to a broad scope of instruction and programs to support their growth and development. Feedback from educational partners, including the LCAP Partner Engagement Committee, is reviewed and analyzed in order to respond to needs.	All students have access to a broad course of study. In addition to core academic classes, students in grades 2-5 have access to fine arts through choral music and instrumental music beginning in grade 5. Students in grades K-5 also have access to computer science/coding coursework. The middle school and high school provide students with access to electives of interest to them and designed to increase student engagement. The middle school offers zero period to allow students to enroll in additional electives. Spanish and Mandarin are offered as language options for grade 6-8 students enrolled in the district's multilingual education program. The high school offers Advanced Placement coursework, Career Technical Education pathway courses, and UC/CSU A-G coursework. At the K-6 level, master schedules are developed to ensure that all students have access to academic interventions. At the 6-12 level, master schedules include intervention courses during the school day. Riverbank High School has implemented Bruin Time, targeted intervention time, four days per week. Schools use diagnostic assessment data and formative assessments to guide intervention time. With one comprehensive high school, one continuation high school, and one middle school, there are no differences in course offerings. The district has two elementary schools; only one offers the Riverbank Academy of Multilingual Education with instruction in English, Spanish, and Mandarin.	A significant barrier preventing access to a broad course of study for secondary students is ensuring that English learners, students with disabilities, and students performing below grade level are offered a broad course of study while also addressing the academic needs of these students. In some cases, students who need intervention or additional support must take those classes instead of an elective. Riverbank Unified will continue to focus on the Reclassification of English learners in order to allow for all students to enroll in a broad course of study. In addition, the district will continue to identify ways to provide necessary academic support while also providing all students access to a range of elective course offerings.	Riverbank Unified will continue to consider student input and educational partner feedback to stay current and engaged in responding to trends, desires, and the identified needs of all students. The district will continue to review school schedules and master schedules to eliminate barriers that may develop. This is particularly important during the spring development of the master schedule classroom/period configurations.	Met		20JUN2023	2023
50755560113852	Riverbank Language Academy	7	RLA provides a dual-immersion pathway for students to engage in a rigorous course of study that promotes bilingualism and biliteracy. 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 track academic growth within and across years for a broader view of student success. Students that 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.	RLA offers a program of choice for students and families; one identified barrier for the school, is that RLA has limited capacity to matriculate students into our program.  Students that do not enroll in our program through our school lottery are waitlisted for enrollment.	RLA engaged in professional learning opportunities for staff on literacy through the development of reading and writing. Over the last several years, the school focused on reading and writing in English and Spanish and there are significant gains in student achievement.  Additional academic support is offered to students not meeting English Language Development standards to ensure that students are making adequate progress towards English proficiency. RLA will focus on a similar PLC process for mathematics instruction. Student achievement data indicates slower academic progress in math development. RLA staff will work collaboratively to integrate mathematics support for students.	Met		14JUN2023	2023
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 22-23 school year to continue to provide us with the ongoing data we need to build programs. 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 which students can choose.	Met		12JUN2023	2023
50755645030176	Oakdale Charter	7	All students at Oakdale Charter have access to a broad course of study in all grade spans, including unduplicated students 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 requirements. Courses currently available include English, science, social science, math, and foreign language.	All students are enrolled in a broad course of study at Oakdale Charter. Teachers provide Tier I intervention in order to provide more support for struggling students. All students, including resource students, use grade-level, district adopted curricula.	We have no barriers preventing our district from providing access to a broad course of study for all students.	Oakdale Charter continues to work to ensure that all students have access to a broad course of study through various trainings and the adoption of new classes and materials. We are currently working to expand our offerings to include an A-G approved visual art class, as well as music classes, so that students have more electives from which to choose.	Met		12JUN2023	2023
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 (LTEL) 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 LTEL 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		15JUN2023	2023
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. See High School Course Catalog for additional information.	Connecting Waters recognizes the following barriers that may be causing lower than usual student enrollment in broad courses of study:  Connecting Waters received charter approval following Ed Code 51225.3 in which the minimum graduation requirement for a diploma follows the State Mandated Requirements for Graduation. Students that follow the minimal state requirements for a diploma are not able to meet the minimum UC/CSU admission requirements to earn “a-g completer” status.    State credentialing requirements limit the accessibility to some specialized courses, such as Advanced Placement, CTE and foreign languages.    Connecting Waters is a non-classroom based charter which limits wet labs for sciences for students to access throughout each county served due to the 2016 California Supreme Court ruling in the Anderson Union High School District v. Shasta Secondary Home School which only allows charters to offer classes at a resource center within the boundaries of their authorizing district, however, recent UC decisions now allow for virtual labs. Connecting Waters has made it a priority to research high quality virtual labs to increase course access.	Connecting Waters has created four (4) College/Career Emphasis for each high school student to choose from to ensure students are graduating college and career ready. The emphasis options include:  1. CC Emphasis = 2 Community College Courses (must be academic or CTE) 2. a-g + CC Emphasis = a-g completion (15 a-g courses)AND 1 semester Community College Course 3. a-g + CTE Emphasis = a-g completion (15 a-g courses) AND CTE Pathway Completion (two CTE courses) 4. CTE + CC Emphasis = CTE Pathway Completion (two CTE courses) AND 1 semester CC course *NOTE: “completion” = C- or better “CTE” = Career Technical Education, two courses required for completion “a-g” = College preparatory course that have been approved by UC/CSU “CC” = Community College.  Additionally, Connecting Waters Charter has partnered with approved vendors to allow for additional course accessibility.	Met		13JUN2023	2023
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		20JUN2023	2023
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 Turlock USD 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 Turlock USD 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 Turlock USD 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 Turlock USD reporting of local indicators.	Met		20JUN2023	2023
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. Special education teachers work closely with students and general education teachers to accommodate or modify the course assignments so that all students have access and can achieve mastery.	Fusion is a single school LEA. All students are enrolled in a broad course of study with core curriculum provided by a site license with Edmentum for 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 and 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, tutors and teacher assistants.  Barriers to college preparatory coursework include credit deficiency and needs for intervention to address gaps in learning in prior grades.	Fusion has been able to provide Wi-Fi enabled chromebooks to students without internet access and non-connected chromebooks to students that have internet at home, but not a device to access the curriculum from home. Fusion 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.  Mid-way through the year, Fusion instituted a shuttle service to provide transportation to students who were unable to access the city bus because of distance from a bus stop or safety concerns.	Met		30JUN2023	2023
51105120000000	Sutter County Office of Education	7	Upon enrollment, and once during the middle of the quarter and at the end of the quarter students are asked to meet with their counselor to go over their individualized learning plan (ILP) to make sure that they are progressing toward graduation. 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.	Data is gathered from multiple resources to provide feedback on how students are accessing a broad course of study. 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. Students also have access to all Edgenuity courses. Teachers and support staff are proactive to ensure that students have access to, and are aware of course options and requirements. Every attempt is made to enroll students in courses that are required to meet the criteria for graduation and possible readmittance. Foreign language is available but not typically accessed by students. Visual and performing arts is also available. PE is available on campus but also students may access activity logs to fulfill graduation requirements.  FRA has developed a procedure for enrolling students in their proper courses while addressing and creating strategies for students to be engaged in CTE and PE courses offered.  Foreign language and health can be accessed via Edgenuity. As staff participates in PD to utilize Edgenuity at a more efficient level, student access and course enrollment in these courses will hopefully increase student participation. Each student upon enrollment meets with the counselor to develop an ILP so students are made aware of where they stand with credits, what are the requirement for re-entry back into their district of residence.	The majority of students enrolled in FRA come to us with discipline issues and in most cases are academically deficient. Due to their lack of success in a comprehensive school setting, they come to us performing below grade level in most core academic subjects. A large majority of High school students are credit deficient and 40% of our population has an active IEP. 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 student’s school day.	FRA is working on giving students the opportunity to have flexibility in course options via Edgenuity.  Classroom teachers have been trained in the implementation of standards-based instruction in courses such as health.  Teachers are also implementing additional supplements to support the Edgenuity curriculum via Student-Centered Days where classroom instruction is enhanced to encourage hands-on activities.   Currently, students are able to receive PE credits via on-site classes or through activity logs approved by the school counselor and administration. The goal is to give students the opportunity to engage in physical education classes via on-site instruction or on their own via the activity logs.  Professional development will continue in Edgenuity as well as Student-Centered Days 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		22JUN2023	2023
51105120138040	AeroSTEM Academy	7	All students, including students in our Unduplicated student group and Students with Exceptional Needs have access to a broad course of study. This access is regularly measured by our Student Information system, course enrollment, student transcripts, and report cards.	AeroSTEM Academy is a single site charter school so there are no differences across school sites. All students 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. Our high school course of study meets the a-g course requirements. We provide opportunities for high school students to complete a career technical education (CTE) pathway or dual enrollment and earn college credit before graduating from high school. - Approximately 73% of high school students are enrolled in foreign language instruction. - No middle school foreign language is offered - No AP classes are offered	Our program is consistent for all students including English learners, students in our Low-income student group, and Students with Exceptional Needs. Barriers come in the form of the changing needs of students and in hiring and maintaining staff. This limits student access to some STEM related courses. Additionally, locating qualified single subject credentialed teachers to teach high school has been difficult in the current statewide teacher shortage, limiting the number and type of courses we are able to offer students.	To ensure access to a broad course of study for all students, AeroSTEM Academy continuously monitors the changing needs of students and the course offerings for all students. Professional development is a key factor in ensuring that all staff are trained and qualified to support student needs, therefore we are adding Action 1.1 Professional Development to our 2023/24 LCAP. To best serve and support struggling students and ensure all students have access to a broad course of study, we have added Action 1.4 Pupil Achievement to our 2023/24 LCAP. In addition, we are hiring a Director of Special Education and aide to be on site offering assistance and modifications to Students with Exceptional Needs and we will continue to fund staff to provide academic, college, and CTE counseling to support students. The district actively seeks options for expanding our course offerings.	Met		26JUN2023	2023
51105120140152	Pathways Charter Academy	7	Upon enrollment, and once during the middle of the quarter and at the end of the quarter students are asked to meet with their counselor to go over their individualized learning plan (ILP) to make sure that they are progressing toward graduation. 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 are 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.	Data is gathered from multiple resources to provide feedback on how students are accessing a broad course of study. 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. Students also have access to all Edgenuity courses. Teachers and support staff are proactive to ensure that students have access to, and are aware of course options and requirements. Every attempt is made to enroll students in courses that are required to meet the criteria for graduation and possible readmittance. Foreign language is available but not typically accessed by students. Visual and performing arts is also available. PE is available on campus but also students may access activity logs to fulfill graduation requirements.  PCA has developed a procedure for enrolling students in their proper courses while addressing and creating strategies for students to be engaged in CTE and PE courses offered.  Foreign language and health can be accessed via Edgenuity. As staff participates in PD to utilize Edgenuity at a more efficient level, student access and course enrollment in these courses will hopefully increase student participation. Each student upon enrollment meets with the counselor to develop an ILP so students are made aware of where they stand with credits, what are the requirement for re-entry back into their district of residence.	The number of students enrolled in PCA have discipline issues, are credit deficient, or have a preference to be on independent study. A number of our students struggle with large class sizes in a comprehensive setting and prefer to learn and complete their academics at their own pace in partnership with the teacher and their parents/guardians. 10% of our population has an active IEP. resources are targeted toward addressing a smooth transition into an independent study program that requires self-discipline. Transiency rates, struggles with attendance and mental health are some of the struggles our students face, therefore resources are directed to help alleviate some of these issues.	PCA is working on allowing students to have flexibility in course options via Edgenuity. Independent Study teachers have been trained in the implementation of standards-based instruction. Teachers are also implementing additional supplements to support the Edgenuity curriculum.   Currently, students can receive PE credits via activity logs approved by the school counselor and administration. The goal is to allow students to engage in physical education on their own via the activity logs.  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		22JUN2023	2023
51713570000000	Brittan Elementary	7	All students are enrolled in and have access to state adopted curriculum in ELA, Science and Social Studies. New Math curriculum has been pushed back again and once it will be released our plan will be to pilot some of the programs, before we purchase it for our site.  All students have access to STAR reading and i-Ready.  For the 2023-2024 school year, students will have access to additional support in Math and ELA through i-Ready programs and designated intervention programs to support Tier II and III.  Every student has their own laptop, as well as access to online curriculum options.	All students have access to ELA, Math, Science and Social Studies.  In Junior High electives are introduced.  For the 2023-2024 school year, our plan is to offer: Fine Arts, Yearbook, Sign Language, Enrichment and Introduction to Careers.  Brittan does have a Health Education Program and we are planning on using that as a portion of our PE classes for 7th and 8th grade students for the 2023-2024 school year. ELA and Math Intervention small groups will be provided to students who are in need of extra support in those areas based on data from multiple sources.  Designated ELD will be offered to all EL students on our campus. Music will be offered to every grade level for the 2023-2024 school year.	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 2022-2023 and will continue to be a priority for Brittan School. We will be looking into piloting a new Math curriculum as soon as it is released in hopes to have a universal Math program grades K-6th, possibly up to 8th grade.  For the upcoming school year we will focus on boosting our attendance by reinstating our monthly attendance incentive program in addition to communicating clearly to our families the expectations and penalties associated with poor attendance.  We will also begin our value of education with families and slowly begin to increase the rigor in Tier I instruction school wide.  We will work with families and continue to offer support in the areas of need.  Our primary goal is to strengthen our students' school habits by working directly with the most recent suggested best practices.	Met		27JUN2023	2023
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 which 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		15JUN2023	2023
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 with the exception for some classes that require a prerequisite class such as: Spanish 1 and 2, Culinary 1, 2, 3 and 4, Floral, and Advanced Floral and AG Mechanics 1,2,3. 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.	Met		08JUN2023	2023
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		28JUN2023	2023
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 2022-23 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 2022-23 to 7th and 8th grade students and will continue going forward.	Met		07JUN2023	2023
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		12JUN2023	2023
51714070109793	South Sutter Charter	7	All students access a broad course of study. Locally selected measures are compiled and tracked in the school’s Student Information System including: CAASPP data, Special Education enrollment, CTE participation, course enrollment, community college dual enrollment, a-g course participation and graduation requirements. Student learning record logs ensure the student is working on a broad course of study by assessing the standards covered. Monthly, the teacher addresses needed areas through additional curricular opportunities.  All students take an internal diagnostic in Reading and Math, three times each year.  Results are used to formulate an individualized learning plan that meets the needs of the student and to track their progress.  Students scoring below grade level on the internal assessments are provided additional support through the school’s intervention program to close the achievement gap. For students in grades 8-12, annual School Counselor meetings with families allow for the development and updates to a 4-year individual plan.    The Special Education Department uses a variety of standardized measures to assess eligibility for all areas of suspected disability.  These include: WIAT, WISC, WJIV.  There are also other standardized assessments that are utilized for assessing in the areas of Speech and Language, Mental Health and Occupational Therapy.	100% of our students are enrolled in a broad course of study as verified through their learning record logs. 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		12JUN2023	2023
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 70 students. All students have access to ELA, Math, Social Studies, Science and PE. We have added electives such as robotics, gardening, art, book club, and health this year. There is room for improvement. We do not offer foreign language or music at this time because we do not have the staff or resources to provide those classes. However, all students participated in the Christmas musical performance. In addition, Meridian Elementary offers state adopted curriculum and focus areas that 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 70 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 currently 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		15JUN2023	2023
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.  Middle school students are offered an elective of career technical education, with the opportunity to take high school courses.  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 and middle school students.	Students are accessing available courses and enrolling in a wide range of electives in addition to the required 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 7th and 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		08JUN2023	2023
51714230000000	Nuestro Elementary	7	The district 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. Daily class schedules are monitored to ensure time for each course is maximized. LCAP metrics including Basic Services and Broad Course of Study are monitored throughout the year	Nuestro is a single-school district therefore there are no differences in access across school sites. All students have access to a broad course of study except for foreign language for our 7th/8th grade students. We have created a learning environment in which students are enrolled in a quality instructional program covering English Language Arts (ELA), Mathematics, Science, History-Social Studies, Physical Education, and Visual and Performing Arts and receive interventions or enrichment services to improve or increase access. We have adopted and purchased standards-aligned curriculum and instructional materials to improve instruction in our courses.	In order to ensure barriers do not prevent students from accessing broad courses of study, we provide numerous supports to students including intervention during the school day, enrichment, Student Study Team process, updated technology resources, school counseling services, transportation, and attendance support. Due to our small size, location, and lack of teachers, we have not been able to offer Foreign Language courses to our 7th/8th grade students.	We continuously analyze resources that are available so all students have access to a rich, broad course of study.	Met		08JUN2023	2023
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.	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 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 - 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 - G approved option for CSU/UC. Barriers preventing Sutter Peak Charter Academy from maximizing broad course of study offer	Met		08JUN2023	2023
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 Performing 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		15JUN2023	2023
51714490000000	Sutter Union High	7	SUHSD continues to ensure that all students have access to and are enrolled in a broad course of study by implementing a process that involves all educational partners.  The district's primary student goal is 100% graduation rate.  Graduates will be 100% college and/or career-ready upon graduation.  All students and their families will be actively involved in the student's 4-year college and career plan.  The WASC accreditation process and the LCAP development process both work toward attaining these goals.  Academic departments meet weekly for collaboration and to assess and evaluate textbooks and other resources needed for students to achieve their future goals.  Each school year, the course schedule is developed based on student need.  This is a strength of our system.  It is designed to provide all students, with an emphasis on underrepresented students, the opportunities and resources needed to achieve their academic and career technical goals upon graduation.	There are no identified differences across school sites and student groups in access and enrollment in a broad course of study.  All students matter and the SUHSD educational system is delivered in a manner that ensure all students have access to the resources they need to be successful.	There are no identified barriers preventing the SUHSD from providing access to a broad course of study for all students.	"SUHSD has embedded a continuous cycle of self improvement utilizing the WASC accreditation process' ""Focus on Learning"".  It has merged this process with the LCAP development process, which has allowed the district and its educational partners to evaluate student needs and best allocate the district's limited resources in an efficient manner to best serve all students.  Although each process is separate, they are congruent and have the same goal of student success."	Met		20JUN2023	2023
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		14JUN2023	2023
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 the 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		06JUN2023	2023
51714640000000	Yuba City Unified	7	All YCUSD students have access to, and are enrolled in a broad course of study. Our district offers 145 courses from K-12 to our students to provide them with all of the required coursework. These courses range from core classes to electives to a significant # of a-g courses. Our district uses Aeries as our main Student Information System to develop master schedules, course and teacher assignments, and academic plans for all students.	All of our students have access to a broad course of study, to include all unduplicated students and SWD students. We provide access to all our students and provide a wide range of courses for core and elective offerings. Our courses range from TK-12th grade, and, we also provide an independence academy where students can take online courses and meet with teachers weekly to learn in a smaller, more individually tailored learning environment. We also offer an alternative education for high school students at our alternative education school, tailored with smaller class sizes and core and elective offerings. In addition, we offer a very robust dual enrollment program for students with over 250 students enrolled in a four year cohort who eventually earn an associates degree and meet the CSU/UC general education requirements.	We need to continue to provide equity of access to all students for all of our courses, especially in our AP programs at the secondary level. We want to help all of our students see the benefit of taking challenging courses. There are no barriers to our students taking courses as the broad range of courses apply to all of our students. Our EL, SWD and other unduplicated student cohorts have access to the broad range of courses that meet the Ed. Code and LEA requirements. As much as possible, we place our SWD students in the least restrictive environment and provide them access to the core subjects and electives. Our students who are newcomers/EL students, also have access to our core and elective courses in addition to their designated ELD classes. Our EL students have multiple support networks at the school sites both within the classroom with integrated ELD services and with designated ELD supports to help them with language acquisition and with meeting grade level proficiencies. We continue to work on teacher professional development to provide our unduplicated students access to our broad course of study and the necessary supports inside and outside the class.	Our district is going to continue to encourage an increase in enrollment in our AP and Dual Enrollment courses at the secondary level, so more students can access those courses. Our AVID program districtwide, in addition, needs to continue to increase recruiting and enrollment for students, especially those students who meet the demographic.	Met		27JUN2023	2023
51714640107318	Twin Rivers Charter	7	TRCS uses the master schedule to ensure all students have access to a broad course of study across grade spans, subjects, and student groups.	All students (including unduplicated students and students with disabilities) are enrolled in English Language Arts, Math, History-Social Science, Science and receive a minimum of 200 minutes of Physical Education every ten days. Additionally, 100% of students enrolled in TK-6th grade have access to Visual and Performing Arts lessons. All students participate in Social Emotional Learning (SEL) lessons overseen by school counselors. Students in grades 6-8 participate in enrichment activities and elective courses developing college, career, and community readiness skills.	TRCS utilizes a systematic response to meet student’s learning needs in a targeted fashion. TRCS has offered 1 trimester of targeted math support during elective period, limiting some students’ access to electives during that trimester.	TRCS will continue providing push-in support for English Learners (EL) and scheduling designated ELD instruction to ensure EL students are not pulled during first instruction in core classes, electives, or WIN (Whatever I Need). TRCS will provide additional flexible target support in mathematics to provide all students with the opportunity to participate in electives/enrichment activities.	Met		22JUN2023	2023
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.  CTE completers are tracked to determine the number of students completing career pathways.  Students that are enrolled with YCCS the last three years of their high school career complete at least one CTE pathway.	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.  Students have access to Advanced Placement courses in English, Science, and Social Studies.  All student also have access to A-G courses to meet the CSU and UC requirements.  CTE pathways are offered in Agricultural and Natural Resources, Arts Media and Entertainment, and Hospitality, Tourism and Recreation.	There are no barriers to prevent all students access to a broad course of study.	Opportunity classes have been created with access to teachers and support staff to help students improve grades to meet the C grade or better requirement to meet the A-G requirements for CSU and UC.  Students can improve their grade or retake classes that they have failed so as to be able to meet the graduation requirement and to meet the CSU and UC A-G requirements allowing them to apply to continue their education at a university.	Met		07JUN2023	2023
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, NGCC, History/Social Science, PE classes, and Visual Arts instruction.	A broad course of study including enrichment opportunities, arts and music, social-emotional learning, and vocational instruction, along with college and career planning will assist students in developing goals and plans for their future.  Tehama Oaks Master schedule included the following courses:  ~ CCSS aligned core instruction (ELA, ELD, Math, NGSS, History/Social Science) ~ structured PE classes ~ Visual Arts instruction	The majority of our students come to Tehama Oaks three to four grade levels below in math and English Language Arts. Students' individual efforts and interest in school are closely related to their performance however previous years indicate that our students perform low in mathematics and English language arts. We are working to increase the engagement and academic achievement of all student groups.  Additional challenges include:   1. Due to the nature of Tehama Oaks students attend anywhere from 1 week to the full year with many students exciting and entering the program at various times in the year.  2. Hiring a CTE teacher has been difficult due to staffing ratios.	We will continue to focus on creatively addressing the barriers and challenges above in providing meaningful access to CTE and electives for our students. We have hired an additional teacher and a full time principal to help implement our vision for addressing these needs in a way that builds on the positive and support environment that is in place. We have also integrated county supports to continue implementing Makerspace activities and engage students in CTE courses and activities.	Met		21JUN2023	2023
52105206119606	Lincoln Street	7	Student record reviews provide evidence to support and track that they are enrolled in a broad course of study based on their individual needs including English learners and students with disabilities.	Lincoln Street School has provided instruction in core areas (ELA, Math, Science, History-Social Science). Age-appropriate enrichment opportunities are available for all students which include visual art instruction, STEM, and social development. W	One barrier that Lincoln Street continues to improve upon is ensuring accessibility for students that are two to three years below grade level when they enroll in our school.  We continue to strengthen our intervention supports that can be implemented swiftly and have ongoing measures built in to provide our staff and parents with information regarding student progress. Virtual platforms, although provide access, do not always meet the needs of our learners.	Lincoln Street has made adjustments to our engagement practices with families.  We have implemented new systems to not only track instructional data at the local level but also through teaming, analysis and discussion to provide additional support when needed for student achievement.  Lincoln Street continues to offer a broad course of study while offering on-site and daily direct instruction options, and enrichment activities.  We are also working with our community partners to engage our middle schoolers in more CTE exploration options.	Met		22JUN2023	2023
52105206119671	Tehama eLearning Academy	7	Our School Counselor provided one on one appointments and creates 4 year educational plans for every student. We ensure students are on a pathway that meets their educational needs and goals. Students, guardians, and teachers provide input into the choices for courses. We ensure all students are encouraged to participate in a Career Technical Education pathway, a Dual Enrolled College Course, and have opportunities to explore a wide variety of electives in vocational exploration, visual and performing arts, and world languages.	Middle School students have access to several elective courses online and onsite, including yearbook, photography, art, music, leadership, and career exploration. High School students are offered a wider variety of elective courses online and onsite that also include CTE pathways in Hospitality, Education, Business, and Medical. They can participate in onsite and online elective courses including many vocational exploration courses, Board Games, Science Lab, Fitness, Music, Art, Wellness, Leadership, Drivers Education, visual and performing arts, world languages and 3 dual enrolled courses, Career Exploration, Work skills, and College Readiness.	Some courses have been challenging for students with learning needs. Students with disabilities had not been completing CTE pathways at the same rate as other students.  We have worked to provide classes to meet the needs of a variety of learners so all students have access to all courses. We continue to focus on increasing completion rates for all student groups.	Courses have been added to allow appropriate access for learners with different needs. Additional supports have been provided to support learners with a variety of needs at school including supported work experience and group worksite learning opportunities.	Met		21JUN2023	2023
52714720000000	Antelope Elementary	7	Annual inventory and survey.  Review of current curriculum.  All student have access to a broad course of study.	There are no differences in access across school sites.  All student have access to a broad course of study.	There are not current barriers. All student have access to a broad course of study.	No revisions at this time. All student have access to a broad course of study.	Not Met		25AUG2023	2023
52714720134403	Lassen-Antelope Volcanic Academy (LAVA)	7	Annual inventory and survey.  Review of current curriculum.  All student have access to a broad course of study.	There are no differences in access across school sites.  All student have access to a broad course of study.	There are not current barriers. All student have access to a broad course of study.	No revisions at this time. All student have access to a broad course of study.	Met		25JUN2023	2023
52714980000000	Corning Union Elementary	7	Report cards, teacher lesson plans, budget reports, minutes of SSC meetings, and master schedule.	All students have access to AVID, music, art, SEL, internet access, Our 7th and 8th graders currently at Woodson School do not have elective classes. They are being moved to Maywood DaVinci where they will all have access to electives including art, band, elective wheel, leadership and AVID.	Barriers preventing access to a board course of study include funding, inability to fully staff all positions, equity in regards to school resources and size.	Students will be moved from Woodson to Maywood DaVinci to increase access to a broad course of study. The funding specific to Arts and Music will help fund additional; music and art in all schools including a paraprofessional at all sites dedicated to art and music. We have implemented and will continue with implementation of AVID. We are building internet towers to provide internet free of charge to our students who live within the city limits of Corning. Literacy will be our focus to increase engagement in reading	Met		22JUN2023	2023
52715060000000	Corning Union High	7	NULL	NULL	NULL	NULL	Not Met			2023
52715220000000	Evergreen Union	7	EUSD uses an annual reflection of courses offered to all students to define 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		27JUN2023	2023
52715220132597	Evergreen Institute of Excellence	7	Evergreen Institute of Excellence use three tools to track our broad course of study being offered through the students' Personalized Learning Plan, Master Agreement and our student information system Aeries. EIE offers the full suite of core classes to all students TK-12th. These core classes include: English Language Arts, Math, Science, and Social Studies/History. Additionally, we provide options for all students to participate in Enrichment type classes such as Fine Arts, Community Service, Work Experience, Technology and Career Tech Education through our robust vendor program and/or online learning platform - allowing them to personalize their education. Our high school students are required to be concurrently enrolled in our local community college, opening a vast number of options to their course of studies. EIE does not limit this requirement to 11th or 12th grades. When the student has shown preparedness and motivation, a plan is developed with teacher, parent and student. Additionally, the classes are selected according to student's strengths and interests and not exclusive to core subjects. Thus opening a large number of possibilities for students to explore their potential and discover a future path of learning.	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 in-person classes and/or 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. Presently in the 2022/2023 school year 67% of our enrolled 9th-12th grade students have or are taking a college class.	The possibilities to access are in place for all students. Although the current barriers that may be hindering a few of our students would be transportation to access, as well as reliable internet for online class possibilities. In the 2022/2023 school year, EIE has assisted several students in navigating Shasta College's PACE program to access higher level learning with accommodations and modifications. Although the level of assistance is determined by the college, our students are able to receive these resources.	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 continue expanding these 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. However, it is still a challenge for some of our more rural students with no in-home solution at this time. EIE has expanded our on campus availability for those who would like to access technology here on the school site. EIE will be seeking an official partnership with our local community college to continue supporting our high school students taking college classes.	Met		27JUN2023	2023
52715300000000	Flournoy Union Elementary	7	Locally selected measures or tools that our LEA uses to track the extent that all students have access and are enrolled include; taking annual inventory of current textbooks, ordering additional curriculum of textbooks if there is a deficient, updating curriculum to reflect updated state adopted standards, and also having zero complaints for the Williams Act.	Flournoy Elementary is a small rural school.  Our district is comprised of our one and only school.  All curriculum selections are a  process of the following; staff and administrator collaborations, parent/community input, state adopted curriculum, and if inventory is low and new needs to be ordered.  All students are enrolled in a broad course of study.  From Transitional kindergarten to Eighth grade, students are exposed and taught English Language Arts, Mathematics, Social Studies, Science, Physical Education, Visual and Performing Arts, and Career and Technical Education.	Due to our small school and small staff size, two of our barriers our unable to teach Foreign Language and Applied Arts.  We are multiple subject credentialed elementary teachers.  The two subjects we are unable to teach would be more set for a high setting with the single subject credentialed staff that specializes in those areas.  All students receive a broad course of study because of our full-inclusion model at Flournoy Elementary School.	We are in the process of a three-year curriculum purchasing process with the support of extra state funding.  So far, we have purchased standards based science and mathematics curriculum.  Our community/parent survey indicated having a larger part in the decision making.  To improve that aspect, our parent advisory committee was created this year and was able to contribute to the decision-making.	Met		21JUN2023	2023
52715480000000	Gerber Union Elementary	7	The District annually participates in the Williams Review through the Tehama County Office of Education which tracks the extent to which all students have access to core curriculum and facilities.	All students TK-8 have equal access to a broad course of study that includes state approved curriculum. Our 7-8 grades are shifting to a more departmentalized program and are working on bringing electives into our program that would focus on VAPA and learning a second language.	Barriers for providing a broad course of study that includes VAPA and second language has primarily been staffing and resources.	The District will continue to pursue a broad course of study by implementing a Dual-language immersion program in the 23/24 school year. We are also shifting our middle school to a modified departmentalized program that will allow time for electives and second language.	Met		20JUN2023	2023
52715550000000	Kirkwood Elementary	7	Kirkwood is a small rural school. All students have access to a broad course of study. Each class - including all unduplicated students - 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.	There are not differences.	The only barriers Kirkwood might have is a lack of Career Technical Education. The school needs to be creative in exploring ways to offer students opportunities to exposure to different careers. The school will be looking into partnering with local industries to come to school and teach our students about careers.	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		13JUN2023	2023
52715630000000	Lassen View Union Elementary	7	The tools we use are lesson plans and observations.	Being a small school, we are very aware of instructional opportunities for all of our students.  All students have access to core curriculum.  All students in grades K-8 received their mandated minutes in PE.  All students in K-6 has music education weekly and students in grades 7-8 had an elective option for both music and band.  Elective options were available for 7th-8th grade students one time per week.	There are no barriers.	Our school board and school administration have discussed frustration with state standards and what students are not learning.  For example, math standards are filled with learning that does not apply to most adult's lives.  What isn't taught are things like investing money, credit card debt, mortgage payments, etc.  With the rise in mental health concerns, we also feel the need to educate students more on the importance of nutrition, safe use of internet and social media, career tech, and provide more opportunities for preferred educational activities.  For that reason, we are adjusting our middle school schedule to balance the needs of core instruction and enrichment.	Met		21JUN2023	2023
52715710000000	Los Molinos Unified	7	"LMUSD follows the PLC (Professional Learning Community) model to evaluate student achievement data and inform instruction. Monthly, formative assessment data is evaluated to determine student achievement progress towards their course of study. The program, ""Illuminate"", serves as the primary disaggregation tool district wide. Additionally, IEP plans are used to determine growth targets with students with disabilities, ELD reclassification forms are used to determine EL progress, and 4-year plans are used to ensure course of study at the high school level"	All students across all district schools have access to their respected gradel level and subject course of study. Their progress is monitored by teachers, admin, and PPS staff.	LMUSD does not have barriers to access.	At the high school level, LMUSD will continue to refine the dual enrollment process and offer more courses within the limitation of the high school master schedule.	Met		15JUN2023	2023
52716210000000	Red Bluff Union Elementary	7	Course enrollment and course performance data are 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 to offering a broad course of study inclusive of foreign languages, for example, in 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. However, the shift is being made to return to a traditional middle school model of offering electives and hiring teachers with specialized subject or secondary 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 of the middle school. Equitable access to content across core subjects needs for all students must be consistent across all elementary sites. Master schedules are district-wide standards for instructional minutes which have assited to equalize instruction and access for all students. 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		22JUN2023	2023
52716390000000	Red Bluff Joint Union High	7	The master schedule is built to make sure all students have access to all programs offered by the district.  Counselors work closely with Special Education teachers and other staff to make sure students are appropriately placed and have access to the core curriculum.	The master schedule is built to make sure all students have access to all programs offered by the district.  Counselors work closely with Special Education teachers and other staff to make sure students are appropriately placed and have access to the core curriculum.	Making sure students are properly assessed and placed in the core programs.	To continue to develop essential standards in all classes, develop six-week assessments, and identify what mastery is in all classes.	Not Met			2023
52716470000000	Reeds Creek Elementary	7	1. We are an extremely small school with one classroom per grade. Access to a broad course of study is the norm and all students are included. Our unduplicated numbers are so small that they do not even show up on the dashboard. Local measures and tools are in place becasue we have so few students. When we say that we have sufficient tetbooks, that means that we have measured that all students have access to the curriculum. 2. We have one school site, so there are no differences between sites. All students have access to all curriculum and are enrolled in a broad course of study.  3. There are no barriers preventing our school district from providing access to a broad course of studey for all students. 4. No revisions, decisions, or actions were necessary to ensure access to a broad course of study for all students.	1. We are an extremely small school with one classroom per grade. Access to a broad course of study is the norm and all students are included. Our unduplicated numbers are so small that they do not even show up on the dashboard. Local measures and tools are in place becasue we have so few students. When we say that we have sufficient tetbooks, that means that we have measured that all students have access to the curriculum. 2. We have one school site, so there are no differences between sites. All students have access to all curriculum and are enrolled in a broad course of study.  3. There are no barriers preventing our school district from providing access to a broad course of studey for all students. 4. No revisions, decisions, or actions were necessary to ensure access to a broad course of study for all students.	1. We are an extremely small school with one classroom per grade. Access to a broad course of study is the norm and all students are included. Our unduplicated numbers are so small that they do not even show up on the dashboard. Local measures and tools are in place becasue we have so few students. When we say that we have sufficient tetbooks, that means that we have measured that all students have access to the curriculum. 2. We have one school site, so there are no differences between sites. All students have access to all curriculum and are enrolled in a broad course of study.  3. There are no barriers preventing our school district from providing access to a broad course of studey for all students. 4. No revisions, decisions, or actions were necessary to ensure access to a broad course of study for all students.	1. We are an extremely small school with one classroom per grade. Access to a broad course of study is the norm and all students are included. Our unduplicated numbers are so small that they do not even show up on the dashboard. Local measures and tools are in place becasue we have so few students. When we say that we have sufficient tetbooks, that means that we have measured that all students have access to the curriculum. 2. We have one school site, so there are no differences between sites. All students have access to all curriculum and are enrolled in a broad course of study.  3. There are no barriers preventing our school district from providing access to a broad course of studey for all students. 4. No revisions, decisions, or actions were necessary to ensure access to a broad course of study for all students.	Met		15JUN2023	2023
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		28JUN2023	2023
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 two sites. 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 courses. 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		21JUN2023	2023
53105380125633	California Heritage Youthbuild Academy II	7	CHYBA utilizes Edgenuity as the school curriculum, you can identify the locally selected measures or tools that are used to track the extent to which all students have access to and are enrolled in a broad course of study.   CHYBA  utilizes several locally selected measures and tools to track students' access to and enrollment in a broad course of study. While Edgenuity provides state-standard aligned curriculum, CHYBA  supplements it with additional measures to ensure comprehensive tracking. These include:  Course Enrollment Data: CHYBA maintains records of student course enrollment to track the courses in which students are enrolled, and Edgenuity allows many ways to ensure that all CHYBA students have access to, and are enrolled in, grade appropriate courses. Edgenuity has a wide range of built-in course options ranging from US History and Algebra to electives such as Visual Arts and Psychology.  Individualized Education Programs (IEPs): For students with exceptional needs, CHYBA  uses IEPs as a process to document and track their specific educational goals, accommodations, and services. This helps ensure that students with exceptional needs are provided with appropriate and inclusive educational opportunities and accommodations that enable them to succeed.  Student Course Progress Tracking: CHYBA monitors student progress within the Edgenuity curriculum, tracking individual student performance to ensure they are progressing through the appropriate grade-level content and	All CHYBA students use Edgenuity and, as a result, have equal and wide spread access to a plethora of coursework. There are no differences in this access, and enrollment in, when considering different school sites and/or student groups.  Course Enrollment Data: Our course enrollment data shows that all students enrolled at CHYBA are also enrolled in Edgenuity which confirms that each CHYBA students has access to a broad course of study.    IEPs: For students with exceptional needs, they have access to Edgenuity and its wide breadth of coursework but they also have school wide support in implementing and measuring educational goals, accommodations, and services. These efforts continue to be successful.  The systems we use for student course tracking have shown that all CHYBA students not only have access to a wide breadth of course work but that they are progressing, at their own pace, in appropriate grade-level coursework.   Regular Assessments: CHYBA uses Edgenuity data as well as Renaissance Learning STAR data to assess each student's progress/ability, in various areas including Mathematics and Reading, to successfully complete a wide range of grade-level appropriate coursework.   Data Analysis and Monitoring: CHYBA Data analysis and Monitoring techniques lead weekly discussions during our RTI meetings to ensure that we are implementing impactful and targeted interventions to ensure equitable opportunities for all CHYBA students. These efforts continue to be successful.	Equity and Access Disparities: Ensuring equitable access to a broad course of study can be challenging. Some students, particularly those from disadvantaged backgrounds, may face barriers such as lack of transportation, limited internet access, or inadequate support systems, which can hinder their participation in certain courses. Many of our students experience these types of challenges. However, CHYBA offers robust transportation, connection to a multitude of services, home visits, Chromebooks with built in WiFi, and other student support services as a way to alleviate these challenges for our students.	CHYBA has made several efforts this year in order to help mitigate the many challenges experienced by our students. For example:  1. We hired an Academic Counselor to ensure that students were supported by an professional that could help guide them through selecting their coursework while making sure that each course was appropriate and represented a broad course of study. Another important task of the Academic Counselor was to identify barriers for students while implementing interventions to remove them.  2. This year, CHYBA also implemented a more robust transportation system so that we could help more students get to school when transportation was identified as a major barrier.  3. This year, CHYBA recruited more certificated staff members to ensure that multiple credentialed teachers were available to guide students while making sure that they had access to a broad course of study.	Met		28JUN2023	2023
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 2022-23 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 and career technical education.	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 Spanish in 23/24 with financial support from TCOE.	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		14JUN2023	2023
53716700000000	Coffee Creek Elementary	7	The District has reorganized the school day to provide more opportunities for students to participate in art and music lessons.  The district is working with local artist and the county office to provide a valuable resource for instruction in these disciplines. 100% of our students will be enrolled in art and music classes next year.	The number of opportunities that the District is providing to students, specifically those in grades K – 4th, ensure that all students in these targeted grades have access to, and are enrolled in, a broad course of study.	The barriers that exist for our District is our small size. We have limited staffing to provide electives, and our relatively small number of students in these grades makes it difficult to offer a wider range of elective and course options.	Our 2nd and 3rd grade students have expressed their appreciation to have music lesson during our ELOP.  Every year, we look to provide an opportunity for our student to perform for their parents and the community through the performing arts. We will continue to keep an action in our LCAP to fund our music and art instruction to ensure access to a broad course of study for all students.	Met		27JUN2023	2023
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 5th-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.	Met		21JUN2023	2023
53717380000000	Junction City Elementary	7	As a small, single-school district, we use our student information system, SchoolWise, to track the extent in which all students have access to, and are enrolled in, a broad course of study based upon grades, grade level spans, unduplicated student groups, and students with exceptional needs.	All students in grades TK-8 are enrolled in a broad course of study. These studies include Math, English Language Arts, Social Science, Science, CTE, Visual Performing Arts, Physical Education and Health.	A barrier that exists for our District is our inability to offer foreign language to all grade levels taught by a credentialed foreign language instructor.	The District will continue to offer a broad course of study to all students by retaining qualified instructors, along with encouraging current staff to expand their abilities to teach more and broader subjects. Daily and weekly schedules, along with the allocation of instructional 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 try to provide a qualified foreign language instructor.	Met		29JUN2023	2023
53717460000000	Lewiston Elementary	7	As a small, single school district, LES uses course enrollment to track the extent to which all students have access to, and enrolled in, a broad course of study based on grades, grade reports, grade spans, unduplicated students groups, and with exceptional needs.	We have one site. All LES students in grade 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 have not been able to 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		21JUN2023	2023
53717610000000	Trinity Center Elementary	7	NULL	NULL	NULL	NULL	Not Met			2023
53738330000000	Southern Trinity Joint Unified	7	Students are tracked by counselors, and individuals with exceptional needs are also tracked by our special education director. Along with this, each teacher works to ensure that all students have access to a broad course of study.	All students have access to a broad course of study. Not all students take advantage of all course offerings due to personal preference. All STJUSD students in grades TK-6 are enrolled in a broad course of studies. All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6 (These include: English, Mathematics, Social Sciences, Science, Visual and performing arts, Health, PE). Elementary students can access some courses, such as visual arts both within and outside the regular school day. All STJUSD secondary students (7-12) have access to a broad course of studies within their school offerings. STHS is WASC accredited, providing students course work in the a-g requirements for college entrance. In addition, students are able to choose online electives from CTE type courses to AP courses. After school opportunities for students include athletics, 4-H, and occasionally other clubs/activities.	The main barrier identified as preventing us from providing access to a broad course of study for all students may be internet access for students at home. As technology use increases, students are required to do more work online. Those who do not have internet access at home are at a disadvantage when it comes to having to do coursework that requires internet access. Barriers preventing STJUSD from maximizing broad course of study offerings to all students include a lack of time during the regular school day. Van Duzen does offer an after school program and continually strives to provide students experiences in areas of interest. Regular review of enrollment in broad course of study courses helps to inform the district as it make decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7.	Students are offered tutoring after school to allow them to work on the internet if necessary. All high school students are enrolled in a Student Success class which offers all students time to complete homework, get reteaching for any subject or do online class work.	Met		27JUN2023	2023
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. 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 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.	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. 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.	There are currently no barriers that are preventing the LEA from providing access to a broad course of study for all students.	The district will continue to deliver educational services to all students to ensure that they have access to a broad course of study.	Met		28JUN2023	2023
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 student's 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 is 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.	No student is 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.	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. We have 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.	The staff believes students need access to visual arts, performing arts, and music instruction for a well-rounded education. Expansion of CTE pathways, including the addition of culinary arts, enhance our current course offerings.  The District has developed a music program that serves all students.	Met		14JUN2023	2023
54105460000000	Tulare County Office of Education	7	Students who enroll in TCOE Court or Community schools are typically credit deficient. They must  work diligently to accumulate credits in order 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 modified curriculum aligned to State Standards, but also daily opportunities to continuously make growth on individual IEP goals and objectives.	Court and community students have access to Edgenuity,  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. Instruction for special education students is based on their individual education plan.	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		14JUN2023	2023
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 daily attendance and 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 use of UPHS teachers as tutors for students before school, at lunch, and after school. These teachers 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. Our aide pushed into some classes to help students who struggle with the curriculum. Our EL liaison also works one on one with our EL students both in and out of the classroom.	Met		14JUN2023	2023
54105460124057	Valley Life Charter	7	All students at Valley Life receive Spanish, beginning in TK - through 8th; All TK - 3rd-grade students are required to take Dance; 4th - 8th have the option of Dance or PE; All Students must be enrolled in a VAPA course - this can be instruments, vocal, handbells, broadcasting, or AV Tech.	With a focus on Academics, VLCS has joined the Junior Scholastic Federation and has implemented an honor roll system.	The largest barrier does not hinder access to a broad course of study. However, the lack of time does not allow students to be involved in all of the VAPA programs they wish to be in.	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 was 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. Using a fishbone diagram or other visual organizer, teachers discuss what each did that may have impacted the scores, thereby learning from each other. If needed, they reteach areas of the lesson that students did not seem to understand.	Met		13JUN2023	2023
54105460125542	Sycamore Valley Academy	7	Sycamore Valley Academy 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. 96% of students believe they have access to a broad course of study. 86% 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 growing 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 22-23 school year, Sycamore Valley Academy retained a school psychologist adding additional hours for students who need additional behavioral and social emotional supports. The LEA also hired a social worker to address additional student social emotional needs.	Met		12JUN2023	2023
54105460135459	Blue Oak Academy	7	Blue Oak Academy 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. 92% of students believe they have access to a broad course of study. 90% 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 22-23 school year, Blue Oak Academy retained a school psychologist adding additional hours for students who need additional behavioral and social emotional supports. The LEA also hired a social worker to address additional student social emotional needs.	Met		12JUN2023	2023
54105465430327	La Sierra High	7	La Sierra currently provides its cadets access to two CTE pathways in the areas of Media/Graphics and Culinary Arts. La Sierra provides cadets who are at-promise with the advent of taking credit recovery classes via the Edgenuity Online platform. La Sierra is expanding its A-G College and Career courses by planning to offer Trigonometry and an Honor’s English course for the upcoming new school year for cadet capacity building efforts. La Sierra is also planning to utilize the CCGI documentation system for the upcoming school year for all cadets to engage in college and career planning in conjunction with guidance from the La Sierra school counseling staff.	Based on a review of school data, only 1% of graduating Seniors met the A-G requirements for UC/CSU admissions. The La Sierra staff has identified that raising student capacity and achievement in this area is of significant priority for the upcoming new school year. These efforts will be facilitated through the refinement of the school’s MTSS frameworks specifically in the areas of curriculum, instruction and assessment of student progress over set periods of time for student engagement and intervention efforts.	A review of school data indicates that 60 percent of high school students enrolled at La Sierra are credit deficient standing towards meeting high school graduation requirements. To address this issue, La Sierra has implemented a weekly after school credit recovery program as well as the provision of a summer school credit recovery program where students can take additional classes towards meeting high school graduation requirements for graduation.	To further develop access to A-G college and career pathways, for the upcoming school year, La Sierra will expand its math and english courses to include new courses in Trigonometry and Honor’s English for cadet learning and college outreach efforts. Removed from this, La Sierra also plans to provide all students with enrollment in the CCGI system that will provide all cadets with an individual college and career plan for future career planning after the conclusion of high school. La Sierra also plans to engage in student field trips to local colleges, universities and CTE programs to further expose students to the diverse career fields that they can explore upon completing their respective studies at La Sierra.	Met		14JUN2023	2023
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 continued expansion and support to bring in additional resources for our most vulnerable students. Additional formative and summative assessments were utilized dependent on the individual student needs. In 2023, we will utilize a new pre/post assessment (IREADY) to measure individual needs and add supports as necessary.	100% of ERCLC students have access to a broad course of study through our homeschool resource center, educational coordinators, enrichment classes, and individual learning plans. ERCLC has developed the second phase of “Eleanor Core” curriculum and added a third year for 2023 through Harbor and Sprout 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 4H, concurrent college enrollment, work based learning and so much more including an accredited school.	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.  In 2023, there will be additional options for vendor engagement in academic areas to support students.	To ensure that all students receive a broad course of study in 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		22JUN2023	2023
54717950000000	Allensworth Elementary	7	Small class sizes allow for effective tracking of student academic progress.  All students are provided with instruction focused on attaining mastery of grade level standards.  This involvement in a broad course of study is tracked through student participation in all content learning.  Our current SAS provides for course and grade tracking with progress updates made and communicated by teachers.	All students participate in all required grade level content instruction.  Instruction is differentiated for those students needing extra support and intervention is provided as needed.  Students with special educational needs are provided service through our county behavioral health providers, and progress is monitored through the goals and services in their IEP.	The district must formally adopt a process for adoption of state approved textbooks and curriculum to provide students greater access to content and to build upon the professional skills of staff.  Staff has requested support with the access to these materials and training.	The district will explore and move forward with the planning for the adoption of curriculum in particular content areas and provide consistency of access to staff to these materials at all grade levels.  Professional development in base program material usage will be provided.  Uniform base programs in grade levels will be established moving forward.	Met		13JUN2023	2023
54718030000000	Alpaugh Unified	7	Alpaugh USD utilizes Master Schedule, A-G on track status and met data, to determine the extent to which students have access to, and are enrolled in, a broad course of study, for all subgroups.	Alpaugh USD utilizes Master Schedule, A-G on track status and met data, to determine the extent to which students have access to, and are enrolled in, a broad course of study, for all subgroups. There is no difference among subgroups in having access. We have increased the percent of students meeting A-G requirements from 18 percent to 86 percent over the past 3 years. One of the ways we have increased access is via Edgenuity.	Barriers include access to CTE course due to geographic location of being extremely rural. Students do not always have access to be placed in career options. Edgenuity has provided more access, but we still lack ability to place very many students in career internship courses.	We will continue to utilize Edgenuity and add staff that can provide a broad course of study. We have also been working on transportation to be able to place students in career internship courses.	Met		22JUN2023	2023
54718030112458	California Connections Academy Central Valley	7	California Connections Academy is committed to offering a broad course of study to all students. Course offerings are evaluated each year to ensure staff credentials are best utilized and student interests and needs are balanced. Course offerings are also brought to the Board for their review. Additionally, access is readily available to students when considering the online nature of our school. Courses are not assigned to specific class periods or specific room locations making all courses virtually available to all students at any given moment in the school year. Being fully aware of the realities of graduation rate, the high school staff has continued the implementation of an internal credit recovery program called Project Success. Since its implementation, pass rates for this program have significantly increased to reach 93% on average in the 2021-2022 school year. These successes are providing the justification and motivation to continue and expand these programs. As an initiative to further improve graduation rate and address the potential for learning loss due to the pandemic, our organization continues to run its own in house summer school program since the summer of 2020. This was the first in its history. Prior to the summer of 2020, credit deficient high school students were sent to a third party program with a success rate of an average of around 50% pass rates. Summer of 2022, our course pass rate increased to 85%.	This area does not pertain because each charter in the organization is a single school site charter school and individual Local Educational Agency. All students in each school have access to all curriculum and instructional tools provided and have an individualized program to meet their educational needs.	While teacher credentialing and student interest are the primary driver of the diverse offerings, there are a handful of instances courses may need to be removed from the catalogue. In the instance of a lack of student need or interest, the removal of a course offering will be considered. In the instance where a teacher with a specialized credential leaves the school, every effort will be made to replace the credential area. If such a replacement is not possible in a given year, school staff work closely with students and their families to find a suitable alternative. This is especially important at the high school level.	The high school electives department and counseling created an informational electives website containing course description and information to help students navigate their elective options with the help of the counseling team. This, along with the Student Course Selection Data View allows students access to all available high school electives. In addition, the use of UC Scout and FlexPoint Education courses have been incorporated since the 2022-2023 school year to ensure all high school students have access to a broad range of courses. Additionally, California Connections Academy is in a College and Career Access Pathways Partnership Agreement with Saddleback College for the purpose of offering expanded online dual enrollment opportunities to all high school students.	Met		21JUN2023	2023
54718110000000	Alta Vista Elementary	7	The LEA measures the enrollment in English, Math, Science, History, Physical Education, Art, and Music. The school does not offer Career and Technical Education courses at this time. The main focus is 7th and 8th grade. However, students in lower grades also have access to Art, Music, and PE in addition to their core subjects.	The LEA has one school site. The middle school has the access through electives. This provides an opportunity for students but also allows them to choose one elective over an other. This limits access in many ways because the student cannot pick Art and Music.	The main barrier is not being able to be in art and music concurrently in the middle school. The elementary school students have this ability built into their day. From TK through 4th grade the students have music included with PE and Art. To address the middle school barrier, the LEA has opted to include music after school in the ELOP program and thus students have the opportunity to participate at that time.	The next step for the LEA is to begin incorporating the Career and Technical Education opportunities into the elective period for middle school. This is going to require training and some revision to our current schedule of electives, but will provide more access and more diversity to the program offering in middle school. This also will support the options for students as they exit middle school and enter the local high schools' pathway programming.	Met		21JUN2023	2023
54718110139477	Monarch River Academy	7	Monarch River Academy (MRA) has an extensive system to track each student's access to a broad course of study. Each student has an individual learning plan which aligns with their grade level, interests, and data results. Resources and courses are identified according to each plan. Virtual classes and specialized classes are available at every grade level for individuals with exceptional needs. MRA has an educational team that works with the students and parents to develop personalized learning and graduation plans (high school). Educational funds are provided for each student. Parents, in partnership with the teacher, order curriculum, services, recourses, and enrichment services through a portal that contains over 700 vendors and an extensive library for teaching and learning in all subjects aligned with a broad course of study.	Monarch River Academy (MRA) uses several select tools such as its Student Information Systems (SIS), personal educational plan, team-level communication system (family trail guide), and weekly professional learning community meetings to record, monitor, and measure the extent each student has access to and enrolled in a broad course of study. Any changes in the plan, resources, and online courses are logged into communication systems. There were no differences detected across school sites or within any student group.	Monarch River Academy (MRA) has worked extensively on requiring all students to use grade level curriculum aligned with grade level standards supported by several types of resources. According to local measures, there are no barriers to the access of a broad course of study.	Based on local measures, Monarch River Academy (MRA) has added grade band-specific, subject-area experts to support the selection, implementation, and monitoring of effectiveness in all aspects of a broad course of study as it relates to each student. Achievement data throughout the year will be used to determine any course corrections needed for the individualized learning plan. According to data, resources, courses, enrichment services, and other identified requests are added or changed to increase student access and success.	Met		20JUN2023	2023
54718290000000	Buena Vista Elementary	7	Buena Vista is a single school school district with only one class per grade level.  All classes have appropriately assigned qualified teachers.  Each class is provided curriculum and devices for each student.  All students in the classes receive the curriculum for that grade level, with intervention when necessary or set by our special services team.   All students, including our underrepresented students (including students with special needs) receive a broad course of study.	Because Buena Vista is a single school school district with only one class per grade level, there are no differences with assignments between school sites.  All students have access to the same broad course of study.	Because Buena Vista is a single school school district with only one class per grade level, there are no differences with assignments between school sites.  All students have access to the same broad course of study.	Because Buena Vista is a single school school district with only one class per grade level, there are no differences with assignments between school sites.  All students have access to the same broad course of study.	Met		21JUN2023	2023
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 (Music, Leadership, Photography, etc.).	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 2022-2023 year the district shifted some of the middle school schedules to ensure that students not only receive the appropriate ELD course but also have access to electives.	The LEA will continue to work 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. The district will continue to look for innovative ways to ensure all students not only have the core courses required but also the opportunity for a truly broad course of study.	Met		20JUN2023	2023
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 (Music, Leadership, Photography, etc.).	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 2022-2023 year the district shifted some of the middle school schedules to ensure that students not only receive the appropriate ELD course but also have access to electives.	The LEA will continue to work 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. The district will continue to look for innovative ways to ensure all students not only have the core courses required but also the opportunity for a truly broad course of study.	Met		20JUN2023	2023
54718520000000	Columbine Elementary	7	All Students at Columbine receive the same standards-based adopted curriculum in each grade in all subjects.  Columbine does provide supplemental programs such as Wordly Wise and Sing, Spell, Read, and Write.  All students in each grade participate in the supplemental materials for the grade.  All 8th graders took Algebra this year.  All students participate in the physical education program.	All students participate in Columbine's core standard based curriculum.  Some students may be out of P.E. for a short time due to health reasons.  Teachers provide modified assignments when this occurs.  All 8th graders took Algebra.	No barriers.	Columbine has implemented to ensure access to a broad course of studies for all students.	Met		15JUN2023	2023
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.	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. Visual and Performing Arts and Health education are integrated over the course of the school year. Classroom music, art projects, drama, oral interpretation, and winter/spring performances allow students to develop and showcase their talent. Health education topics are studied throughout the year as students learn about their bodies, nutrition, fitness, and making good choices. The School nurse provides up to date health information and health screenings as required. In grades 6-8, students continue being offered a broad course of study. In addition to English Language Arts/ELD, Mathematics, Science, History/Social Science, and the required Physical Education courses. Students may select from a variety of additional courses: Band, Choir, Guitar, Leadership, AVID, Spanish, STEM, Agriculture, Yearbook, and Computer Science. Students are provided access to STEM enrichment activities at noon time by participating in Math Engineering Science Academy.  Students also have access to after school enrichment activities which includes but are not limited to STEM projects, Robotics, dance, photography and a variety of other offerings. Grades 9-12 ensure students have access to A-G coursework as well as Dual Enrollment CORE/CTE opportunities.	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.	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, 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		15JUN2023	2023
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		23JUN2023	2023
54719020000000	Earlimart Elementary	7	Earlimart School District regularly meets to ensure Staffing/Master Schedule needs are met.  Student projections are monitored and site administrators begin to asses the staffing needs.  During the process, the Director of Educational Services, Information Systems Director, Data Systems Analyst, Human Resources Director, and Chief Business Official meet to discuss staffing/course offerings.  Our Student Information System (SIS), AERIES, is used to generate reports on class sizes, report on teacher credentialing and course offerings.  Students, including unduplicated student groups, have access to a broad range of courses.	All students in Earlimart School District have access to and are enrolled in a broad course of study.  The elementary schools offer Art, Music and PE to all students, including their regular course of study.  The middle school offers similar electives and the regular course of study to all students.	At this time, all students have access to a broad course of study.  No discrepancies have been identified.	The district leadership team and site administrators will meet periodically to analyze master schedules.  When a discrepancy is noted, the site administrator is immediately notified.  The district works with the site administrator to fix issues immediately.	Met		20JUN2023	2023
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		21JUN2023	2023
54719510000000	Hot Springs Elementary	7	The staff uses multiple measures that include Star Reading and Star Math, assessments the come with the adopted curriculum, California State Assessment given each spring and the assessments made by teachers. These assessments are used across the grade levels and with each student group. When a specific assessment is needed for exceptional needs students, we use assessments provided by our special education staff.	All students are enrolled in a broad course of study. We do not have multiple school sites and large numbers of  students, so it is easy to make sure each student is included. There are no differences in student groups in the access to, and enrollment in, a broad course of study.	No barriers were identified among our 13 students' total.	We plan to continue with the measures we have been using and will add one more assessment tool, LEXIA. We plan to add Core5 and Powerup. This will give us and even better look at individual progress and help us plan for improvement.	Met		15JUN2023	2023
54719690000000	Kings River Union Elementary	7	Kings River Union Elementary School District (KRUESD) utilizes multiple measures to document access and enrollment in the broad course of study that we offer at our TK-8th grade single site school district.  We have a master schedule of course offerings that we create annually to track the courses offered and the students enrolled in each course by grade level.  This information is specifically tracked within our student information system, AERIES, and through an additional master schedule document.	Varied access to some course offerings does exist between grade levels based on appropriateness. For example, the option to participate in band begins in fourth grade for all students and the identification for the Gifted and Talented Education classes become available in 3rd grade once identified as qualifying for this program.  However, because Kings River Union is a small school, exceptions can be made to best meet the needs of each and every student to provide the best course of study for them and their needs.  For example, a 2nd grade student might participate in the Gifted and Talented Education class.	As a small, single site TK-8th grade school, there are minor barriers (limited staff and credential type) to provide 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.  During the 2021-2022 school year, 7th-8th grade students were given the opportunity to participate in CTE courses at Dinuba High School.  However, due to lack of  CTE participating staff, this was not available during the 2022-2023 school year.  To provide greater access and opportunities for the 2023-2024 school year, KRUESD is looking forward to reimplementing onsite elective courses for students in grades 6-8.	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 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		26JUN2023	2023
54719850000000	Liberty Elementary	7	LESD track 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 study are constructed.	All LESD students in grades TK-5 are enrolled in a broad course of study. Liberty offers access and enrollment in the seven areas identified as a broad course of study for grades 1-5. All elementary students have access to visual and performing arts within the regular school day. All LESD secondary students have access to a broad course of studies within their school offerings. The middle school offers visual and performing arts courses. Additionally, students also have the opportunity to select art, agricultural science, leadership, technology, and college and career readiness course electives. Students who require additional academic support are offered study skills and afterschool tutoring support.	Barriers preventing LESD from maximizing broad course of study offerings to all students include  1. There is 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	The extent to which all students have access to and are enrolled in a broad course of study Briefly identify the locally selected measures or tools that the LEA is using to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served.  • The 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 LESD parent and student surveys indicating parent and student satisfaction with the district’s art, music, physical education and academic study trip programs  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. One of the greatest successes of the LESD LCAP has been	Met		27JUN2023	2023
54719930000000	Lindsay Unified	7	All site schedules exceed the minimum number of 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 processes.  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 its 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, which allows 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		21JUN2023	2023
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, and will complete WASC accreditation in the 2022-23 school year, allowing them to offer A-G courses.	Learners have access to all courses required to meet school requirements, and will complete WASC accreditation in the 2022-23 school year, allowing them to offer A-G courses.	Loma Vista is transitioning some of it’s independent study coursework from a fully online program to one more supported by interactions with teaching staff.	Met		21JUN2023	2023
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		27JUN2023	2023
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. The separate scheduling system for the middle school students 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. The district has implemented an intense Intervention Resource Department made up of an Intervention teacher and 3 paraprofessionals in order to focus in on TK-3rd grade interventions in order to increase the reclassifications rate. It would also increase the rate of English only students reading on grade level. This would allow for increase access to electives.	Being a small, rural school does not allow us the opportunity to have enough teachers for multiple course offerings but the idea is if we can work on getting students on grade level in reading and reclassified, then students will be able to have access to more electives.	Our TK-5th grade have opportunities to participate in Art, Ag, STEM, and Music during their teachers prep time. The district's robust 4H program for TK-Kinder thru 8th grade along with Art, give students more opportunity for a well rounded education. The district has 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. Due to the popularity of 4H, an ag structure was added this year to the OV Farm to allow for lambs, goats, and rabbits to be housed for preparation in showing at the Tulare County Fair and classes often go out to the farm to see the animals or have science instruction outside.  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		13JUN2023	2023
54720250000000	Outside Creek Elementary	7	Because Outside Creek have self-contained classrooms, the locally selected measure is the grade enrollment rosters which identify all students having access to a broad course of study. Another measure are teacher lesson plans which demonstrate all students receive a broad course of study. Finally, daily classroom schedules, and a list of instructional supplies ordered and field trips attended demonstrate access to a broad course of study.	Outside Creek School District is a single-site district. 100% of students have access to a board course of study. Each classroom offers grade-appropriate broad course of studies. All students including duplicated students have access to the same board course of study. Since Outside Creek School is a single-site school district, all students are enrolled in the same broad course of study instruction and opportunities.  Each classroom offers grade-appropriate broad course of studies.	Barriers that hinder access to a broad course of study are the limitations of the multi-subject credentialed staff. Also, because Outside Creek is a K-8 school with 140 students, the expense of hiring additional staff for specific broad course of studies is percentagewise high. Another barrier is time. In order to provide regular course offerings, there is little time in the school day to offer various broad course of studies.  Other barriers are facilities and resources.  The school has two buildings with limited capacity.	Over the past several years, Outside Creek has dedicated more funding and resources to a broad course of study. Other than that, it is evidenced that 100% of students have access to and are enrolled in a broad course of study, and there is no need for revision or new actions at this time.	Met		15JUN2023	2023
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 students with exceptional needs in the class.	Palo Verde is a single-school district. 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.	There are two important barriers which must be overcome in consideration of access to the broad course of study: academic English for English Language development and rural isolation that results in lack of community assets such as public libraries, zoos, visual and performing arts centers, science centers, etc. Few of our students have had the opportunity to see the broad course of study in action at a regional zoo or enjoy viewing and listening to an orchestra or dance company. It is critical for our school to be able to provide such experiences for our students in order to bring the experience of the broad course of study into action as part of their lives and future.	Palo Verde has broadened and expanded our English Language Development program and support for English Learners to deepen and continually expand students' skills and understanding of the English Language. We do this through professional development and classroom support for our teachers. We have also greatly expanded experiential learning classroom experiences to bring the broad course of study to life for students.	Met		14JUN2023	2023
54720410000000	Pixley Union Elementary	7	Measured by master schedules, student schedules, classroom observations, lesson plans	All Students, including English Learners, Students with Disabilities, 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 had room for 1elective offering and a success class in math or ELA.	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		13JUN2023	2023
54720580000000	Pleasant View Elementary	7	PVEA Board and School Site Council hold collaborative meetings regularly with the 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, 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		20JUN2023	2023
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 and 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 however this may be more of an online course or an after school club.	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 or take the course online in the computer lab. 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. The tail end of this school year allowed for us to begin our ELOP afterschool clubs that had many different options like sewing, carpentry, cooking, weight training, talent show along with many arts and crafts that allowed for a more broad offering of activities.	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 and bringing it back to normal due to now dated equipment and loss of grant.	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 along with throughout the school year.	Met		14JUN2023	2023
54720900000000	Rockford Elementary	7	Rockford uses class enrollment records and student classroom growth reports as the local measures to assure that all students are enrolled in and have access to the broad course of study. In addition, the principal reviews weekly lesson plans to assure that all teachers are teaching English Language Development based upon the assessed level of each English Learner in the class and that all teachers are making adaptations and accommodations for each English Learner and student with exceptional needs in the class.	Based upon review of class enrollments and teacher lesson plans, every student at Rockford is enrolled in and has access to the broad course of study. All students have access to the broad course of study including English/Language Arts, Mathematics, History/Social Studies, Science, Visual and Performing Arts, Physical Education, and Health Education. Upon matriculation from eighth grade to high school, students are prepared for success in the high school’s World Language courses and Career Technical Education. Access is enhanced by multiple extended learning opportunities specific to students needs to accelerate learning and assure that students have success in the broad curriculum. Success is monitored by teachers and administration and parents are consulted in the remediation/acceleration process.	"To the extent that ""access"" means skills, knowledge and aptitudes empowering success in the broad course of study, English Language Development and support for English Learners are critical factors which must be considered. In addition to schoolwide tiered professional development and support for teachers in these two areas, the resources provided by LCFF have, in fact, enabled us to deepen and expand access to the broad course of study and such subjects as Music as well as expansion of science exploration through lab kits on-site, and online activities.  Rural isolation from community assets is also a barrier for our students. Resources are allocated for student visits to regional resources such science centers and agricultural laboratories, zoos, art and theatrical exhibits, cultural events, etc."	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, student support services, and co-curricular field trips.	Met		13JUN2023	2023
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. Our educational partners have determined that, in response to rural isolation from vital supportive community assets, our focus must be on experiential learning in the classroom and on exposing our students to experiences such as science centers, zoos, art exhibitions, and performing arts theaters on cocurricular expeditions.	Met		13JUN2023	2023
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 track” 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. During the 23-24 school year dedicated music and agricultural programs will expand the course of study for all students.  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. The way our LEA is organized, as an Elementary and a Dependent Charter, and the funding structure currently in place for California schools does not financially favor our school. We do not meet the structural or demographic requirements to receive the majority of funding available to other schools in our area. This means hiring a music teacher, expanding our agricultural program, and obtaining the equipment for true STEAM educational initiatives has been a struggle for our district. Providing other broad course of study areas such as world languages is not feasible at this time.	The LEA meets legal requirements for adequate curriculum and courses to meet minimum state standards. Because we often lack the funding to broaden our offerings in an official way, we frequently 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. In addition to these ongoing offerings, careful scrutiny of the budget and judicious use of COVID and other special funds will allow us to add an agriculture teacher and a music teacher to our staff to increase student access to a broad course of study.	Met		22JUN2023	2023
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 track” 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. During the 23-24 school year dedicated music and agricultural programs will expand the course of study for all students.  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. The way our LEA is organized, as an Elementary and a Dependent Charter, and the funding structure currently in place for California schools does not financially favor our school. We do not meet the structural or demographic requirements to receive the majority of funding available to other schools in our area. This means hiring a music teacher, expanding our agricultural program, and obtaining the equipment for true STEAM educational initiatives has been a struggle for our district. Providing other broad course of study areas such as world languages is not feasible at this time.	The LEA meets legal requirements for adequate curriculum and courses to meet minimum state standards. Because we often lack the funding to broaden our offerings in an official way, we frequently 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. In addition to these ongoing offerings, careful scrutiny of the budget and judicious use of COVID and other special funds will allow us to add an agriculture teacher and a music teacher to our staff to increase student access to a broad course of study.	Met		22JUN2023	2023
54721320000000	Springville Union Elementary	7	The District will use grade level lesson plans, student grades, student attendance, and participation in non-academic opportunities to track access to a Broad Course of Study for all student grade spans (1st - 8th) inclusive of unduplicated students and individuals with exceptional needs.	Based on local selected measures, a foundation for a Broad Course of Study has been implemented in grade spans 1st through 8th grades inclusive of academic and non-academic opportunities and activities which provide students with opportunities that help build a foundation of knowledge, skills, and hands on access promoting college and or career paths for the future.	Currently, attendance is the major barrier. Student success is based on students having opportunities, however, students must be in attendance in order to be successful now and in later years.	The District will continue to elaborate on the importance of school attendance, stepping in to find out the reason students aren't attending school regularly. With the implementation of Capturing Kids Hearts, as a District, we can meet some of the needs students have lost in their family unit. Staff can become the person or the reason a student is driven to succeed. Meeting basic needs can provide the boost/support a child needs to succeed.	Met		28JUN2023	2023
54721400000000	Stone Corral Elementary	7	Tracking the extent to which all students have access to and are enrolled in a broad course of study are achieved through various locally selected measures and tools. Here are some suggestions for tools and approaches that our school uses: Break down enrollment data by grade spans and unduplicated student groups (e.g., English learners, students with disabilities, economically disadvantaged students) to identify any disparities in access. Curriculum review: Review the curriculum to ensure that it offers a diverse and inclusive range of courses that cater to various interests and abilities. Individual Student Course Plans: Implement individualized student course planning. Teacher and Counselor Feedback: Collect feedback from teachers and school counselors regarding the availability of courses and any challenges students face in accessing specific classes. Parent and Student Surveys: Conduct surveys of parents and students to gather insights into their perceptions of course offerings and access to a broad course of study. Ask specific questions about students' course preferences, availability of advanced courses, and support services. Equity Audits: Perform equity audits to assess whether underserved student groups, such as English learners or students with disabilities, have equal access to advanced coursework. Identify barriers and develop strategies to remove them. Special Education Services: Monitor the enrollment and participation of students with exceptional needs.	We chose these measures or tools because they provide us with accurate and timely information on the courses that our students are taking and the courses that are offered at our  school. Based on these measures or tools, we found that: - All our students have access to and are enrolled in a broad course of study that includes  English language arts, mathematics, science, history-social science, physical education, health education, and visual and performing arts. - However, there are some academic/achievement gaps for certain student groups and grade spans, such as English learners, low-income students, students with disabilities, and upper grade students. We found that English learners and some low-income students need more intensive academic assistance in the core and enrichment courses. We also found that upper grade students have fewer elective options because of the length of the instructional day. We have seen some improvement over time in improving our core English/Language Arts tier one instruction and beginning to provide research-based tier 2 intervention and extra learning opportunities.	Some of the barriers that prevent us from providing access to a broad course of study for all  students are: - Fully credentialled staffing - Lack of adequate facilities and equipment - Challenges in aligning our curriculum and instruction with the state academic standards - Varying levels of awareness and interest among students and parents about the benefits of a broad course of study To address these barriers and ensure access to a broad course of study for all students, we have implemented or plan to implement the following actions: -Upgrade our facilities and equipment to meet the needs of our diverse learners - Provide professional development with the goal of having teachers knowledgeable of the core tier I programs. - Review and revise our curriculum and instruction to align with the state academic standards and best practices - Increase communication and outreach to students and parents about the importance and  availability of a broad course of study.	To ensure access to a broad course of study for all students based on the results of the educational program review, the school should consider implementing the following revisions, decisions, or new actions:  Course Offerings and Curriculum: Review course offerings and curriculum to ensure that they are diverse, inclusive, and aligned with the interests and needs of all students. Equitable Access Policies:  Establish and communicate clear policies that promote equitable access to courses for all students.  Individualized instructional Planning: Implement individualized course planning to help students align their course selections with their academic and career goals. Provide guidance and counseling services to support students in making informed choices. Teacher Professional Development: Offer professional development opportunities for teachers to enhance their capacity for differentiating instruction and meeting the diverse needs of students. Provide training on culturally responsive teaching practices to create an inclusive learning environment. English Learner Support: Enhance support services for English learners by offering specialized language development programs and additional resources. Ensure that English learners have access to content-area courses that provide language support. Special Education Inclusion: Promote the inclusion of students with disabilities in general education courses whenever appropriate and provide necessary accommodations and support.	Met		15JUN2023	2023
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 2022-23 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.  The student information system shows that at a minimum, there were English Learners, low-income, foster youth, exceptional needs students, and different grade levels completing the required coursework, during the first semester of 2022-23.  Enrollment for interventions was evident for all grades, exceptional needs students, and unduplicated students for core subject areas. Driver education, CTE, and foreign language courses had the lowest enrollment for exceptional needs and foster youth students.  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 foreign language courses and none in drivers’ education. 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 action in LCAP Goal 2 - College and Career Readiness. Enrollment in CTE and Professional Skills courses are tracked and reported to our educational partners. 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		31MAY2023	2023
54721570000000	Strathmore Union Elementary	7	Strathmore Union Elementary School District uses a master schedule to enroll students in a broad course of study. All students in all grade spans and student groups, including individuals with exceptional needs, are enrolled in all core subjects. This is confirmed throughout the year by site principals through lesson plans that are submitted weekly and through monitoring of the classrooms on a continuing basis.	All students have access to core subjects (ELA, ELD, math, science, history, and PE) based on the master schedule and confirmed through lesson plans and classroom monitoring. In addition, students in grades 4-8 can choose to enroll in band. Students in grades 4-8 can elect to participate in the California Cadet Program. Students in grades 5-8 have access to a variety of elective classes which they can choose from. Students in grades 1-8 have the option to participate in a theater experience. We have tried to provide as many optional programs to students as possible, whether during school hours, during lunch breaks, or after school.	Even a full time music teacher has a limited amount of time to spend with students each week. The District has chosen to concentrate instruction in the 4th through 8th grades through the development of a band program. Even though the opportunity is there to participate, not all students choose to do so. Not all students take advantage of optional programs that are offered to all students. Barriers include the need for additional staffing and/or staffing with the right training, not all students want to participate in optional programs offered, school has been unable to find a staff member capable of providing instruction in other areas we would like to offer; and scheduling additional activities during the day could take time away from core instruction.	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 adding some other options for students to participate in.	Met		23MAY2023	2023
54721730000000	Sundale Union Elementary	7	Sundale utilizes the AERIES database to enroll students into courses.  Schedules are reviewed and set by the administration to ensure all students are provided access.	All students are provided access.  Students are offered the opportunities although some parents opt their child out due to the child not having an interest, such as Foreign Language, Applied Arts, Visual and Performing Arts, or Multi-Media, otherwise, all students are enrolled in English, Social Sciences, PE, Science, Math, and Career Technical Education.	There currently aren't any barriers to providing students with these opportunities.	Sundale has added a Multi-Media Coordinator who will be teaching throughout the full day to provide more access to our primary students as well.	Met		20JUN2023	2023
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, Garden, Technology, Math and Reading enrichment and Drama. 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 special events such as Plays, Grandparents Day, Festivals, Carnivals and Concerts which greatly enhance our course o	Sunnyside is a single school district so no differences across school sites; however the student groups are unequitable due to age and availability. Sunnyside offers many more opportunities to older age students but this has been done on purpose due to age and their ability to enjoy and learn from a broader course of study.	One barrier Sunnyside faces with providing access to a broad course of study is that K-5th currently does not have access to art or performing art instruction unless it is provided by the classroom teacher. In 2023-2024 we have high hopes of bringing more Art due to the Art Incentive Grant that we will be utilizing. We do have TK-5th grade music taught 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.	Sunnyside will continue to strive to improve the broad course of study for all students. Sunnyside is a small school but our teachers and staff have big hearts and always try to enhance the learning for our students. Lesson plans and events are created to ensure access to a broad course of study.	Met		27JUN2023	2023
54721990000000	Terra Bella Union Elementary	7	The school used AERIES, the school information system to track students involved in music, sports, academics, or other extra activities which are part of a broad course of study. All students including unduplicated students and students with exceptional needs are part of the tracking system.	The district tracking system changed from a manual input system to a computer-based system this year. 100% of students were involved in a broad course of study activities during and beyond the regular school day. This included art, music, physical education, and the core subjects, math, English, Science, and social studies.	100% of students were involved in a board course of study.	100% of students were involved in a board course of study.	Met		15JUN2023	2023
54722070000000	Three Rivers Union Elementary	7	TRUS is utilizing various tools to track student access that includes: 1) Lesson Plans- all teachers are required to maintain daily lesson plans that reflect the daily lessons for each core subject.  2) Curriculum Maps-all teachers are required to maintain annual Curriculum Maps that reflect daily standards being taught for each subject area.  3) Classroom Observations-The site administration conducts regular classroom observations to ensure course access for all students.	All TK-8 grade students are enrolled in a classroom that is grade specific and provides instruction in all core subjects including art, PE and music.	N/A	The administration will continue to conduct classroom observations and require teachers to maintain daily lesson plans and curriculum maps.	Met		14JUN2023	2023
54722150000000	Tipton Elementary	7	Tipton uses class enrollment records and lesson plans as the local measure to assure that all students are enrolled in the broad course of study. In addition, the principal reviews weekly lesson plans to assure that all teachers are teaching English Language Development to provide access to core curriculum. Based upon review of class enrollments and teacher lesson plans, every student at Tipton is enrolled in and has access to the broad course of study. All students have access to the broad course of study including English/Language Arts, Mathematics, Social Studies, Science, Visual and Performing Arts, Physical Education, and Health Education.	100% of unduplicated and special needs students were enrolled in a broad range of study. This is confirmed through the examination of all lesson plans. 6-8th grade students have the opportunity to take multiple electives each year. The following electives are offered: Ag, Art, Drama, STEM, Computer Programming, Journalism, Speech, Engineering Design, Music/Band, and Home Economics.  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. Ongoing 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.	A barrier that TESD faced was the lack of a Music Program. Our goal to hire a Music Teacher and resume Music education was accomplished in September of 2022. A new barrier that was identified was the same electives being offered each year. For the 2023-2024 school year we have added two new electives for students to select.	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. A request from stakeholders to help support a broad range of studies with the elective courses being offered as a way to provide the necessary materials, and supplies needed for students to be successful in the courses will be addressed by adding action 4.7 in the LCAP.	Met		13JUN2023	2023
54722230000000	Traver Joint Elementary	7	All students in the district receive instruction in English Language Arts and Mathematics.  All students receive a minimum of 90 minutes in ELA and 60 minutes in instruction in Mathematics and 30 minutes of English Language Development.  All student groups participate, some student groups (English Language Learners, students with exceptional needs, Foster Youth, etc.,) receive more time in each area, due to aides being in the classroom and afterschool tutoring.	The district currently tracks all students' achievement, either CAASPP, ELPAC, DRA, and reading, writing, and math benchmarks.	As is the current trend across California, attendance continues to be an issue.  Getting students to come to school continues to an issue for the district.	The district strives at maintaining the importance of daily attendance in school.  We have not seen our numbers returns to what they were prior to COVID.  The district has begun offering incentives for monthly attendance and students get perfect attendance awards at the end of the school.  The district is always looking to ways to increase awareness and work towards higher attendance numbers.	Not Met		10OCT2023	2023
54722310000000	Tulare City	7	To measure annual access we maintain or increase the percentage of Certificated Elementary teachers assigned to provide VAPA services. To measure scheduled time designated for elective offerings, our district maintains or increases the percentage of Middle School students’ average scheduled time designated for Electives each year. Annual surveys are dispersed to Elementary teachers so that they may report integrated Visual and Performing arts opportunities and access to field trips.  To measure Technology access, the Device:Student Ratio principally directed at UDP and students with exceptional needs to provide access to a broad course of study will maintain. To measure the percent of students participating in AVID principally directed at UDP and students with exceptional needs to provide access to a broad course of study will maintain in grades 4th-8th To measure the percent of students participating in Summer School principally directed at UDP and students with exceptional needs to provide access to a broad course of study will not decrease	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	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		27JUN2023	2023
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. Our district has added an RTI (response to intervention) course throughout the day that allows us to move students in and out of as they need additional tier 2 interventions and support throughout the school year.	Met		15JUN2023	2023
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. Our district has added an RTI (response to intervention) course throughout the day that allows us to move students in and out of as they need additional tier 2 interventions and support throughout the school year.	Met		15JUN2023	2023
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. Our district has added an RTI (response to intervention) course throughout the day that allows us to move students in and out of as they need additional tier 2 interventions and support throughout the school year.	Met		15JUN2023	2023
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. 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. The district has provided data and professional development to staff to help provide alternatives to current scheduling practices at the high schools.  In the middle schools, the district has begun implementing a new special education service model. This model provides more opportunities for students  to participate in electives.	Met		27JUN2023	2023
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 who 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 who 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		27JUN2023	2023
54722560120659	Visalia Technical Early College	7	At VTEC we empower our students to monitor their education by building a 10-year and 4-year plan that uses transcripts from courses they have completed not only at VTEC but also at COS. We also support this through tracking systems locally and conversations with students as we support them through the Master Schedule and CTE Pathways.	Master Schedules, Concurrent and Dual Enrollment courses, and pathways.	Barriers or opportunities for growth to support our students at VTEC include but may not be limited to: failure of a course, overcoming language barriers, identifying the correct supports needed for each student who struggles, and building in opportunities to listen to students that need support. We are working through our MTSS system to provide the just in time supports needed for each and every student at VTEC. As we grow in our ability to support students where they are we will definitely see growth in each and every student.	VTEC continues to build in opportunities for student voice in scheduling, four-year plans, and working closely with our support providers to ensure all students are learning at high levels. We are in the process of also building in a matriculation path to our local community college and preparing our students to fast track their future!	Not Met		17OCT2023	2023
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 variable. 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.	Not Met		27SEP2023	2023
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		27JUN2023	2023
54722640000000	Waukena Joint Union Elementary	7	Waukena uses class enrollment records as the local measure to assure that all students are enrolled in the broad course of study. In addition, the principal reviews weekly lesson plans to assure that all teachers are teaching English Language Development based upon the assessed level of each English Learner in the class and that all teachers are making adaptations and accommodations for each English Learner and student with exceptional needs in the class.	Based upon review of class enrollments and teacher lesson plans, every student at Waukena is enrolled in and has access to the broad course of study. All students have access to the broad course of study including English/Language Arts, Mathematics, History/Social Studies, Science, Visual and Performing Arts, Physical Education, and Health Education. Upon matriculation from eighth grade to high school, students are prepared for success in the high school’s World Language courses and Career Technical Education. Access is enhanced by multiple extended learning opportunities specific to students needs to accelerate learning and assure that students have success in the broad curriculum. Success is monitored by teachers and administration and parents are consulted in the remediation/acceleration process.	No barriers preventing Waukena from providing access to a broad course of study for all students have been identified.	Waukena continues to deepen and enhance access to the broad course of study through tiered professional development, expanded intervention strategies geared to student needs, supplemental instructional materials targeting student needs, and student support services.	Met		19JUN2023	2023
54722980000000	Woodville Union Elementary	7	Woodville USD 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, enrichment programs, and 8th-grade completion rates are utilized as tools.	Students have access to a broad course of study for grades K-8 during the 2022-2023 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.	The barriers identified for 1st - 6th grade students are specific to students with disabilities. While WUSD 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. For grades 6-8, 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.	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.  Actions include:  • Tulare County Office of Education data collection/monitoring of student involvement progress for extra-curricular activities  • Regularly monitor student progress and provide needed support and intervention  • Provide professional learning opportunities to teachers and administrators on evidence-based instructional strategies for broad course of study  • Improve tutoring and credit recovery options for 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 to provide a learning environment where all learners can be successful	Met		13JUN2023	2023
54753250000000	Farmersville Unified	7	The district is using number of courses and student enrollment in these courses that represent broad course of study in the 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 slowly 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. Given that our district is small and has only one comprehensive high school, we can then focus our efforts to make sure that our high school offers a broad course of study and makes it accessible to our EL, SWD, SED, and Foster students.	Our largest obstacle has been the inconsistent overarching academic achievement of students in the K-8 schools leading into the high school. The need for remediation in reading, writing, and math have been our greatest obstacle in providing access to a broad course of study. This is particularly the case with Advanced Placement (AP) courses. We do have a plan however to address our achievement gap in our K-8 program so student enter high school with the needed basic skills to thrive in a braod course of study.	In order to ensure access to a broad course of study, our K-8 system has implemented professional development for teachers, developed a system of early detection and intervention for students that are struggling academically, and informing parents of methods they could effectively partner with the schools to ensure success.	Met		22JUN2023	2023
54755230000000	Porterville Unified	7	Providing access to a broad course of study to all students is monitored through multiple means that include the student information system (Aeries), reviews through student study teams, referrals, and counseling with individual students. The effort is intended to increase participation of elementary, middle and high school student involvement in college and career activities, linking academics, electives, and other experiences that would broaden the learning base of students. At the K-8 grade span, a career interest inventory is used to measure progress toward the PUSD Graduate Outcomes. Students at this grade span also participate in career exploration electives to guide current and future interests in the process of mapping out future courses of study. Enrollment into CTE/Elective classes is monitored by student groups including: English Learners, Foster Youth, socio-economically disadvantaged, students with exceptional needs and students identified as homeless.  All students, including those representing English Learners, GATE, foster, socio-economically disadvantaged, exceptional needs and homeless student groups, have access and opportunity for enrollment in CTE/Elective classes. Reports from CALPADS submissions on course enrollment, and the College and Career Indicator Dashboard reports provide the data indicating the degree to which which all students have access to, and are enrolled in, a broad course of study.	All middle school students, including EL, GATE, Foster Youth, SED, Special Education and students identified as homeless have access to personalized learning opportunities. Transition plans provide opportunity for students to receive investigative experiences, develop foundational understanding, and formulate areas 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.   Based on the 2022 College and Career measures, 30.9% of students in that year's graduating cohort completed A-G criteria with a C or better, and this global percentage reflects the following student groups: Native American (16.7%), Hispanic (30.7%), White (32.4%), English Learners (12.5%), Socioeconomically Disadvantaged (28.8%), Students with Disabilities (4.7%), Foster Youth (10.5%), and Homeless Students (0%). Of the 31.2% of students who completed at least one CTE pathway in that graduating class the following percentage completed the metric within each student group: Native American (22.2%), Hispanic (31.6%), White (34.5%), English Learners (18.7%), Socioeconomically Disadvantaged (30.5%), Students with Disabilities (13.4%), Foster Youth (0%), and Homeless Students (12.5%).	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. The intent is to establish areas of interest among students at a young age so that interest in future learning can be maintained, and even leveraged to increase motivation and ultimately a successful matriculation into post K-12 young adulthood. 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		22JUN2023	2023
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		22JUN2023	2023
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 2021-2022, 82.9% of all seniors met University of California and California State University “a-g” requirements. Sixty-one percent of the graduating class in 2021-2022 completed at least one career technical education (CTE) pathway, while 16.2% 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 77.4% 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		22JUN2023	2023
54755230137968	Porterville Military Academy	7	Our student information system allows us to monitor enrollment and completion rates in the various course offerings. We survey students when they graduate as well as take anecdotal information from students. The information is analyzed to determine what must be added to our schedule. PMA offers high school level and A-G level (college prep) courses. Students have access to all courses necessary to earn a high school diploma. The school has focused on providing more CTE related electives as well as electives in the Arts. The number of students at PMA limits the offerings. We have a few sections of Art that we can keep full (usually 2 or three sections). However, our music class struggles to keep students enrolled. We cannot offer more sections if the student interest isn't there. When students enroll, we provide them options for the their elective courses. From that we develop a master schedule providing options.  PMA monitors student progress on local assessments, and student achievement in California State Standards (California Standards, English Language Arts, Mathematics, and Next Generation Science Standards (NGSS), by analyzing the annual results on an ongoing basis. The ELPAC assessment results are also analyzed to monitor the English Language Development progress of our EL students. Progress Advisor is also used to monitor implementation of standards.	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.	PMA will continue to gather information from the graduate outcome rubric, CCI indicator, and make adjustments as data suggests. For the 2021-2022 academic year, 95.7% of students graduated in the cohort. No students in that year's graduating class participated in AP exams; however, 52% of students did complete A-G requirements (but only 47.6% of socio-economically disadvantaged students). No students in that year completed at least one CTE pathway, but 21% of students completed at least one college credit course with a C or better. These low percentages are a direct result of the school being relatively new, and opportunities will increase in time. As a highlight, 95.7% of student did complete at least one year of Leadership/Military Science classes, while 87% completed two years.	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		22JUN2023	2023
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 and 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		22JUN2023	2023
54767940000000	Woodlake Unified	7	WUSD 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.	2022 state/local data indicated that of all Woodlake High School Students, 48.3% met A-G requirements, 43% completed a Career Pathway and 55.6% met the “prepared” level on the CA College/Career Indicator. For 2022-23, 85% of Unduplicated Students were enrolled in a CTE/Career Pathway program, 96% of Unduplicated Students were enrolled in A-G coursework, and 43% of students with exceptional needs were enrolled in A-G coursework. With the exception of an increase in the percentage of Unduplicated students enrolled in a CTE/Career Pathway, there was a decrease in enrollment percentages in the other measured areas in comparison to the 2021-2022 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 enroll in band.	In response to the results from the measures, WUSD has determined that the following barriers that may prevent students' access or enrollment 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) Scheduling conflicts with multiple programs preventing opportunities for students to complete a CTE/Career Pathway of interest	To address the noted barriers, WUSD will implement (1) Tiered interventions that includes, best first instruction, targeted instruction/ support and tutorials for students in need, (2) Sustain and expand support and intervention personnel in 2023-24 to include 5 instructional aides, 2 part-time intervention teachers and one full-time math intervention teacher at the high school (previously in 2021 and 2022, 2 academic counselors, one full-time math intervention teacher at the middle school, one full-time English language development teacher at the middle school, a district school psychologist and a K-5 special education teacher were hired for support/intervention services), (3) Expand opportunities for credit recovery (include winter session), (4) Maintain flexible period schedules at secondary schools to support increase of course offerings and interventions periods and (5) Sustain and expand additional personnel and programs related to CTE/Career Pathways, including Ag teacher (hired in 2022-23), adding a medical pathway, and increasing the number of dual enrollment classes.	Met		14JUN2023	2023
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 to, 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 pulled from the District's student information system, Aeries.	Local data evaluating the extent to which all students have access to, and are enrolled in, a broad course of study indicate: - 59% of high school students participate in one or more Career & Technical Education courses, which is a 16% increase since 2021-22. Enrollment of Whites, Latinos, English learners, and students with disabilities has increased while enrollment among socioeconomically disadvantaged students has decreased.  - 33% of high school students participate in the district’s Advanced Placement program, which is a 6% increase since 2021-22. Enrollment of Whites, Latinos, English learners, and students with disabilities has increased while enrollment of socioeconomically disadvantaged students has decreased. - 13% of high school students are enrolled in a college credit course, which is a 2% decline since 2021-22. Enrollment of Latinos and socioeconomically disadvantaged students stayed the same while enrollment of Whites, English learners, and students with disabilities declined.   EUSD is committed to encouraging all students to participate in a broad course of study, and in doing so it: - Offers Career & Technical Education (CTE) exploration courses at the middle and alternative high school campuses. The goal is to expose and excite students to consider participating in a CTE Pathway when they enroll at the comprehensive high school.  - Provides 8th-grade students with a CTE Pathway tour during their Monarch Madness field trip prior to their transition to high	Barriers that prevent EUSD from providing access to a board course of study to all students include: - District-wide system for identifying students in need of special education services in grades PS-2. - Underdeveloped multi-tiered system of supports that lacks standardized entrance and exit criteria for Tier 1 and Tier 2 supports. - Underperforming pull-out reading and math intervention program. - Insufficient instructional materials and assessments to assist specialists in targeting specific deficits in student skills. - Limited availability of qualified staff to teach extended learning and enrichment courses (i.e. art teacher, culinary arts teachers, American Sign Language Instructor) that will 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, EUSD will: - Continue to refine the district-wide system for identifying students in need of special education service in grades PS-2 and improve targeted services for students at these grade levels. - Provide a professional learning institute (i.e. SEAL) to preschool and TK teachers and staff that enhances teachers' explicit academic language instruction. - Launch a parallel modified curriculum specialized academic instructional pathway for the students with disabilities in grades PS-2 who present the most intensive needs.  - Reconsider the District's pull-out methods of academic re-engagement in reading and mathematics and reduce the number of participating students in order to increase the frequency and intensity of academic support. - Expand the district-wide universal screener in mathematics to include grades K-2 and pilot diagnostic assessments to identify why students might experience diminished academic growth. Use results to target instructional support and differentiation and evaluate the effectiveness of instruction. - Maintain funding for additional full-time teachers to offer CTE exploration courses to middle school students and the alternative high school campus. - Offer a new CTE pathway in education that will appeal to students currently not participating in a CTE program.   - Train teachers in AVID (Advancement Via Individual Determination) and launch the program at the middle and	Met		21JUN2023	2023
55105530000000	Tuolumne County Superintendent of Schools	7	Master scheduling, student schedules and transcripts, review of IEPs, instructional material inventories.	Students enrolled in TLC and GREC programs all have access to, and are enrolled in, a broad course of study. The CTE Law Enforcement course is offered to TLC and GREC high school students. Students in both programs also have access to, and support for, dual enrollment in Columbia College programs.	The small enrollment of both programs create a challenge in providing teacher-led elective and CTE courses. This has been addressed by the program coordinator becoming CTE credentialed, and the use of dual enrollment and online learning programs to offer a broad course of study for all students.	TCSOS utilizes Master Schedules, Student Information System (SIS), and Williams Act verification to monitor and track all students’ access to, and enrollment in, a broad course of study based on grade spans paying special attention to individuals with exceptional needs. We utilize LCAP surveys to obtain responses regarding the effectiveness of curriculum in supporting student access to a broad course of study. Instruction is monitored via classroom observations to determine the extent to which instructional practice and the instructional materials support student access to a broad course of study. The curriculum provided and the SIS supplies evidence that the course of study for Grades 1 – 6 includes each of the subject areas identified in Ed Code 51210; the course outlines, Master Schedules and the SIS provide evidence that the course of study for Grades 7 – 12 includes each of the subject areas identified in Education Code 51220. TCSOS is working to expand student opportunities to Career Technical Education, work study, and dual enrollment. Students are able to once again enroll in college courses through a dual enrollment program with Columbia College, including vocational programs. An instructor is now credentialed to provide CTE Instruction in an Introduction to Law Enforcement class.	Met		27JUN2023	2023
55723060000000	Belleview Elementary	7	The locally selected measures that the District is using to track to the extent to which all students have access to and are enrolled in a broad course of study, include the following: • Grades K-8, (Unduplicated Students and Individuals with Special Needs) Eureka and Big Ideas Math, Benchmark ELA, iReady Diagnostic and Daily Practice for Reading & Math • Grades K-8 (Unduplicated Students and Individuals with Special Needs) SPARKS Physical Education Curriculum • 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) iReady Daily Practice and Diagnostic in reading and math • 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 (SR	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, Engineering, Art, 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 a high number of students identified as having special needs, as well as interventions for struggling students. We currently have 17% 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 continue to hire its own Speech Therapist in 23/24.	Additional funds have been allocated in 2023-2024 to address the needs of our special education population as well as the remediation needs for learning loss experienced in the previous two years during the pandemic. Additional 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 specialist 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		15JUN2023	2023
55723480000000	Columbia Union	7	N/A	N/A	N/A	1. CUSD use our student information system to track student progress in engaging with a broad course of study. In addition, we offer rotating opportunities to engage with STEAM activities both in school and after school.  2.CUSD are a single school LEA. As such, all of our students have access to the same offerings for a broad course of study. 3.The largest barriers are personnel and budget constraints. We are a small LEA with limited teacher resources. 4.CUSD continue to refine and revise our schedules to ensure the maximum learning time possible. We will continue to have a full time independent study option for families that need that flexibility. We have music and PE available to each student. We will have an after-school art program available to interested students.	Met		13JUN2023	2023
55723550000000	Curtis Creek Elementary	7	We use our student information system (Aeries) to track enrollment in classes.	100 percent of our students have access to a broad course of study.	N/A	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 a master schedule which will allow for greater opportunity to provide researched based curriculum, and help for struggling students. The results from the locally measures showed that math intervention is needed.	Met		13JUN2023	2023
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, 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		28JUN2023	2023
55723710000000	Sonora Elementary	7	All students have access to standards based materials and instruction. WIN (What I Need) time was built into the first, second, and third grade schedule to provide students with core plus more to specifically target students needs.   WIN time will be expanded to first through sixth grades for the 23-24 school year.	We are a one district school district. Students have a PE teacher in grades 4 through 8. Students have access to music and band grades four through 8.   Students have access to art grades TK-5.  After school academic and enrichment activities were offered over two sessions during the 22-23 school year.  Summer school will be offered to students entering grades 1 through 8 this summer, the first time in over 15 years.	Budget, staffing shortages, and classroom space  are all barriers to adding additional teachers to provide enrichment and electives throughout the school day.	22-23 During the 22-23 school year 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. 23-24 All students in grades 1 through 8 will have an art class a week for the 23-24 school year.  Unfortunately the band position is vacant for 23-24 at this time.  The position is posted and will remain open until filled. WIN was added in grades 1,2, and 3 for the 22-23 school year. It will expand to grades 1 through 8 for the 23-24 school year. During the 22-23 school year after school activities in the area of academic and enrichment were added serving students over two sessions. Summer school will be held in July and August of 2023 for students in grades 1 through 8.	Met		14JUN2023	2023
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 Career Technical Education (CTE) program including pathways for Agricultural Sciences; Design, Visual, Media Arts; Education; Computer Games and Simulations, Personal Service (Cosmetology); Emergency Response (CCAP); Nursing (CCAP); Welding and Fabrication (CCAP); and Fire Science (CCAP). 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. Students may struggle to attend Columbia College classes  due to transportation. Students with Disabilities do not appear to access CTE and Middle College courses at a rate commensurate with their need for post secondary employment skills."	The District has received three grants to increase access to CTE and Dual Enrollment opportunities. The District has also received a planning grant to apply for a Community Schools Grant that will assess the needs of students and set up wrap-around supports to increase student success.	Met		26JUN2023	2023
55723970000000	Soulsbyville Elementary	7	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.	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		08JUN2023	2023
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, the special education team as applicable, as per the recommendation of teachers, the foster and homeless liaison, and parent communication. All students are placed in classes that will support their learning needs. Students are progressed and promoted to other courses as skills progress. Intervention is offered to students through classroom push-in supports, pull-out supports, and after-school supports. Students have access to these services based on teacher recommendations, team recommendations, or expressed parent concern.	Summerville Elementary has no identified barriers to providing students with a broad course of study. A broad course of study is available to all students across the school.	Summerville Elementary is currently exploring additional student engagement classes that could be offered through elective periods to middle school students at the school. Engagement courses could include middle school career technical education, art,  music, tech classes, and other classes like these that would expand the offering and provide curricula for students beyond the core learning experience.	Met		27JUN2023	2023
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		28JUN2023	2023
55724130112276	Gold Rush Home Study Charter	7	Gold Rush Charter School (GRCS) provides a rigorous on-campus classrooms and Independent Study options.  All GRCS students in grades K-12 have full access to Board-approved, standards-based curriculum. In addition, on-campus students in grades K-8 participate in supplementals, electives, and Specials, such as Student Leadership, archery, art, music, mindfulness, and Farm and Garden.  Independent Studies students have opportunities to participate in enrichment classes.  Students on 504 plans and IEPs receive additional support through accommodations and Resource, as applicable.  Teachers of English Learners utilize ELD curriculum resources and sheltered English strategies.	All K-8 students, including Independent Studies students, are taught using State and Board-approved curriculum aligned with Common Core Standards.  Student learning is assessed through Renaissance, curriculum and state assessments, work samples, and teacher observation.   Math intervention is provided for students requiring additional support at both campuses.  Pull out and push in SIPPS Reading intervention is provided for K-3 grade Country School students.  SIPPS  High School students access A-G classes utilizing Board-approved curriculum, Apex, and Google classroom. High School students have opportunities for dual enrollment and college technology classes offered on campus. GRCS also offers a Credit Recovery program to help students who are behind in units.	All students have access to a broad course of study preparing them for college and career readiness. As an Independent Studies program, parents play a vital role in our students' success.  At times, our parents require assistance in supporting their child's learning.	Math and Reading Intervention programs will continue to support at-risk students.  In addition, Parent Math and ELA Nights will be scheduled in an effort to support our parents as co-teachers.	Met		06JUN2023	2023
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		28JUN2023	2023
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 unable to find a music teacher to rebuild our music and band program.	We continue to identify areas to improve our academic programs specifically in math and ELA remediation.	Met		28JUN2023	2023
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 295 at three school sites. Each grade at the elementary school has on teacher, 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 offered as a world language at the elementary school, for the 2022-23 school year, and a bilingual aide was hired to assist with curriculum and instruction.  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. Online courses are used to supplement additional areas of need and interest.	The district has added several CTE courses and pathways to expand the course of study for all students at the high school level, Ag Science, Hospitality, Horticulture and Ag Mechanics 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		28JUN2023	2023
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.  In our special education schools that serve high school students with significant cognitive disabilities, courses that lead to a certificate of completion are offered along with an adult transition plan.  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.  In addition, for high school students with significant cognitive disabilities, the Alternative Pathway to Graduation will be discussed with students  meeting the criteria (outlined in BP 6146.1/6146.4) and their parent/guardian during the IEP process.	Met		26JUN2023	2023
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 2022-23 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.  The student information system shows that at a minimum, there were English Learners, low-income, foster youth, exceptional needs students, and different grade levels completing the required coursework, during the first semester of 2022-23.  Enrollment for interventions was evident for all grades, exceptional needs students, and unduplicated students for core subject areas. Driver education, CTE, and foreign language courses had the lowest enrollment for exceptional needs and foster youth students.  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 foreign language courses and there were none in drivers’ education. 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 online courses. English learners are receiving ELD courses. Additionally, students with exceptional needs had a high level of participation in small group instruction for English Language Arts 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 action in LCAP Goal 2 - College and Career Readiness. Enrollment in CTE and Professional Skills courses are tracked and reported to our educational partners. 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		30MAY2023	2023
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 NWEA MAP Growth testing three times each year, which provides teachers with real-time data in order to collaborate on student learning.	The VCS Curriculum is California Common Core State Standards and NGSS aligned through project-based learning. In normal times, all K-8 students, including unduplicated and special education students, receive a broad course of study, including ELA, Math, Science, History, PE, Music, Art, and STEM. In addition, VCS utilizes a 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 professional development. 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.	We are experiencing a lack of availability of credentialed teachers in Art and Music, most notably, which makes it difficult for us to offer a broad education in these subjects.	We are currently exploring ways to bring music to VCS students for the 23/24 school year.	Met		15JUN2023	2023
56105610121756	BRIDGES Charter	7	We annually measure progress in coordinating instruction as required by California EC Section 48926; then we report the results our local governing board at a regularly scheduled meeting and reports to educational partners and the public through the Dashboard.	100% of students at Bridges have access to, and are enrolled in, a broad course of study. We annually measure our progress in coordinating services for foster youth; we then reports the results to our local governing board at a regularly scheduled meeting and reports to educational partners and the public through the Dashboard.	Some barriers to providing a broad course of study include accurately identifying students via self-reporting for free services including our extended learning program and free lunches and breakfasts.	We are taking action by directly communicating with all families in home languages.	Met		14JUN2023	2023
56105610122713	River Oaks Academy	7	regular meetings with the coaching teacher/personalized learning program	all students have access to all courses/personalized learning program	no barriers have been identified. All students have access to all courses.	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  2022 Local Performance Indicator Self-Reflection for River Oaks Academy Charter School Page 14 of 16 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		01JUN2023	2023
56105616055974	Meadows Arts and Technology Elementary	7	The MATES curriculum committee works in tandem with the administration and librarian to make sure all students have access to all available materials for all subjects.	All students have access to and are enrolled in a broad course of study.	N/A	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 have the opportunity to attend the YMCA afterschool, for intersession, and/or for summer. This program provides 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		22MAY2023	2023
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. Field trips, core content in English language arts, mathematics, science, social studies, and physical education are provided. Our middle school consists of grades 6-8 and offers courses in core content as well as experience new opportunities such as 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 by our small staff. This affects the ability to offer certain elective classes in the academic wheel 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		12JUN2023	2023
56724540000000	Fillmore Unified	7	The district uses data from our school information system, which is “QSIS”, class rosters, and board/state adopted courses. All sites have a created a master schedule ensuring that students have access to a broad course of study.  Secondary students who are unable to fit a required course of study into their regular schedule have the option to take the pre-requisite course online or during the summer credit recovery program.  No child is denied access to any coursework offered in their grade.	Fillmore Unified School District secondary students who are unable to fit a required course of study into their daily schedule may have the to take the pre-requisite course online or during the summer credit recovery program which would occur outside of the regular school day or school year. Students who attend Sierra High School, our district’s alternative education program will have a different daily schedule and participate in a quarter system rather than a semester system for recovering credits and/or to improve the student’s GPA.  At Fillmore High School students are also offered dual enrollment course opportunities through our local partnering community colleges. These courses may result in course attendance online or after the regular school day.	In Fillmore Unified School District English Learners and students with learning disabilities, might not have room in their schedule for electives of choice. The limitations of the school day and nuances of master schedules at the secondary level, including singleton classes and class conflicts, may prevent students from accessing all courses, such as AVID, music, art, athletics and CTE courses. Elementary students that require reading intervention services receive pull-out intervention service during the school day. A UDL schedule was developed so that students who need these services are not pulled out from any core instruction.  Elevated D/F rates contributed to credit recovery course needs during the summer and during the year, which constricted some students' options in course selections.	Fillmore Unified School District is working to develop new district Initiatives, which target and support both teaching and learning outcomes. These initiatives include Professional Learning Communities (PLC), Co-Teaching and Universal Designs for Learning (UDL), Reading Intervention, Social Emotional Learning (SEL), Math (P3CC and On-Track 8th/9th Grade), and UPK/TK program support in Literacy.  FUSD continues to focus on reclassifying English Learners so they can participate in a broad course of study, and AVID tutors and aides are assigned to support English Learner progress.  Additionally, district staff are assigned to Newcomer case management in collaboration with site support. Secondary schools offer zero period PE options and initial credit during summer school in PE and World History to create room for additional courses in schedules for students whose schedules might otherwise be impacted.  FUSD continues to expand Career Technical Education (CTE) opportunities by providing access to all Fillmore High School students, providing dual enrollment in community college courses, and offering students that are credit deficient the opportunity to take online courses to meet graduation requirements. Students with credit deficiencies at the end of the school year are also encouraged to attend summer school.  Additionally, FUSD supports all at-promise students with counseling services.	Met		22JUN2023	2023
56724620000000	Hueneme Elementary	7	HESD will utilize the following locally selected measures to track the extent to which all students have access to and are enrolled in a broad course of study: Junior High: Master Schedule, Teacher Credentials, Student Rosters - Electives, Student Rosters - Enrichment Activities/Programs Elementary: School-wide Daily Schedules, PE and Music Specialist Schedules, Student Rosters - Enrichment Activities/Programs	A review of the locally selected measures and tools (identified in Question 1) 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 regarding access to and enrollment in a broad course of study. In addition, each middle school 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		26JUN2023	2023
56724700000000	Mesa Union Elementary	7	Mesa routinely tracks the extent to which all students have access to, and are enrolled in, a broad course of study. Mesa Union includes questions about a broad course of study as part of the annual LCAP survey. Furthermore, Mesa Union takes great effort to provide middle school students with elective options and has developed a hybrid block schedule to provide dedicated time within the instructional day/week for MTSS and elective course options. At the elementary school level, the following have been areas of focus: classroom instruction/learning schedules; learning support schedules and rosters to determine student participation; Special Day Class daily schedules; General Education/SDC mainstreaming/inclusion schedules; students also have access to visual/performing arts (art/music)and Music Teacher/PE Teacher school/classroom instruction schedules. Administrator classroom walkthrough visit data is used to track the implementation of rigorous, research-based instructional practices, including those agreed upon by grade-level PLCs.	As a small school district, Mesa Union offers all students access to a broad course of study. Since Mesa Union consists of a single school, there is no variation from across school sites. All students have access to art and music in elementary school and all students have access to technology. Still, there are areas of growth within student populations, particularly at the middle school level where constraint exist to expanding elective options and courses. In 2023-2024, Mesa will implement Advancement via Individual Determination (AVID) across content areas in grades 5-8 through a small school district pilot program.	Mesa Union recognizes there is a discrepancy in enrollment in a broad course of study between English learners, homeless and foster youth, low-income students, students with disabilities, and their more advantaged counterparts in middle school. Mesa Union created an MTSS block embedded into the instructional day to support students academically and still preserve opportunities for elective options. This continues to be refined in order to raise the quality of programming for students in need of further support.	Under the district’s Multi-Tiered Systems of Support (MTSS) initiative, which includes an early childhood learning initiative, Social Emotional Learning (SEL) and Formative Assessment strategies, Mesa Union intends to provide excellent first instruction and reduce the need for learning support. In doing so, Mesa Union intends to diminish the need for MTSS programming at the middle school level, thereby allowing more students to access a broad course of study, and access rigorous courses that will prepare them for college and career. Learning support staff has been hired and trained to teach as part of the MTSS initiative in elementary and middle school. Mesa Union has also engaged in online and blended learning to accelerate learning and improve access to coursework, activities and elective programs in middle school.	Met		15JUN2023	2023
56724705630363	Golden Valley Charter	7	All Golden Valley Charter School (GVCS) student's are 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 credentialed teacher work together to develop a plan that implements a broad course of study and includes the special interest courses. Progress and results are tracked and then documented on the monthly Learning Plan. Additionally, high school students go through a course selection process, which monitors and tracks the extent to make sure all high school students are enrolled in a broad course of study.	Golden Valley Charter School credentialed teachers ensure that all TK-12 students are enrolled, at minimum, in the school’s required course of study. This includes courses of special interest to each student. Every semester administrators review the courses of study for each student. To fulfill the individual student’s choices, access to course materials are provided to all students through the GVCS library and individual orders for materials/services not readily available from the library.	Golden Valley Charter School was designed with the intent to provide a personalized learning plan for every TK-12 student. While GVCS cannot guarantee access to every course a student may desire, GVCS certainly provides access to a broad course of study. Due to the nature of our school, GVCS students have more freedom and flexibility in course offerings/selections than they would at a traditional school site.	Personalized learning plans allow families to develop a course of study most appropriate for their individual student. Due to the nature of GVCS, 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 TK-12 students.	Met		22JUN2023	2023
56725040000000	Mupu Elementary	7	Mupu Elementary School District utilizes Aeqitas, our school information system, class rosters, board adopted curriculum and materials, report cards, and SIRAS (Simulation, Instrumentation, Reduction and Analysis System for special education) 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.  We provide training and supports for our teachers to ensure they are able to provide our students with a broad course of study.	Mupu has purchased several online software programs last year 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 and increased our licenses 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.  We will continue to use these resources this year to support all students in accessing a broad course of study.	Met		15JUN2023	2023
56725120000000	Ocean View	7	OVSD completed an analysis of all course offerings, master schedules, programs, and student enrollment in each of these programs	All students have access to appropriate course of study.  The district has developed creative scheduling models in order to ensure all students can participate in activities such as band and chorus, regardless of their needs for intervention, ELD, or Dual Language Instruction. English Learners in the elementary schools have the option of an alternative program for language acquisition (Dual Language Immersion).	Two of the elementary schools offer a Dual Language Immersion program while one elementary school does not.  All students may request to participate in the dual language program when they enter school in kindergarten.  The junior high has implemented a new master schedule which ensures all students are able to take an elective in addition to courses such as ELD, Dual Language Spanish, etc.	The district has expanded elective offerings at the junior high. Additionally, Art Enrichment courses are provided to all elementary students. Finally, the district plans to explore a new History-SS adoption for elementary schools.	Met		13JUN2023	2023
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 for junior high students. 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 use Base Educate modules in order to enhance social and emotional learning and thus increase positive student outcomes in math and ELA.  This will allow more students to 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.	Met		28JUN2023	2023
56725205630405	Valley Oak Charter	7	Valley Oak utilizes several 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. One of these tools is the iReady program, which provides students with access to personalized learning resources and assessments to support their academic growth. Another tool is the Edgenuity Courseware for grades 6-12, which offers a wide range of online courses that students can access to expand their learning opportunities. Additionally, Valley Oak operates a lending library, providing students with access to books and educational materials to support their studies. Furthermore, Valley Oak offers family stipends to ensure that financial constraints do not hinder students' ability to access additional educational resources. By utilizing these measures and tools, Valley Oak ensures that all students, including unduplicated student groups and individuals with exceptional needs, have equitable opportunities for a comprehensive and enriching education.	Valley Oak School District has made significant strides in ensuring that all students have access to and are enrolled in a broad course of study, as indicated by locally selected measures and tools. iReady, a program available to all students free of charge, provides personalized learning resources and assessments, contributing to increased access and participation. Similarly, Edgenuity Courseware is available to all students in grades 6 through 12 any associated costs, further expanding the range of courses available. The lending library contains educational materials that cater to the needs of all students, promoting equitable access to resources. Moreover, the provision of stipends to all families helps eliminate financial barriers to purchasing educational materials. Over time, Valley Oak has demonstrated progress in ensuring equal access to a broad course of study for all students, regardless of their backgrounds or exceptional needs. By offering these tools and resources, the district strives to close any existing gaps in access and enrollment, fostering a more inclusive and comprehensive learning environment for all students in the district.	Based on the results of the locally selected measures, the primary barrier preventing Valley Oak from providing access to a broad course of study for all students is limited funding. As Valley Oak operates on a small budget, financial constraints can create challenges in expanding and diversifying course offerings, acquiring additional learning resources, and implementing comprehensive programs that cater to the needs of all students. Despite efforts to prioritize access and equity, the constrained financial resources present a significant obstacle in providing an extensive and inclusive curriculum for all students. Valley Oak recognizes this barrier and continues to explore creative solutions, seek external funding opportunities, and advocate for increased resources to address the funding limitations and ensure that all students have access to a broad range of educational opportunities.	There have been no revisions, decisions, or new actions that Valley Oak has implemented to ensure access to a broad course of study for all students.	Met		01JUN2023	2023
56725380000000	Oxnard	7	In order to ensure that students 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 Educational 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 receive standards-based instruction across all content areas. There are no differences in student access. All students in the Oxnard School District have access to a broad course of study. The district works with each school to develop master schedules that accommodate the needs of all students. The district has hired Teachers on Special Assignment in the areas of Science, Math, Literacy, 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. At enrollment, all students in the Oxnard School District are provided an opportunity to select a Biliteracy Program. Currently, there are ten Biliteracy Programs in the Oxnard School District. Within the biliteracy program, instructional units have been developed that address literacy standards as well as those for 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 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 implement an AVID Excel program that has been formatted with the ELD standards so that Long-Term ELs 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		21JUN2023	2023
56725460000000	Oxnard Union High	7	During the 2022-23 school year, every school within the Oxnard Union High School District employed Synergy, the District's primary student information system, alongside Cardonex, a master scheduling platform, to guarantee students' access to a comprehensive course of study. Throughout the registration period and following grade-reporting intervals, special program counselors, academic counselors, and case managers consistently monitored students' progress towards graduation. This tracking, especially for unduplicated students and those with unique needs, was facilitated using Synergy.  The Instructional Support Services and CTE Departments, in collaboration with the District Curriculum Committee, refresh the district's master course list annually. This ensures students benefit from a modern course selection that aligns with the UCOP's A-G course prerequisites, CA ED Code 51220, and the graduation stipulations set out in the Oxnard Union High School District's Board Policy 6146.1.   The District vigilantly observes enrollment trends in various courses and programs like AP/IB, A-G, VAPA, and CTE. This oversight is detailed and encompasses various demographics such as ethnicity, socio-economic status, English proficiency, foster youth status, disabilities, and other subgroups to ensure inclusivity and equity in access.	The Oxnard Union High School District provides a robust educational experience aligned with CDE recommendations and UCOP's UC/CSU A-G requirements. Detailed reviews show equitable student enrollments across courses, with slight variations in CTE enrollments for English Learners and those with exceptional needs. The Oxnard Online's platform and alternative schedules bolster academic interventions.  Students undertake four years of English Language Arts (ELA), ranging from ESL to AP courses. The three-year Math curriculum includes the 2nd term Integrated Math 1 course, emphasizing core mathematical skills. English Language Development (ELD) offers both sheltered and integrated courses, promoting comprehensive language acquisition.  Science mandates a three-year study, ensuring students meet state and NGSS standards, with pathways to AP and IB courses. Two-year Physical Education (PE) and World Language (WL) courses are essential, complemented by diverse Visual and Performing Arts (VAPA) offerings.  The District's CTE program focuses on equipping students with current job market skills, from health sciences to tech. Students explore careers, benefiting from classroom learning, practical projects, and internships.  The IB Program at Rio Mesa and Del Sol High Schools introduces 9th and 10th graders to MYP courses, allowing upperclassmen the choice of DP courses or a full IB Diploma. Social Science/Ethnic Studies and Special Education (SPED) courses ensure comprehensive learning.	Given the results of the locally selected measures, and with the support of increased State and Federal funding directly aiding the development and implementation of the District’s curricular program, the Oxnard Union High School District has identified no barriers preventing the LEA from providing access to a broad course of study for all students.	With strategic staffing and resource allocation changes, the Oxnard Union High School District has taken proactive measures to ensure that all students have unobstructed access to a broad course of study. The addition of a School Intervention Counselor focuses on academic support for at-promise students, while LIT Coaches bring expertise in pedagogical and assessment methodologies. To holistically address students' well-being, a Student Wellness Specialist has been added, fortifying the support structure of the new Student Wellness Centers at each campus. These measures aim to comprehensively address students' social-emotional needs, fostering an environment conducive to academic achievement. In a progressive step towards inclusivity and cultural understanding, the District has instituted a mandatory ethnic studies course for all 9th graders. This initiative, overseen and supported by the Instructional Specialist aligned to Social Sciences, ensures that students are introduced to diverse perspectives and histories, laying the foundation for a well-rounded education.	Met		28JUN2023	2023
56725460115105	Camarillo Academy of Progressive Education	7	Each year CAPE reviews our curriculum and updates our curriculum maps.  Each grade level has a binder that includes, a day in the life, curriculum, storylines, field trip plans, projects and books that are read to the entire class.  Teachers read through every child's cumulative record before the start of school and meet with the previous year's teachers.  Teacher turn in a data snap shot of their new classes to the data team director.  Our high school students meet with the counselor to select their classes and fill out their graduation plan.	All students have access to and are enrolled in a broad course of study.  CAPE is a single school site.	CAPE reports that all students have access and are enrolled in a broad course of study with curriculum that meets their needs and is up to date.	CAPE is always evaluating our curriculum.  As a single school site LEA, we can tailor our curriculum to meet the needs of our unique community.  We do not have to teach what a larger school district distributes to our school site.  Through assessments and data teams, if we determine holes in our curriculum, we are able to quickly find the solution, purchase, train and implement.	Met		12JUN2023	2023
56725460120634	Architecture, Construction & Engineering Charter High (ACE)	7	ACE Career Plan	Full student access to the school's IBCP program.	Due to the school's small size, it is difficult to provide students the full scope of courses it would like to.	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		08JUN2023	2023
56725530000000	Pleasant Valley	7	PVSD examines site master schedules, the Q Student Information System, data from SIRAS, and elementary school enrichment and intervention schedules to assess student access to a broad course of study.	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.  Middle school students have access to a wide array of elective offerings ranging from STEM opportunities to the arts. Through one-time funds, middle schools provide scheduled intervention opportunities for English Language Arts and/or 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 with a smaller teacher to student ratio. In grades 1-5, PVSD has developed a Whatever I Need (WIN) time structure to support students with intervention, prevention, and enrichment opportunities. Middle schools will develop and pilot an intervention and enrichment structure in the 2023-24 school year. Career Technical Education offerings are provided at middle school-serving campuses. Students have access to music programs throughout the district. All campuses are outfitted with MakerSpaces to support hands-on STEM exploration.   PVSD will provide two additional educational options in the 2023-24 school year: computer science immersion and dual language immersion.	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 because of the staffing and fiscal constraints that are part of efficiently running a smaller program. The availability 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.	"Pleasant Valley School District endeavors to provide students with robust opportunities for intervention, prevention, and enrichment.  A ""Whatever I Need"" (WIN) time structure is a mechanism to provide elementary school students with increased opportunities within the school day.  In the 23-24 school year, PVSD middle schools will design a structure to also provide students with additional opportunities for intervention, prevention, and enrichment."	Met		22JUN2023	2023
56725530139592	Peak Prep Pleasant Valley	7	All students have a home room teacher. These teachers check daily for student submissions, logins, and work samples. The homeroom teachers stay in communication and make sure students have access and are logging into their curriculum.	We have one TK-12 school and two learning platforms. The homeroom teachers assigned to the students on the specific learning platforms have access and are able to monitor and make sure students have the access and are logging in. All students have access to their specific grade level learning management system.	N/A--all students are accessing the courses of study. The only barrier we notice is home environment may be a barrier to logging in for the day (although they still have access). Students that have limited or no internet access are given a hotspot.	1. 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.   2. All students have access to full curriculum and supplemental resources.  3. 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.   4. 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		07JUN2023	2023
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, art 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. We also offer some enrichment opportunities after school.	Scheduling is a barrier. In a small middle school program where classes are taught in core blocks, the flexibility is limited. We are also limited by challenges with finding the staffing to offer a broad range of courses.	We continue to search for teachers that are credentialed to provide a broad range of courses for students. We continue to offer additional opportunities for enrichment and intervention during intersession and over the summer.	Not Met		07JUL2023	2023
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, enrollment rosters, report cards and attendance.  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 support.  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 expanded day program for all students, including students with exceptional needs. This after-school enrichment offers support for homework completion, sports, arts and content engagement while providing child-care needs for underrepresented families.   6) The LEA provides outdoor learning opportunities such as garden and nutrition learning experiences at all school sites.	Rio School District provides access to a broad course of study for all students at all sites. Art, Music, GATE, Garden and Nutrition, STEAM classes (including media, coding, and technology), and after-school programming are available at all 9 sites in the Rio School District. The master schedule is one of the tools used to monitor student enrollment at sites while attendance and grades are used to monitor access and participation in programs that are offered. CTE courses and similar engaging courses are offered at each of the middle schools, language and culture courses are offered at two dual immersion schools and all other schools offer a variety of courses such as music, art, GATE, Garden and Nutrition, and after-school programming. GATE options are offered after school, which allows for student choice, followed up with a showcase demonstrating the learning outcomes at the end of the year. Two district schools enhanced their music programs with culturally relevant mariachi programs that allowed students to play instruments, dance and develop an appreciation for the culture being represented.	Rio School District continues to see steady enrollment in the various courses offered. Barriers that prevent enhanced learning opportunities include staffing challenges.	The Rio School District will continue to support engaging and relevant curricula in order to address the barrier of chronic absenteeism. By supporting maths and literacies through the expansion of a broad course of study, students will have an increased opportunity to engage in relevant learning opportunities which will result in improved attendance and access to academic instruction. The LEA plans to continue its expansion of the dual immersion program as a response to the need for multi-lingual programs. The Rio School District will further support students by developing a rich and engaging agriscience  program where students will benefit from hands-on learning, with outdoor education experiences, which will allow for a deeper understanding of the connectivity between the environment and healthy living.	Met		28JUN2023	2023
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		27JUN2023	2023
56726030000000	Simi Valley Unified	7	The Simi Valley Unified School District partners with Equal Opportunity Schools to identify students who would benefit from taking advanced courses (Honors/AP/IB), but may not ever have considered registering for these classes. Additionally, we have eliminated all prerequisite grades in order to access advanced classes. We believe that students should take the most rigorous courses that they can handle. Furthermore, we work with families to make these determinations.	All students have access to all classes due to our District's open enrollment policy. However, often times, students do not have availability in their schedules to always enroll in the courses they want. Although these challenges have improved over the years, we need to continue to support all students, especially our unduplicated pupil population and our students with special needs, with accessing more challenging core classes and more electives.	We need to do a better job mainstreaming our students with special needs and our English language learners. Often, these students have additional support classes or pullout classes that preclude them from taking the courses that they might prefer. This is true despite the fact that we have eliminated prerequisites and have open access to all classes.	We will be working on various strategies, such as co-teaching, among others to better support all students in the grade-level general education classes.	Met		27JUN2023	2023
56726110000000	Somis Union	7	Access to courses and enrollment in courses is very easy to track when you only have 230 students, TK-8. The district uses data from our school information system, which is “Q”, class rosters, cross-grade level teacher articulation 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 receive 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, 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.	Somis School is a one school, school district and has just one class per grade level, 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.	Our school prides itself on offering a personalized and rigorous education to our students.  As a result, we will continue to ensure is student has access to a broad course of study.	Met		17JUN2023	2023
56726520000000	Ventura Unified	7	VUSD examines high school dual enrollment data, disagregated by student group, AP and honors high school course enrollment by student group, high school UC/CSU A-G completion by student group and D/F rates by student group for both HS and MS.	Secondary students have access to a broad course of study in VUSD. VUSD has significantly reduced prerequisites, created a waiver system for many remaining pre-requisites, actively recruiting underrepresented students to enroll in AP/Honors/Dual Enrollment, students are allowed to multi-site enroll from one high school to another to access classes only offered at one school, two of our three comprehensive high schools' bell schedules are aligned which makes multi-site enrollments more logistically possible, independent study middle school and high school students can multi-site to their boundary schools for in-person classes (and non-boundary schools when the course is not offered in boundary), all three comprehensive high schools offer a 7 period day which increases availability of electives and additional core courses to all students, acceleration/initial credit courses are offered during summer school so students can create more room in their schedules during the year, dual enrollment at community colleges is encouraged for all students and not limited in any way.	VUSD has actively worked to remove barriers and has been extremely successful (note answer to above question). Some access to specific courses in middle school is limited based on GATE identification, which can sometimes create challenges at specific sites where those courses are filled with identified students and where there is no room to backfill with additional/interested/willing students who were not formally GATE identified.	VUSD continues to offer credit recovery (decision/LCAP action) during the school year so that students can recover to be on-track for graduation and remain enrolled in elective programs, etc. Additionally, all restrictions/limitations have been removed for dual enrollment, which significantly expands students' options and access. VUSD has also committed to maintaining high school acceleration/initial credit options in our summer school programming along with the traditional credit recovery options. Local Parcel Tax funds have been used to maintain some arts-based elective offerings at various secondary sites even though these courses have been under-enrolled and subject to reduction based on sites' general fund staffing allotment.	Met		27JUN2023	2023
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 five magnet programs at the elementary level, and additional magnet opportunities are in the planning stages. Multiple specialized programs are available at the elementary level for Students with Disabilities (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. Additionally, CVUSD offers an Ethnic Studies course for high school students that was modeled after the state curriculum in preparation for it becoming a graduation requirement in 2029-30.	At the elementary level, CVUSD tracks enrollment in its magnet, academy, and special education 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, Foster Youth, Homeless, Socioeconomically Disadvantaged, 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. 60% 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 94.3%. CVUSD started the Student District Advisory Committee several years ago 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 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 SWD spend in general education courses and align practices with the Least Restrictive Environment guidelines. One barrier is the lack of flexibility within 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.	Met		07JUN2023	2023
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.  OPUSD also uses the Student Information System (Aequitas), site master schedules, Data Quest, CA Dashboard, course requests and class rosters to monitor unduplicated student access to a broad course of study.  An appeals process is in place for families to utilize if they are not in agreement with student course placement.	All students in OPUSD have access to a broad course of study.  As noted in master schedules and calendars, students at our traditional elementary sites and our independent study school have access to core classes, art, music, comprehensive MTSS programs, and content related field trips.  Middle school schedules and calendars for our comprehensive middle school and independent study school reflect the large variety of electives, core classes, and academic content related field trips available to all middle school students.  OPUSD's comprehensive high school, independent study high school and alternative education high school schedules and calendars reflect the broad course of study available to all high school students in OPUSD, regardless of which school they attend.  Students with disabilities are fully included in grades TK-12, with co-taught courses offered at the secondary level.  Our overall graduation rate of 98.4% in 2021-22 (Data Quest), with 96.6% of socio-economically disadvantaged and 93.5% of students with disabilities graduating speaks to the equity in course access. English learner, foster youth, and homeless student populations were too small for Data Quest 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.   OPUSD will continue its work in the area of culturally responsive teaching and review of data to ensure that all student groups have access to and support with a broad course of study.	OPHS updated its graduation requirements to allow students more flexibility in pursuing a course of study that includes increased opportunities in disciplines of their interest. The change in graduation requirements removed pressure from students who wanted to take an additional elective or change CTE pathways later in their high school career. OPUSD has offered Dual Enrollment courses in partnership with Moorpark College to provide 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.  OPUSD added new ELD curriculum to support students in their Designated ELD courses, increasing their opportunities to access core curriculum through higher levels of English language acquisition.  District and site level administration has been reviewing course pre-requisites and making necessary adjustments to increase access for all students.  These changes are aimed to reduce potential barriers for current and future OPUSD students.	Met		20JUN2023	2023
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: For students in grades 1-8, we will analyze course enrollment data from the Moorpark USD student information system (Q Student Information System). For students in grades 9-12, we will analyze the CA Department of Education (CDE) 2021-22 DataQuest Graduation Rate and A-G completion rate, as these are 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. Students who are English Learners (EL) must take a designated English language development (ELD) course. This may limit an EL 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 these courses 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 an EL student’s elective choices, however, 0 and 7th-period courses are offered to mitigate this potential issue. 2021-22 CA DataQuest data shows an overall graduation rate of 90.5%, which is higher than the CA statewide graduation rate. The graduation rates for individual student populations are: SES- 81.8%; SWD- 79.7%; and EL- 66.7%. MUSD’s A-G completion rate 45.3%. The College/Career indicator was not calculated for the 2021-22 CA Dashboard.	Although there are no barriers in place to prevent MUSD students 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, our focus remains 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		20JUN2023	2023
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 CTE courses offered through one of 11 pathways supported by the school. 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 with a broad course of study comes from participation in outside activities (such as CEC or College dual enrollment) and their limited available space for IvyTech learners. The school has continued to expand its own a-g-approved courses, instruction in foreign languages, and complete CTE course pathways by investing and adopting additional curricula from outside vendors (e.g. Apex, eDynamics, & 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 23-243 school year, IvyTech will expand its visual and performing arts  courses by partnering with outside vendors.	Met		13JUN2023	2023
56768280000000	Santa Paula Unified	7	In grades K-5 the primary tool that is used to track the extent to which all students have access to a broad course of study are instructional schedules which include the core content areas, English Language Development (ELD), Physical Education, library, and music education.  At the middle and high school levels the tools used are the master schedules, transcript evaluation services (High School only) and student information system (SIS) reports.	All students in grades K-5 have access to a broad course of study.  All school sites are provided with equitable core, intervention, and enrichment services.  Students identified as needing additional reading support are provided with small group reading services during the school day.  A further analysis is needed to ensure that students who are participating in the reading intervention receive services during differentiation learning time.  In grades 6-12, additional periods were added to the master schedule to give students with impacted schedules increased access to electives and at SPHS, the ELD 3 class was granted UC A-G English approval.  The district will continue to review and monitor all instructional schedules on a regular basis across all schools.	An ongoing challenge is to provide students with impacted schedules core academic instruction as well as intervention and enrichment opportunities during the school day.  The district will continue to provide additional before and after school core and elective courses to meet the needs of all students.	The district will continue to offer before and after school elective courses for students with impacted schedules and those who need reading intervention classes during the day and will continue to examine daily/master schedules and strengthen the data collection and analysis of all students to ensure access to a broad course of study.	Met		28JUN2023	2023
57105790000000	Yolo County Office of Education	7	Annually under the Williams Act, the LEA ensures that all students have access to, and enrolled in a broad course of  study. The upcoming WASC self-study will highlight this effort as well.	Annually under the Williams Act, the LEA ensures that all students have access to, and enrolled in a broad course of  study. The upcoming WASC self-study will highlight this effort as well.	All students are provided access to a broad course of study.	1. 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. 2. 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.	Met		27JUN2023	2023
57105790132464	Empowering Possibilities International Charter	7	Based on EPIC master schedule data, all students at EPIC have access to a broad course of study. Students' course of study at EPIC 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 K-5 receive the following standards-based educational program:  English Language Arts, ELD, mathematics, science, world language (Spanish or Russian) social science, art, and physical education. All students in grades 6-8 receive the following standards-based educational program:  English Language Arts, ELD, mathematics, science, social science, world language (Spanish and Russian) art/design, and physical education. The TK curriculum is based on a combination of the Preschool Learning Foundations and the Kindergarten standards.	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 our after school program, which includes tutoring, active outdoor games, E-Sports, music, etc. which broadens their educational opportunities at EPIC.	EPIC will continue to support students with interventions and individualized instruction to provide them access to the core curriculum that all students participate in.	EPIC seeks to limit pull-out programs for English Learners and Special Education students and strives to keep students in the regular classroom, with support, whenever possible.  EPIC will offer TK and expanded learning opportunities to all students in 2023-24.	Met		20JUN2023	2023
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, 86% of students are enrolled in core classes throughout secondary school, demonstrating access to a broad course of study.  Exceptions are made for students who are in full inclusion classes; an example may be that while learning English and literacy skills they are not enrolled in a course while working toward a certificate (in lieu of English course for graduation). Staff also notes that 9th graders with an IEP are being counseled to take Science (Biology or other) in 10th grade. To more closely investigate course access, we evaluated students progress through enrollment in Career Technical Education which remains remarkably stable throughout the secondary grades. We also see 32% of students are enrolled in CTE coursework as Seniors. Notable: 23% of our CTE coursework is made up of unduplicated students and 12% are in Special Education. This is evidence of access to CTE coursework for all student groups.  When we analyze World Language we see more complexity . In 10th grade, 79% of students participate in World Language.  Those courses, are 20% unduplicated and 5% Special Education.  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 engage with recommendations made by UC Davis researchers who helped us identify barriers.  Notably, more options for credit recovery, implementation of UDL, and reviewing grading practices for more equitable systems.	Met		19JUN2023	2023
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.	Da Vinci students in grades 7-8 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 9-12 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 supported or modified based on student need. The opportunity to 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 - 8 do have limited opportunity to access elective courses, specifically Visual and Performing Arts Courses. DVCA has also identified that there are limited opportunities for DVCA students to enroll in CTE courses. DVCA's Unduplicated and Special Education students demonstrate very high rates of enrollment in core academic courses. Finally, DVCA's Unduplicated and Special Education students demonstrate high level of enrollment in Visual and Performing Arts.	Overall, DVCA does not observe significant barriers in access to courses and does not observe barriers for any particular subgroups. DVCA students have ample opportunities to access courses for graduation, A-G eligibility and to satisfy a range of curricular interests. DVCA does note that students in grades 7-8 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 joined the high school campus in 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 increased 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 9-12) 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 were 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		19JUN2023	2023
57726860000000	Esparto Unified	7	EUSD annually provides a sufficiency report to the school board to ensure there is access to curriculum and materials for all students for each school year. The district utilizes a Student Information System (SIS) to verify how 2022 Local Performance Indicator Self-Reflection for Esparto Unified School District Page 12 of 12 many students are enrolled in courses based on schools, grade spans, unduplicated student groups, and individuals with exceptional needs.	EUSD is a small rural school district. Students have access to the same classes at the elementary and middle school. At Esparto High School and Madison Community High School the counselor and administrators quarterly review who is enrolled in courses and how successful they are being in the courses. The goal is to always provide access to any student who would like to pursue a class regardless of ethnicity or ability. It is difficult for some of our migrant students to gain the same level of access. This occurs due to the fact that not all of our students are able to return to our school district each year.	It is difficult for some of our migrant students to gain the same level of access. This occurs due to the fact that not all of our students are able to return to our school district each year. Some of our students with disabilities are not able to access the course of study based on academic achievement.	EUSD provided additional courses over the summer, during breaks, and after school to help support students. Tutoring is also available for our high school students to ensure access to all courses.	Met		14JUN2023	2023
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. School sites offer a range of classes that are unique to their school sites. This includes programs such as the Dual Immersion program at Elkhorn Elementary.	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. WUSD works to eliminate the barriers preventing the LEA from providing access to a board course of student for all students. Our Equity, Diversity, and Inclusions department works to identify these barriers and put processes in place to eliminate these barriers.	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 2023-24 year WUSD will continue to reexamine the specific actions related to meeting the needs of high needs students including weekly professional learning community meetings.  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		22JUN2023	2023
57726940124875	Sacramento Valley Charter	7	Some tools we are using to monitor student enrollment in a broad course of study include the use of the data keeping application, Schoolwise, ThinkCentral, Flocabulary, Exact Path Edmentum, and monitoring services for unduplicated student groups, and individuals with exceptional needs. Regular classroom visits, one on one meetings with class teachers, assessment data and intervention plans.	One hundred percent of our students are enrolled in a broad course of study. The progress is measured on a monthly basis and in several other ways to ensure that every student has access to these courses.	Chronic absenteeism, less than expected partnership with parents, and students impacted by social and emotional problems.	Increasing liaison work in order to educate and encourage families to send their children to school and provide a safe learning environment, free of any abuse or domestic violence. This will reduce our ongoing problem with chronic absenteeism and improve problems such as bullying, lack of focus, and self esteem.	Met		28JUN2023	2023
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		19JUN2023	2023
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. WMCHS works to eliminate 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 2023-24 year WMCHS will continue to reexamine the specific actions related to meeting the needs of high needs students including weekly professional learning community meetings. 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 2023-24 LCAP to support the addition of a full time Outreach Specialist.	Met		22JUN2023	2023
57727020000000	Winters Joint Unified	7	Winters JUSD staff seek to support all students in accessing a broad course of study and becoming academically prepared for graduation and post-secondary success, including English Learners, students experiencing poverty, foster youth, and students with Individual Education Plans. The locally selected measures and tools that Winters JUSD uses to track local progress are as follows:  California School Dashboard State Indicators CAASPP State summative assessment  Locally selected diagnostic and benchmark assessments Career Technical Education (CTE) completion rate Advanced Placement (AP) passing rate Early Assessment Program (EAP) readiness rate Master Schedule review/audit English Learner Proficiency Assessment for California (ELPAC) progress toward English proficiency rate English Learner Reclassification rate A-G completion rate Graduation Rate	WJUSD 2022-2023 fall to spring diagnostic data for all students shows the following progress: K-8  Reading: 20% increase in All Students performing at or above grade level Mathematics: 22% increase in All Students performing at or above grade level 9-12 Reading: 3% increase in All Students performing in the proficient range Mathematics: 12% increase in All Students performing in the basic range  WJUSD's Graduation Rate on the 2022 Dashboard was 92.1% compared to 84.2% on the 2019 Dashboard. In the 2022-23 school year, 9.5% of English Learners (ELs) achieved reclassification, an increase of 2.8% from the prior year. On the Dashboard, Winters JUSD achieved a Medium rating on the English Learner Progress Indicator (ELPI), with 52.3% of ELs making progress toward English proficiency, a 3.2% improvement since the 2019 Dashboard.  On the 2023 Mathematics CAASPP, overall District results demonstrate that 51.49% of students did not meet standards, 27.30% nearly met standards, 14.75% met standards, and 6.47% exceeded standards. In English Language Arts, CAASPP overall District results show that 51.58% of students did not meet standards, 28.52% nearly met standards, 12.55% met standards, and 7.35% exceeded standards. There were additional disproportionalities in this data among English Learners, Students with Disabilities, and Foster Youth, with each group performing below the overall demographic. Additional broad course of study metrics can be found in the WJUSD LCAP Goal 1.	One presenting barrier preventing the District from providing access to a broad course of study for all students in the delivery mechanism for designated English Language Development (ELD) in grades six through twelve. This instruction is currently offered through an elective course that inhibits students from accessing a choice elective. Another barrier to broad course of study at the high school level is the current master schedule which includes some singleton course conflicts and entry level course requirements that limit student movement into Advanced Placement courses in the upper grades.	To address the barrier presented by designated ELD delivery in its secondary schools, the District is exploring alternative designated ELD delivery models and revising its EL Master Plan to reflect the priorities of the EL Roadmap and enhanced services for ELs. The District is also providing professional development for teachers in the dual-language pathway to provide integrated supports for English Learner students in the early grades. Related to barriers within the high school master schedule, the District is auditing course access to identify solutions that will reduce these conflicts and improve CTE and A-G completion rates as well as AP passing rates.	Met		22JUN2023	2023
57727020139436	Compass Charter School of Yolo	7	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. 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. English Learners use the Lexia ELD courses, which are research-based. Scholars advance in language proficiency, allowing them to access our full course offerings. Scholars with exceptional needs have access to supplemental resources that 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 ensure they have the support they need to access the full course of study. For high schoolers, we track scholar access to Accelerated Course Options Program (ACOP) courses and concurrent enrollment. Scholars with special needs who, per their IEP, cannot complete the grade-level course of study are provided access to and supported with a modified curricular offering. Surveys are used annually to help drive any additional changes	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. Our team has a robust catalog of course offerings linked to our student information system which tracks course enrollment and completion. As a virtual school, our curriculum is available online and the schools ensures that all scholars have a computer and internet access.	There are currently no barriers.	We will continue to evaluate our course offerings and approved community providers list. We continue to evaluate data to determine which supplemental resources are most helpful for scholars to maximize success in their course of study. We have a full time McKinney-Vento Liaison to advocate for and support our families experiencing homelessness and foster youth to ensure their needs are met to be able to access our course of study.	Not Met		07JUL2023	2023
57727100000000	Woodland Joint Unified	7	The district reviews master schedules and enrollment details to identify areas where students do not have equitable access to a broad course of study, including advanced courses.	Less than 100% of students have equitable access to core, advanced programs, and least restrictive environment. At the elementary level, not all students have access to music instruction. Additionally, instructional time for science and social science is limited.  In reviewing the data on certain courses at the secondary level, the district has found that white students 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: Pre-Calculus - 54% Hispanic or Latino/30% White/ 57% Low Income AP English Literature - 55% Hispanic or Latino/ 32% White/ 54% Low Income AP Calculus AB - 50% Hispanic or Latino/35% White/ 52% Low Income While the district prioritizes students who are English Learners and students who are in Special Education when creating the master schedule, there are other factors which contribute to a lack of representation for those groups, and for students of color, in advanced courses.	One of the major barriers preventing access to music programs at the elementary level is the way the district provides music instruction, in a pull-out model that allows a small percentage of a school's students to participate. Since students miss core instruction in order to participate in music, many schools have traditionally allowed only students who are at grade level in reading and math to participate. This has resulted in disparate access to music programs, and since elementary music programs feed directly into middle/high school music programs, the pattern of high achieving students in music programs is perpetuated. Another of the barriers is the low achievement of socioeconomically disadvantaged students. Low achievement prevents them from access to higher-level courses when they get to high school due to issues regarding course preparation and perceptions about student ability.	The district is currently engaging with a consultant to conduct a Systemic Equity Review of all programs in order to more deeply understand the factors that are contributing to inequitable access to a broad course of study. While the Systemic Equity Review is in progress, the district will continue to review and monitor enrollment in a broad course of study to ensure ongoing efforts continue.	Met		15JUN2023	2023
57727100121749	Science & Technology Academy at Knights Landing	7	What is a “broad course of study” at the elementary level? As defined by California Education Code (EC) 51210 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 All students, including unduplicated student groups and individuals with exceptional needs, receive the following:  English Language Arts, Math, Social Science, Science, and Physical Education. Students identified as English  Language Learners receive English Language Development. Students in grades 4-6 received Health Education. Students in 3-6 received Visual and Performing Arts. These students also have access to our Extended Learning Opportunity Program (Expanded Minds After School Program).	As an elementary school, all students have access to and are enrolled in a broad course of study delivered by highly-qualified teachers. All teachers hold a multiple subject credential and all classes are self-contained, in which teachers teach all subjects matter. All students have access to technology and they are not only receiving daily basic technology instruction, but they are also learning the skills needed to utilize technology to further their education.  Students learn touch typing, coding, word processing, spreadsheets, how to make engaging slideshow presentations, digital art, engineering challenges, games,  puzzles designed to thematically match their classroom instruction, animation, etc.	"Although all students have access to a broad course of study, we know based on our Dashboard that our Chronic Absenteeism is ""very high"" at 28.2%. This has caused a barrier in preventing our school to fully provide those students access to a broad course of study."	In order to address these concerns Sci-Tech will take the following steps:  Chronic Absenteeism: continue the tiered approach to address chronic absenteeism, which includes: • parent/guardian education regarding the impact of attendance • clear, concise, and consistent communication about schedules and expectations • Social/Emotional supports • Student Study Team Meetings addressing attendance • Using a Monitoring tool to gauge the efficiency of our interventions	Met		21JUN2023	2023
58105870000000	Yuba County Office of Education	7	Master Schedule, Aeries, Graduation Requirements.	Based on the measures above all students in all school sites 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		14JUN2023	2023
58105870117242	Yuba Environmental Science Charter Academy	7	The school's master schedule reflects how we work to ensure that all students are enrolled in a broad course of study. All students in TK-5 have a homeroom schedule that includes all subjects to provide a broad course of study. Middle school students have a schedule that includes a broad course of study with core subjects and electives. Individuals with exceptional needs such as IEPs goals are met with a push in model as much as possible. When pull our services are necessary, they are done during times not designated as core curriculum or PE. Designated ELD is taught during non-core, non PE periods.	The school is a one school site, TK-8 district. All students in TK-5 are served in a homeroom class that offers a broad course of study. All middle school students follow a block schedule that provides a broad course of study including core classes, PE, and electives.	Due to the small size of the school, we are limited in the number of elective courses that can be offered to students. As we expand into the high school grade levels starting in Fall 2024, we expect to be able to offer more electives and expose students to a variety of non-core courses.	We will explore varying electives by using online resources until we expand our grade levels and course offerings.	Met		29JUN2023	2023
58105875830112	Yuba County Career Preparatory Charter	7	Every individual student's transcripts and course enrollment are evaluated by our Academic Advisor, Registrar, and the 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.	Met		30MAY2023	2023
58727280000000	Camptonville Elementary	7	The LEA reviews the CA required course of study annually and is reported to the board during the fall sufficiency of textbook report.	The LEA is a single site. All students have access to the entire catalog of grade appropriate courses.	With so few students, the LEA can only provide certain programs due to staffing	All students continue to have access to all courses of study, grade level appropriate	Not Met		19SEP2023	2023
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 device or Internet connectivity are 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.	A continued goal is 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 and CTE 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 postsecondary goals. Each Spring, students, and parents are invited to look closely at CTE courses offered for the following school year, ask questions, get information, and pursue a designated pathway toward a career or college goal. For all our students, CORE continues to promote individualized learning plans to meet student academic needs based on the results of local assessments. The learning plans assist in monitoring student growth and success to ensure access for every student to resources and CA-based curriculums that meet their individual needs. Teachers are specifically trained on new curricula and resources to provide for the needs of each student.	Met		29JUN2023	2023
58727360000000	Marysville Joint Unified	7	MJUSD engaged in a local review of Course Catalogues, AERIES data, A-G enrollment and Pass rates, AP course enrollment and completion rates, AP testing pass rates, college courses, CCI indicator, Dual enrollment, and Seal of biliteracy completion data. These evaluations are used to determine our progress in determining how successful we are in ensuring that all students have full 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. This year we added AP World History, ASL classes, AVID, and offered a College Class on-site, afterschool.	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 focusing 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		27JUN2023	2023
58727360121632	Paragon Collegiate Academy	7	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 and 8, a Broad Course of Studies includes courses in English, Social Sciences, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education.	All students at Paragon Collegiate Academy receive instruction which is aligned to California state standards. All students also receive any necessary intervention, accommodations, and assistance to meet academic goals. Access to core academic content and courses that lead to academic success is provided to all students regardless of socio-economic status, race, primary language, disability, and/or family situation. For standards aligned instruction to be successful requires collaboration among all stakeholders, support for teachers, and a sustained focus on the strengths and needs of students together with the credibility that all students can strive for academic excellence and be successful in life.	Paragon Collegiate Academy does not foresee any barriers in preventing access to a broad course of study for all students.	Paragon Collegiate Academy will begin to offer CTE courses for its middle school students. This will ensure that these students start to explore options for future courses in high school, college, or the workforce.	Met		22JUN2023	2023
58727365830138	Marysville Charter Academy for the Arts	7	Local review of course, AERIES data, A-G enrollment and Pass rates, AP course enrollment & completion, CCI indicator, Dual enrollment and Seal of Biliteracy completion data are evaluated to assure access to a broad course of study.	2022 Local Performance Indicator Self-Reflection for Marysville Charter Academy for the Arts Page 13 of 16 Diverse educational options exist to create a broad course of study in MCAA. While access is available, rates of our identified subgroups enrolled in the most rigorous course of study leaves room for improvement. Increased offerings in diverse courses such as CTE pathways, Language and AP have been added to address student needs.	MCAA is beginning to implement 4-year academic plans which will assist the one and only counselor for our 7-12th grade school. The counselor wears many hats at our charter school and a digital 4-year plan, along with the Career Choices/Get Focused Stay Focused program will greatly assist the counselor in monitoring students and help the school to identify any barriers that exist.	Students have access to a broad course of study. Working to close achievement gaps, best practices in the classrooms will be utilized. Strong connections to the home helps us achieve our goals at a higher rate. Teachers will use achievement data to determine individual student needs and provide support, while working with other teachers as a collaborative team. We will use common formative assessment data and other assessment data, target individual students for help in the classroom, in intervention period, and after school. We will also utilize our SWAT (Students Who Are There) students to further tutor and mentor other students, especially our younger students.	Met		27JUN2023	2023
58727440000000	Plumas Lake Elementary	7	All K-5 students are enrolled in self contained classrooms that provide a broad course of study/core curriculum. The site administrator ensures that all students in grades 6-8 are assigned a class schedule that includes Math, Language Arts, Science, Social Studies, and Physical Education. All 6-8 students also have the opportunity to enroll in an enrichment course of their choice during the school day.	All students have access to and are enrolled in a broad course of study regardless of their unduplicated status or school of attendance.	There are no barriers to a broad course of study for any student in PLESD.	PLESD administration will continue to ensure that all students are receiving a broad course of study.	Met		15JUN2023	2023
58727510000000	Wheatland	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.	Our students have access to all state adopted curriculum and a broad range of study. Our students with exceptional needs have access to all services required under their IEP and also have the ability to mainstream into any class necessary.	We did not find any barriers	Continue to implement what we have and look at new as it becomes available	Met		09JUN2023	2023
58727516118806	Wheatland Charter Academy	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.	Our students have access to all state adopted curriculum and a broad range of study. Our students with exceptional needs have access to all services required under their IEP and also have the ability to mainstream into any class necessary.	No barriers	Continue to move forward with our current plans	Met		09JUN2023	2023
58727690000000	Wheatland Union High	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.	An Early College Access Program funded through a grant that allows us to affiliate students with our CTE Pathways. Through a combination of Dual Enrollment, Articulated Credit and Concurrent enrollment with Yuba Community College courses, students can work towards an Associates Degree. We have structured the program to individualize and customize a 4-Year Education Plan for each student. All students are encouraged to complete a Pathway in Agriculture, Business, Education or Patient Care. The latter 3 Pathways were developed specifically for this program based on local job market research and student interests. We have plans to expand these programs into the areas of Public Services and Video Production over the next 2 years. The first year of implementation this program had 88 students enrolled. For the 2022-2023 school year we have 152 students enrolled.	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. A performance gap in mathematics has created barriers for some students to meet a-g requirements.	Students needing to recover class credits can have a self-directed online course as part of their master schedule. They have time each day to work on this self-directed course under the supervision of an Academic Technician who does goal setting with the students, monitors progress and communicates with parents. High school students can do an online credit recovery course during the summer on the school campus.	Met		29JUN2023	2023