cdsCode lea priorityNumber measures summary barriers revisions countyPerformance additionalInfo meetingDate year 01100170000000 Alameda County Office of Education 7 "Alameda County Office of Education Schools strive to actualize the agency's vision in that ""We equip the most vulnerable students and those who serve them with the tools to thrive, erasing the predetermination of failure for children from communities of violence and poverty."" The youth attending ACOE schools have significant needs that may overshadow their academic assessment performance. Site level Response to Intervention (RTI) processes collect data on the number of students requiring additional support in academic, health, mental health, and other services. These include identifying student academic needs and the ability to identify specific interventions based on student demographics, English proficiency levels, individuals with exceptional needs. Academic performance data from both the state and local assessments are other tools the LEA uses in our Court and Community Schools unique programs types to ensure students have both access to a broad course of study and materials needed to address the needs of our student population." We equip the most vulnerable students and those who serve them with the tools to thrive in our division of Student Programs and Services (SPaS) which provides year-round alternative education programs for a diverse student population. SPaS operates juvenile court schools, community schools, and a host of programs to educate students not served by local school districts. We provide academic instruction and support services to the county’s most vulnerable students including justice-involved youth, pregnant and parenting minors, foster youth, homeless youth, and infants with special needs. Both online and traditional classroom curriculum is A-G approved. William P. Burke Academy and Carolyn Hobbs Academy provides academic instruction, support services, and onsite childcare for pregnant and parenting students. Staff provides intensive English Language support to address the needs of large numbers of English Learner students enrolled in our site programs. We have seen an increase in the number of Long Term English Learners, Students with Interrupted Formal Education, and Newcomer students over the last few years and ensure there are supplemental curriculum materials to address learning needs in both integrated and designated instruction. These materials allow for proper scaffolding for students while still ensuring all students have access to a broad course of study. Quest Academy- offers students in Alameda County an alternative to classroom instruction with a standards-based We seek to prioritize maximizing resources and minimizing pain points, but are aware that there are barriers preventing the LEA from providing access to a broad course of study for all students. Alameda County Community Schools have a student stability rate of 32.7% and the Alameda County Juvenile Hall/Court Schools have a stability rate of 4.7%. Students enrolled with us in Court Schools or our programs for expelled youth may be with us for very short term periods, further contributing to our instability rates. In addition, more than 15% percent come to us with IEPs and all have individual learning needs. In addition to the classroom supports needed to assess, engage, differentiate,modify, develop, and connect students who all require individualized graduation plans, the biggest challenge is getting our young people through the door. Efforts to improved College and Career Indicator (CCI) measures (A-G, CTE, dual enrollment, and work-based learning) presented challenges in our ability to customize supports for individual students while stretching our resources across all students especially as we are experiencing challenges obtaining staffing for teaching and support positions. The Alameda County of Education prioritizes access to differentiating supports for the most struggling students. With that vision in mind, there are ongoing 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. During the 2023-24 school year additional supplemental curriculum materials were purchased across our LEA to address the increase in the number of Long Term English Learners, Students with Interrupted Formal Education, and Newcomer students. Likewise, professional development and instructional materials were provided for staff in literacy strategies to address foundational reading needs for students identified during the school year. We also purchased a suite of courses in our online Edgenuity A-G platform to support the academic goals of students with exceptional needs. Met 2024-06-11 2024 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 2024-06-13 2024 01100170123968 Community School for Creative Education 7 The LEA is using the Dashboard and the Williams audit as 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, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. Based on the locally selected measures or tools, including the Dashboard, Williams audit, and DataQuest, it's apparent that at our single school site, all students have access to and are enrolled in a broad course of study. There are no disparities observed across student groups or grade levels. Progress over time indicates a consistent and comprehensive approach, with 100% of students being effectively served. Based on the results of the tool or locally selected measures, there are currently no identified barriers preventing the LEA from providing access to a broad course of study for all students. The LEA has not identified any revisions, decisions, or new actions necessary to ensure access to a broad course of study for all students. Met 2024-06-12 2024 01100170124172 Yu Ming Charter 7 Yu-Ming Charter School is a Mandarin immersion public charter school with multiple sites located in Oakland serving approximately 865 students in grades K-8 with the following demographics:51% Asian, 22% Two or More Races, 8% African American, 8% Hispanic, 7% White, 4 % Filipino, 6% are Students with Disabilities (SWD), 17% English Language Learners (EL), and 32% Socioeconomically Disadvantaged (SED). Yu Ming’s program is rooted in a one-way dual language immersion model in which two languages are used for instruction (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 its 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: 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 to 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: o For Gr K-8: VAPA, Choral & Instrumental Music o For Gr. 5: Design Lab o For Gr. 6-8: Design Lab, Service Learning (G7 Chinese), Contemporary China (G8 Chinese), Graduate Defense (G8 Chinese), SEL & Diversity Studies (G6-8), and Coding (6-8) " 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 that no barriers arise to change access. Due to Yu Ming Charter School's current success 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 2024-06-20 2024 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 2024-06-20 2024 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 unduplicated student groups and individuals with exceptional needs. Supports (such as instructional aides) 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. In addition, English Learners receive structured, formal support. Due to staffing and physical space constraints, we are limited in the expansion of our course offerings. However, the school will utilize community partnerships to address additional course offerings at the local community colleges. We are expanding courses within our CTE pathway. We also offer Dual Enrollment (college credit) opportunities at local community colleges (Diablo Valley and Peralta). The College and Career Coordinator supports the Dual Enrollment opportunities, scheduling a day to have students come to enroll in summer school. Met 2024-06-26 2024 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. Met 2024-06-12 2024 01100170136101 Connecting Waters Charter - East Bay 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. Dual enrollment is also available for students to complete college coursework. 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 2024-06-11 2024 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 courses 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 doesn't 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 the curriculum used for all courses through the use of a spreadsheet that is presented to the school board and approved in compliance with the William’s Act. As well, the school documents the courses offered in their yearly SARC. Teacher have been on curriculum adoption teams for social science and science last year and is receiving direct training in those core content areas. All teachers are certified to teach ERWC. 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 the 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 or electives, though students can take the course using the online curriculum, Edgenuity. Students can also fully participate in one of the 3 career pathways offered. AOA has no plan to change its instructional model or unique design to expand course offerings beyond what is currently offered. Met 2024-06-11 2024 01100170137448 Aurum Preparatory Academy 7 Aurum Prep’s instructional and curricular design is crafted to fulfill its mission. We provide students with: a. Curriculum that is rigorous, aligned to standards, and demands genuine critical thinking b. Quality teachers capable of building genuine relationships and passionate about their content c. Directions and expectations allowing students to set goals and master material independently d. Experiences and exposure that link learning to the real world and challenge assumptions e. Opportunities to take ownership over the content and discuss those concepts with their peers Our strategic use of data drives personalized and ebicient learning, allowing both teachers and students to track progress and to make sure that each student is on their appropriate path. Assessments are used to adjust everything from tutoring to student goals. We conduct regular formative assessments weekly and regular summative assessments of students every four to six weeks. More in-depth assessments are given several times a year, and teachers meet with students individually to discuss and set goals after each of these. We use data to inform instruction by: a. Administering interim assessments in all content areas every six weeks(in addition to midterms and final exams), sharing results with students and parents, and analyzing all results on a classroom and school-wide basis. b. Administering cumulative final exams at the end of every trimester and the nationally normed NWEA MAP in reading and math in August, January, and May of each school year. c. Ensuring each assessment is followed by student reflection and goal - setting, as well as the assignment of appropriate intervention or enrichment opportunities to students as needed. d. Ensuring students performing below grade-level are actively monitored on a biweekly basis and receive additional support and tutoring to ensure rapid academic improvement. Barriers preventing the LEA from providing access to a broad course of study for all students: delegation of responsibilities and capacity. N/A Met 2024-06-22 2024 01100170138867 Hayward Collegiate Charter 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. Navigator implemented Illustrative Math in an effort to improve math outcomes and the academic leadership team is reviewing the data to find areas of growth or improvement. Met 2024-06-26 2024 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 2024-06-11 2024 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 2024-06-11 2024 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. 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. Current CTE students produce the recruitment videos for their specific pathway. Students use the videos to speak about their personal experiences and to encourage other students to enroll. The district created a CTE YouTube channel that serves as a repository for all the videos and that will enable students and their parents to view the videos on demand. Another successful strategy that our district has started to implement is to structure an activity for all ninth graders at each high school to take part in a CTE pathway recruitment activity. This effort helps to ensure that all students have a basic exposure to that pathway and can make more informed course selection. For example, all ninth graders participate in a hands-on Biotech lab led by Biotech pathway students. This serves to ensure the ninth graders understand the type of lab science offered in that CTE pathway. The district arranged a similar hands-on activity in the Computer Science pathway when all ninth graders participated in a coding activity. This recruitment strategy has increased enrollment in those two pathways. Met 2024-06-25 2024 01611190119222 Nea Community Learning Center 7 100% of learners at our school have access to a broad course of study - we ensure this through our Nea Diploma / graduation requirements and counselor graduation progress checks, our dual enrollment program and partnership with the Peralta Colleges, use of common core curriculum aligned to CA Education Code, use of external assessments, and services for learners with 504s and special education needs. Having adopted and implemented Common Core State Standards previously, we are continually in the process of evaluating if our implementation continues to be successful. Learners across all grade levels, TK-12, have access to all of their core content classes as well as enrichment opportunities to round out their learning experiences within the community. We continue to offer appropriate services and the right to FAPE for all of our learners, including those experiencing homelessness, emergent English speakers, those who qualify for free/reduced lunch, and those with 504 plans and IEPs. Our special education director, case managers, paraprofessionals, counselors, office and administrative teams, and Deans work to support our push-in model that ensures all learners having access to our curriculum and graduating above the threshold required for admission to the UC and CSU systems. Learners who require additional support are triaged through our Multi Tiered System of Support which can consist of one on one or small group intervention, learner support team meetings with families, etc All of our learners have access to a broad course of study. 100% of our learners are graduating with the Nea Diploma (which has UC and CSU eligibility programmed in to our offerings) OR with a CA state standards diploma. Every single high school learner who is not on track for the Nea Diploma has multiple 1:1 meetings with their families in combination with our counseling and administrative team to review options, coursework, and pathways forward. We consistently audit transcripts and enrollment in order to ensure that learners are engaged in enriching content across all subject areas. A lack of appropriate facility space makes it difficult to hold as many intervention classes as we need. We continued to hold academy classes, 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. Throughout the year, we reassigned learners to academies to be part of targeted instruction but the space is limited. This can make it challenging to offer more expansive academy opportunities for learners. If a learner is not successful after the implementation of class interventions, the facilitator will meet with the learner’s grade level team and form a Facilitator MTSS Team. In the MTSS meeting, facilitators list and discuss interventions and strategies that have been used and have been successful. Facilitators will work as a team to brainstorm the causes of the learner’s challenges and identify set interventions that they will try moving forward. Each individual facilitator tracks data as interventions are implemented. If there is no change after 6-8 weeks, the Coordination of Services Team will review the interventions and data to move forward with a learner success team meeting or small group intervention. It is written into our LCAP that we are targeting learners for intervention based on data collected through multiple measures. The program in place has provided vital time for facilitators to meet and discuss learners, set up LST’s, and get suggestions from or make recommendations to the school's counselors or Special Education staff. Through this process, the learners have had more appropriate and effective supports put in place sooner in the school year. Students entering below grade level are assessed upon entry for targeted intervention. This school year (23/24) we were able to continue having 2 part time reading interventionists, one for grades 1-3 and the other for grades 4-7 to support with early intervention for learners. Met 2024-06-13 2024 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 2024-06-13 2024 01611190130609 Alameda Community Learning Center 7 As an LEA, we use the meeting of UC A-G graduation requirements as evidence that learners are engaged in a broad course of study. The only learners who graduated in '23 or '24 who were not UC A-G eligible, graduated on state standards in accordance with their IEP or 504, due to their individual needs, and in consultation with the learners and families about moving to the state standards. As only a small group of learners graduate on state standards each year, we are confident that our students have excellent access to a broad course of study. Even those with learning needs that result in state standards being used have access to our full catalog of courses. No learners, regardless of learning needs, EL status, etc. have access to only an abridged set of courses. There are no identified barriers at this time. There is no need for revision at this time. Met 2024-06-13 2024 01611270000000 Albany City Unified 7 The measures used to track access to a broad course of study include: Course Catalog, staffing highlighted in the School Accountability Report Card, 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 School Accountability Report Card 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 2024-06-18 2024 01611430000000 Berkeley Unified 7 BUSD utilizes various local measures to track access to and enrollment in a broad course of study. These measures include: K-2 DIBELS, 3-8 Star Reading, 3-8 Star Math, % of schools offering courses described in Ed Code 51210 and 51220, Programs and services developed and provided to low-income students, English Learner and Foster Youth students, and students with disabilities, % of high school students who receive end-of-course grades of D or F, % of students who have passed an AP examination with a score of 3 or higher, % of students meeting A-G requirements, % of students who meet A-G requirements and complete a CTE pathway, % of students who graduate and complete a CTE pathway, % of students prepared for College/Career based on dashboard indicator, % of students who graduated, and the % of Multilingual Language Learners reclassified and FEP. BUSD ensures that all students have access and are enrolled in a broad course of study. Enrollment data analysis indicates equitable access across school sites, with availability to diverse academic offerings. Disaggregation by student groups reveals access to enrollment which indicates efforts are being made to address disparities among diverse student populations. Progress through time shows improvements in access to a broad course or study, with ongoing efforts to expand course offerings and enhance inclusivity. Educational partner feedback highlights areas for further improvement and targeted intervention support to address any identified gaps and to ensure equitable access for all students across every school site and student group. BUSD has continued to work on ensuring all students have access to a broad course of study. There are currently no barriers preventing the district from providing access to a broad course of study for all students. In response to the locally selected measures, BUSD has revised various metrics, goals, and actions. BUSD has also included new actions and two new LCAP goals to ensure access to a broad course of study for all students which are included in the new LCAP. Additionally, new goals were written in this new 2024-2027 LCAP that reflect the important work ahead including: Goal 1: Provide high quality classroom curriculum and responsive instructional practices that are informed by data, promote college and career readiness and eliminate the achievement gap based on race and/or program Goal 2: Provide and monitor the necessary, timely and effective academic and behavioral interventions to accelerate outcomes and eliminate barriers to student success Goal 3: Foster safe, welcoming and inclusive school climates that are humanizing, and culturally and linguistically responsive for students and their families, so that all students are ready to learn and fully engaged Goal 4: Build authentic partnerships between families, school staff, and educational partners that leverage the strength of the diverse skills and talents in our community and build capacity to promote successful outcomes for our students Goal 5: Within three years, all students, and particularly all students at Berkeley Technology Academy will demonstrate growth towards being prepared for college or a career. Within these five goals, many new actions are underway to support student success. Met 2024-06-12 2024 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 these 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 is 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. 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. Additionally, 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. To continue this work, CVUSD provides middle school ELD teachers with increased PD opportunities and reviewing best ELD instructional practices. Additionally, a new Director of Multilingual Learners position has been created to help support this work alongside school leaders, teachers and district staff to build a stronger Multilingual Language Learner program. 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 elementary level, Castro Valley USD has implemented a two-way Spanish Dual Language Immersion enriched educational program. Met 2024-06-26 2024 01611680000000 Emery Unified 7 The following are the district-selected measures EUSD uses to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served: 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 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 At EUSD, all students have equal access to a broad course of study, scheduling permitting. There are no differences between the sites, except for those predicated on developmentally-appropriate criteria. All students have access to all of the courses and are encouraged to participate. The only barriers for our students are scheduling, which doesn't always allow to select every option desired by students and parents and also the fact that many of our students do not live in the district and some can't stay for enrichment opportunities after school. The district will continue expanding the number of enrichment options and will work with vendors when our personnel capacity is limited to offer rigorous and rich instructional courses for our scholars. Met 2024-06-26 2024 01611760000000 Fremont Unified 7 The broad course of study available to students within the district promotes continual development and readiness for post-secondary attainment. Course offerings and scheduling comply with both California Education Code and federal Every Student Succeeds Act (ESSA) and Individuals with Disabilities Education Act (IDEA) statutes. Locally 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. Outcomes for the 2022-23 school year as referenced as the most recently available end-of-year dataset. Progress on these measures are found within the California School Dashboard, the School Dashboard Additional Reports and Data, and the California Department of Education DataQuest websites. These metrics help inform the development of the Local Control Accountability Plan (LCAP) and overall monitoring of Local Control Funding Formula (LCFF) Priority 7. Four-Year Adjusted Cohort Graduation Rate (ACGR) and Outcome Data: • Cohort Graduation Rate: 92.9% • Graduates Earning a Seal of Biliteracy: 20.3% • Graduates Earning a Golden State Seal Merit Diploma: 59.1% Met UC/CSU Requirements and CTE Pathway Completion Report (Combined four- and five-year cohort): • Met UC/CSU Requirements: 69.2% • Completed at Least One Career Technical Education (CTE) Pathway: 16.6% Early Assessment Program (EAP) Readiness Rates with Smarter Balanced Exam Proficiency: • English Language Arts: 78.3% • Mathematics: 64.0% Locally Provided Data: • Number of students enrolled in Dual Language Immersion program: 1,046 students (572 Mandarin, 474 Spanish) • Triennial Assessment Completion Rate: 97.4% FUSD Board Policy 6141 establishes the process through which new curriculum is developed and selected for adoption recommendation. The curriculum review committee consists of a majority of teachers and other staff members with subject-matter expertise, administrators, parent/guardians, community members, and students as appropriate. Curriculum recommendations are made to fit the needs of the district based on specific evaluation criteria that include effectiveness towards meeting state standards, student achievement data, evidence of research and learning theory through with the curriculum was developed, applicability and accessibility of the curriculum to all students, cost and adaptability, supplemental resources either pair or required to implement the curriculum, and overall impact to the existing educational program of the district. If it is determined that available prepackaged curriculum is inadequate to meet the needs of the district's students, the district adapt curriculum or develop new curriculum. Curriculum modification or development shall be performed by teachers, school administrators, and district administrators, with support and assistance, when available, from curriculum experts from the County Office of Education, postsecondary institutions, and/or curriculum or professional associations. In response to Assembly Bill 446, new Slant Manuscript and Cursive Handwriting curriculum was developed and approved for use in grades K-6. At the middle school level, a new textbook adoption was approved for Mathematics core instruction in grades 6-8, bringing about greater alignment with instructional resources and the new California Math Framework. During the 2023-24 school year, there were a number of new courses added to the district’s offerings to expand upon its secondary grade level's broad course of study. The following courses were approved during the 2023-24 school year, and are available in the course catalog effective for the 2024-25 school year. • Agriscience • Art and the Human Figure, Beginning to Advanced • Astronomy • Biotechnology • Career Discovery • Chemistry 101A and Chemistry 101B • Competitive Dance • Culinary Arts • Earth and Space Science • Financial Mathematics • Foundations of Green Energy • Hindi 1 • History and Study of Film • Introduction to Ethnic Studies • Marine Science • Modern Poetry • Painting • Philosophy • PLTW Computer Integrated Manufacturing • Workplace and Internship Readiness • World Geography FUSD has implemented “Benchmark Hello” at the elementary grade levels; an English Language Arts curriculum specifically designed to meet the needs of newcomer multilingual learners. The district will be moving towards the adoption of a similar newcomer curriculum appropriate for secondary grade levels. Met 2024-06-26 2024 01611760130534 Circle of Independent Learning 7 All students receive instruction that aligns with California state content standards and curriculum frameworks, ensuring they have the necessary support to meet graduation, college, and career requirements. Regardless of income, race, primary language, disability, or family situation, access to core academic content and courses is provided to all students. This commitment to standards-aligned instruction necessitates collaboration among educators and ongoing support for teachers. Central to this approach is a steadfast focus on the strengths and needs of individual students, underpinned by the belief that every student can achieve academic excellence and success in life. COIL employs various tools, including Renaissance Learning, Lexia, and Alex, along with other online assessment programs, to identify areas requiring intervention and areas where students can excel. These assessment tools are utilized multiple times throughout the school year to aid in initial course placement, monitor academic progress, and track overall growth in all academic areas across grade levels. Students engage in a variety of local and state-mandated assessments throughout the academic year, including beginning-of-the-year baseline assessments, mid-year progress checks, and end-of-the-year growth measurements through Ren Learning. These assessments serve to establish students' initial academic levels and personalize their learning experiences based on their individual learning styles, remediation needs, and areas for acceleration. Additionally, students undergo informal and formal assessments within each of their courses, facilitated through the online curriculum platform, textbook units, as well as verbal assessments conducted by the Advisory Teacher. Importantly, all students, regardless of category or subgroup, have equal access to the same course catalog and master schedule. COIL is dedicated to ensuring that every student, regardless of their academic level or background, has equitable access to courses that are academically and socially appropriate, thereby fostering a supportive and inclusive learning environment. This year, COIL continued to provide remote options for students to attend their direct instruction classes, alongside the option for in-person attendance. Notably, 35% of COIL students reside outside of the local community where COIL is situated. For these students and families, accessing onsite services such as testing, direct instruction, intervention, remediation, or tutoring can pose significant challenges. In response to this, COIL has adapted by offering Advisory Teacher meetings, direct instruction, academic support, intervention, and local assessments through remote platforms like Google Meet and Zoom. This shift has effectively eliminated many barriers that previously hindered student participation in classes, sessions, and services limited to in-person delivery before the pandemic. Leveraging its expertise as a non-classroom-based charter school, COIL has demonstrated proficiency and efficiency in providing tools and support remotely, thereby enhancing the distance learning experience for all students. COIL systematically evaluates and formally integrates all utilized tools into its daily operations. This includes Renaissance Learning, online curriculum, and remote support sessions, which have been strategically adopted to break down barriers for students. These tools empower COIL teachers and intervention specialists to work with students efficiently and effectively, resulting in tangible success and learning growth. By administering local assessment tools remotely and proctoring assessments, COIL ensures broader student participation, especially among groups that may face accessibility challenges otherwise. This approach enables teachers, administrators, and specialists to pinpoint student academic needs and gaps, facilitating targeted interventions, remediation, and personalized course plans. Moving forward, COIL is dedicated to reviewing and enhancing its intervention program, including tiered support levels, within the Multi-Tiered System of Supports (MTSS) framework. This involves strengthening the student success plan process, which serves as the initial level of support for promptly identifying and addressing academic needs. Additionally, COIL remains committed to refining its EL (English Learner) intervention program and delivering EL support and strategies through in-person and remote direct instruction opportunities. Through these ongoing efforts, COIL strives to provide comprehensive support that meets the diverse needs of all students, promoting academic Met 2024-06-14 2024 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. Currently, we offer the following: Advanced Manufacturing Pathway; Biomedical Science Pathway; Engineering Pathway; Entrepreneurship Pathway; Farm to Fork Pathway; Multi-Media Pathway; Photography; Sports Medicine Pathway; Theatre Pathway; and Wood Technology 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 Multi-lingual 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 Multi-lingual Student Plan in order to ensure we are meeting the needs of our English Learner 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 2024-06-26 2024 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 2024-06-20 2024 01611920127696 Knowledge Enlightens You (KEY) Academy 7 We are a charter school that serves students from TK to 8th grade. Our goal is to provide a comprehensive and enriching educational experience for all our students. Our curriculum is tailored to each grade level and includes daily world language instruction and an after-school music program. We are dedicated to supporting all learners by providing necessary interventions, ensuring every student can thrive academically. All students participate in various enrichment activities and classes that enhance their learning and personal growth. Our intervention programs are carefully scheduled to minimize disruption to core instruction, with sessions offered during the school day, after school, and on Saturdays. These pull-out sessions are thoughtfully planned to occur at times that least interfere with students' primary learning periods. By integrating a wide range of academic and extracurricular opportunities, we strive to create a well-rounded educational environment that meets the diverse needs of our students. At our charter school, all students from TK-8th grade have access to and are enrolled in a comprehensive course of study designed to provide a well-rounded education. Our curriculum is meticulously aligned with grade-level standards and encompasses a diverse range of subjects aimed at ensuring a robust academic experience. Key components of our program include: •Core Academic Subjects: Students engage in essential subjects such as math, science, English language arts, and social studies, ensuring they build a strong foundation in these fundamental areas. Our curriculum is enriched with global perspectives and connections. •World Language Instruction: Daily world language classes enhance students' linguistic proficiency and deepen their cultural awareness. •Enrichment Activities and Classes: Besides core subjects, students participate in enrichment activities that foster creativity, critical thinking, and physical well-being. These include art, physical education, and technology. •After-School Programs: We offer a music program after school, allowing students to explore and develop their musical talents further. •Intervention Programs: Targeted interventions are provided throughout the school day, after school, and on Saturdays to support students needing extra assistance. These sessions are strategically scheduled to minimize disruption to core instructional time and ensure all students receive the necessary learning opportunities. All students have access to all required areas of broad coursework. In response to the results, the following actions will be implemented: • Continue to purchase and update technology • Offer additional intervention programs during the school breaks to close the learning gaps • Offer a Saturday program to provide additional interventions • Hire more instructional aides • Provide more elective choices for our middle school students Met 2024-06-06 2024 01611920127944 Hayward Twin Oaks Montessori 7 In addition to CAASPP and ELPAC testing, the School utilizes Renaissance testing throughout the grades to assess student progress and ensure access to a broad course of study. Renaissance testing provides comprehensive data on student performance in reading and mathematics, allowing us to identify and address gaps in learning. College Board testing, including the PSAT and SAT, at the secondary level, further informs our understanding of student preparedness for post-secondary education. To support this, the AMS/WASC self-study process is instrumental in evaluating our curricular offerings and ensuring they meet the diverse needs of our student population. This rigorous process involves a thorough review of our programs, including input from faculty, students, and parents, ensuring that we are providing a balanced and comprehensive education. Additionally, the A-G Articulation data is critical for tracking our students' progress in completing the required coursework for university admission, ensuring that all students have access to the necessary academic pathways. Classroom observation is another key tool to monitor access to a broad course of study. Regular observations by administrators help ensure that instructional practices align with our educational goals and that all students, including those from unduplicated student groups and individuals with exceptional needs, are engaged in meaningful and diverse learning experiences. At the elementary level, all students access the full Montessori curriculum, which meets and often exceeds state standards. This comprehensive program covers core subjects and promotes individualized learning and hands-on experiences. As a college-prep school, all secondary students are enrolled in a broad course of study that meets or exceeds state standards, including advanced mathematics, sciences, humanities, and foreign languages. High school courses are A-G articulated, ensuring students complete the necessary coursework for university eligibility. We use Renaissance testing, College Board assessments, and A-G Articulation data to track student progress and support academic success. The AMS/WASC self-study process and classroom observations help us continuously evaluate and improve our programs. We monitor enrollment and access data to identify and address disparities across school sites and student groups, ensuring equitable access to a broad course of study for all students, including those from unduplicated student groups and individuals with exceptional needs. Over time, we have made significant progress in providing comprehensive educational opportunities for every student. One barrier preventing the LEA from providing access to a broad course of study for all students is the difficulty in filling a critical teaching position. Despite extensive efforts to recruit a qualified teacher for this role, we have been unable to secure credentialed candidates. Vacancies have impacted our ability to fully implement curricular offerings, particularly in specialized subjects where expertise is essential. In response to the difficulty in filling a critical teaching position, we are implementing several strategies to ensure all students have access to a broad course of study. Met 2024-06-27 2024 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 2024-06-13 2024 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. " All 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 2024-06-18 2024 01612180000000 Mountain House Elementary 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 are provided the opportunity to participate in art 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, 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 2024-06-26 2024 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 2024-06-25 2024 01612420000000 New Haven Unified 7 Beginning in the fall of 2023, the New Haven Unified School District began developing an Equity Report Card. This Equity Report Card pulls data from multiple sources, primarily our student information system, to measure student participation and access to a variety of programs both academic and extracurricular. The Equity Report Card focuses on student populations based on ethnicity, program participation, and socioeconomic status. What we have found is that groups of students who have historically been identified as at risk are not participating in some of our more vigorous academic programs at the rate consistent with their overall enrollment in the district. For example, roughly 35% of our students are Hispanic. Therefore, we would expect 35% of the students enrolled in our AP classes to be Hispanic, and unfortunately, that is not the case. 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. 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 that 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 The reasons for the disparate enrollment in our AP classes based on ethnicity are multifaceted. We understand that some of the reluctance for students from historically marginalized populations to enroll in AP courses comes from the fact that they believe they would see very few other students who look like them. Not wanting to feel like an outlier or an exception is preventing these students from enrolling in these courses. Further, there is a perception that the workload in these AP courses is immense. This may also prove to be a deterrent to enrollment. 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. We will also provide intentional outreach to underrepresented students on Accelerated course pathways. Met 2024-06-18 2024 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 2024-06-26 2024 01612590100065 Oakland Unity High 7 Our school provides a comprehensive college preparatory program that meets all University of California A-G requirements, ensuring students are well-prepared for higher education. We offer a range of Advanced Placement (AP) classes including Spanish, Calculus, US History, and now, AP Computer Science through our Digital Media and IT Pathway. Additionally, many of our students participate in dual enrollment programs, taking college courses at local community colleges to further enrich their academic experience. While we aim to expand our elective offerings in subjects such as music, drama, and dance, this endeavor requires additional resources. Nonetheless, we are committed to providing equal access to our broad curriculum for all students. Those with exceptional needs receive support from Educational Specialists and Instructional Assistants, attending the same classes alongside their peers. Our commitment to equity is evident in our achievement outcomes: African American, Latino, English Learner, and socioeconomically disadvantaged students have equal access to all courses and are achieving at high levels compared to their peers in Oakland Unified School District schools. This inclusive approach not only prepares students academically but also fosters a supportive and enriching educational environment where every student has the opportunity to succeed. 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. We have also added a Career Internship program to broaden work-based learning and career readiness for our students. Met 2024-06-12 2024 01612590106906 Bay Area Technology 7 All students are enrolled and will fulfill the A-G college admissions requirements prior to graduating from BayTech. Modeling our graduation requirements after these standards allows us to measure and ensure that our students have a broad course of study. 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, Health, and Physical Education. The school is seeking funding to start a Career Technical Education program, which will further expand course offerings. Met 2024-06-03 2024 01612590108944 Lighthouse Community Charter High 7 The LEA uses a data dashboard connected to the LEA's SIS to ensure that all students have access to and are enrolled in a broad course of study. The LEA ensures that all students are on track to earn a A-G eligible diploma, with the exception of some students who are eligible for a state basic diploma or certificate of completion based on their individualized educational plan. 85%+ of the LEA's students have graduated with a A-G eligible diploma in every year since its founding. 85%+ of the LEA's students have graduated with a A-G eligible diploma in every year since its founding, representing the broad course of study needed to be successful in a 4 year college. The only students who do not have access to the A-G course of study are students who are eligible for a LCPS State Basic Diploma (foster youth, unsheltered students, IEP/504, and migratory students) or a LCPS Certificate of Completion (some students with IEPs). Even in these cases, students still have access to a broad range of courses across English, Math, Science, History, LOTE, VAPA, CTE, Electives, and Physical Education. The LEA has continued to expand access to Career Pathways and CTE Pathways for all students to allow all students attending the LEA to be college and career ready. Met 2024-07-17 2024 01612590109819 Aspire Berkley Maynard Academy 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 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 2024-06-11 2024 01612590111856 AIMS College Prep High 7 At AIMS HS, we have a strict course catalogue and listed within are all the course requirements for graduation at AIMS HS, including students’ A-G standards to qualify for entry into CSU and UC campuses. Except for students with Individualized Educational Plans (IEP), AIMS HS graduation requirements are universal for all AIMS HS students. As a matter of equity, at AIMS HS, all students are enrolled in AP courses, beginning in their Freshman year. Over the course of a student’s matriculation at AIMS HS, students will take at least 10-12 AP courses. AIMS HS pays for 100 percent of all AP and SAT/PSAT Examinations for our students. 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. 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 nonacademic 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 2024-06-26 2024 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 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 2024-06-26 2024 01612590114868 Oakland Charter High 7 Student access to a comprehensive curriculum is meticulously monitored through Naviance, internal Student Transcript Evaluation worksheets, and college application data. A foundational element of our academic program, all freshmen are automatically enrolled in University of California (UC)-approved coursework via our streamlined Course Management Portal. To cultivate student agency and curricular flexibility, ninth-graders are afforded the opportunity to select their world language course. Building upon this foundation, tenth-graders continue on the college-preparatory track with a rigorous curriculum composed entirely of UC-approved coursework. To enrich the educational experience and foster student interests, eleventh and twelfth graders are empowered to select electives from a curated selection of courses in science, technology, art, and social sciences. Cognizant of the inherent limitations associated with a small school environment, we proactively encourage students to expand their academic horizons through concurrent enrollment in community college courses. To ensure student success and holistic development, our school provides comprehensive support services. A dedicated team of academic advisors, counselors, and mentors offer guidance on course selection, study skills, and post-secondary planning. Moreover, a robust program of socio-emotional support services is available to address student well-being and create a conducive learning environment. Through a concerted e 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. As a small school with a student population under 400, we prioritize course offerings based on student interest and available resources. Limited classroom space presents additional challenges in expanding our curriculum. To address these constraints, we are actively exploring Career and Technical Education (CTE) pathways and strengthening our partnership with the local community college. By collaborating with the community college, we aim to offer students access to a wider range of courses that complement our existing curriculum. The school is committed to expanding curricular opportunities for students, with a particular focus on developing robust Career and Technical Education (CTE) pathways. To ensure all students have the support necessary to achieve academic success, we will refine our intervention model to provide more targeted and effective assistance. A key priority is to optimize our credit recovery program to maximize the number of students who are college-eligible upon graduation. Our comprehensive approach to student support, including a multi-tiered system and dedicated English Learner program, will be instrumental in fostering the language proficiency essential for our newcomer and long-term English Learner students to thrive in high school Met 2024-06-12 2024 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 2024-06-11 2024 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 100% students will graduate in 2024 under A-G requirements, and none have been assigned the CA minimum track. 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 2024-06-11 2024 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 2024-06-11 2024 01612590118224 Aspire Golden State College Preparatory Academy 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 01612590126748 LPS Oakland R & D Campus 7 All students at LPS Oakland R&D are able to enroll in all courses that are offered at the school based on their grade level and course prerequisites. 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. In addition, administrators monitor student progress towards meeting A-G requirements, and semester grades. Every two weeks the Network also generates a report which identifies progress towards attendance and current grade status for each student. 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 also supported access to a broad scope of field experiences related to Career Technical Education and Science partnerships to increase course offerings. It provides resources to address 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. LPS Oakland is a design pathways school, meaning that our career and technical education offerings focus on the principles of design within industry.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. Oakland R&D continues to address the need for fully credentialed teachers at our school site. We will no longer be using an online platform to provide A-G credit courses, but will continue to be available for credit recovery. Additionally, student attendance has been, on average 81% in 2023-2024 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. We will continue to work with Peralta Colleges to provide dual enrollment opportunities. We are in the process of developing work experience education classes to provide students with credits for current employment and work experience. Met 2024-06-20 2024 01612590128413 Aspire College Academy 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience. Met 2024-06-20 2024 01612590129635 Downtown Charter Academy 7 We assess access to a broad curriculum through analysis of benchmark assessments, state testing, student report cards, and surveys. All students, regardless of socioeconomic status, race, primary language, disability, or family background, are initially enrolled in standards-aligned courses designed to equip them for middle school and beyond. Core subjects include history, English, mathematics, science, and physical education. As a small school serving fewer than 350 students, we offer a focused curriculum and encourage students to participate in extracurricular activities, clubs, and workshops to broaden their experiences. We provide comprehensive academic and socio-emotional support to ensure student success in all courses. All students receive a comprehensive course of study aligned with California content standards. We provide essential interventions, accommodations, and support to ensure all students meet promotion requirements. To enhance student choice and engagement, we conduct regular surveys to gather student feedback on elective course preferences and potential new offerings. Due to our school's size of less than 350 students, we face limitations in elective course offerings and available classroom space for specialized subjects like ceramics and dance. Despite these constraints, our school remains steadfast in providing all students with core curriculum courses and a robust intervention program to support academic success. The school is committed to expanding and refining its Response to Intervention model to optimize student support and ensure successful course completion. By implementing a comprehensive multi-tiered system of support, we will provide timely and effective interventions to address students' academic and behavioral needs. Our dedicated English Learner program is designed to accelerate language acquisition, enabling newcomer and long-term English Learners to develop proficiency and seamlessly transition into mainstream classrooms. Through a combination of explicit instruction, scaffolded learning experiences, and culturally responsive pedagogy, we will empower our English Learners to achieve academic success and reach their full potential. Met 2024-06-12 2024 01612590129932 East Bay Innovation Academy 7 All of our students in middle school (6-8 grades) take the same courses and have equal access to a broad course of study, with the exception of an option to take Algebra in 8th-grade rather than 8th-grade math. In 9-12 grades, all students must take courses that exceed the A-G requirements, including courses within our Computer Science and Design career pathway, ensuring that all have access to a broad course of study. Unduplicated pupils have equal access to all classes. We have time set aside in our bell schedules at all grade levels for Independent Learning Time, to provide additional support as needed to all student, in particular our unduplicated pupils, students with IEPs, and students with 504 plans. We have a full-inclusion Special Education model, ensuring that students with exceptional needs receive full access to a broad course of study and receive pus-in support from Instructional Aides or Education Specialists, along with pull-out support during Independent Learning Time. As shown above, all students have equal access to a broad course of study. We do not have any barriers in access for all students. We do not have any barriers, however we are providing additional personnel to support unduplicated pupils and students with IEPs in courses and adding additional literacy and numeracy support during Independent Learning Time via teacher instruction and the use of digital tools, including Lexia and Zearn. Met 2024-06-12 2024 01612590130617 Oakland Military Institute, College Preparatory Academy 7 1. Annual CAASPP scores 2. Renaissance Star Reading and Math Assessment Results 3. 8th grade promotion rate 4. High School graduation rate 5. 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 by CORE coaches through the year with hiring of in house math coach. 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 shelved for a more faculty-led ASG program 4. Intervention programs for Math in the MS and ELA and Math in the HS program. "Changes made for the upcoming year revolve around doubling down on ""deep implementation"" of the initiatives that were strongly perceived by OMI community as having the most positive impact on student achievement in 23-24. Changes include a focus on the following 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, SuccessMaker Math and Classtime personalized math remediation. 3. School wide focus on college writing and vocabulary expansion using JSWP for multiple writing modalities across disciplines. 4. Intervention courses in Math and ELA with data focused and leveled instruction 5. Acquisition of Newslea and Achieve 3000 for reading acceleration 6. Acquisition of Braintracks for executive functioning skills 7. Coaching for new and recently credentialed induction teachers" Met 2024-06-04 2024 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 2024-07-17 2024 01612590130666 Aspire Lionel Wilson College Preparatory Academy 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 01612590130732 Aspire Triumph Technology Academy 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 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 2024-06-12 2024 01612590134015 Lodestar: A Lighthouse Community Charter Public 7 The LEA uses a data dashboard connected to the LEA's SIS to ensure that all students have access to and are enrolled in a broad course of study. The LEA ensures that all students are on track to earn a A-G eligible diploma, with the exception of some students who are eligible for a state basic diploma or certificate of completion based on their individualized educational plan. 85%+ of the LEA's students have graduated with a A-G eligible diploma in every year since its founding. 85%+ of the LEA's students have graduated with a A-G eligible diploma in every year since its founding, representing the broad course of study needed to be successful in a 4 year college. The only students who do not have access to the A-G course of study are students who are eligible for a LCPS State Basic Diploma (foster youth, unsheltered students, IEP/504, and migratory students) or a LCPS Certificate of Completion (some students with IEPs). Even in these cases, students still have access to a broad range of courses across English, Math, Science, History, LOTE, VAPA, CTE, Electives, and Physical Education. The LEA has continued to expand access to Career Pathways and CTE Pathways for all students to allow all students attending the LEA to be college and career ready. Met 2024-07-17 2024 01612593030772 Oakland School for the Arts 7 To track the extent to which all students have access to and are enrolled in a broad course of study, our LEA uses several locally selected measures. We hold quarterly and monthly grade-level meetings where teachers review comprehensive data, both quantitative and qualitative, to identify students at risk of failing and adjust instructional strategies. The principal and department chairs deliver annual Academic Progress Reports to the OSA Board of Directors, leveraging benchmark testing data to identify strengths and gaps in academic programs. Benchmark testing, initiated in 2020-21, covers all grades and subjects, including the SRI for English, MDTP for Math, NGSS-based assessments for Science, and DBQs for Social Studies. Results inform curriculum adjustments and instructional support. We also provide academic support classes, including math and literacy support for grades 6-12 and credit recovery opportunities for high school students not meeting A-G standards. Student services support students with mental health and attendance challenges. Additionally, a common course feedback survey, administered at the end of Semester 1 in 2022-23 and again in January 2024, provides teachers with data on the quality and effectiveness of their learning environments, leading to refined instructional practices. These measures ensure we monitor student access and enrollment in a broad course of study, accommodating diverse student needs.The department teams and grade level teams look at da Students at OSA have access to a wide ranging offering of courses ranging from AP to dual enrollment to college prep courses. All courses at OSA in academics are fully A-G approved and most of our arts courses. Most of our courses also carry the CTE distinction within our arts pathways as well. Students work with their counselors to enroll in courses that are rigorous and academically challenging that fall within their 5 year HS and post secondary plan. As we have preferenced students from title 1 schools and have an open lottery system, we accept students who come with a wide variety of needs. This has included heavy needs for remediation and credit recovery at the high school level, or resource classes for our full inclusion special education program. This often has then taken up space in a student’s schedule where other electives or advanced courses would have fallen. To be able to implement these outside of the school day would require more funding that we currently have to pay for a secondary credit recovery program to function outside of the school day. We are working to implement different credit recovery options that will allow students to balance both recovery with a rigorous and challenging work load. We are also working to pilot 4 small sections of reading and math intervention for students with the largest skills gaps to track and monitor progress to support the students to have better success in their regular course of study. Met 2024-06-13 2024 01612596111660 Oakland Charter Academy 7 We assess access to a broad curriculum through analysis of benchmark assessments, state testing, student report cards, and surveys. All students, regardless of socioeconomic status, race, primary language, disability, or family background, are initially enrolled in standards-aligned courses designed to equip them for middle school and beyond. Core subjects include history, English, mathematics, science, and physical education. As a small school serving fewer than 350 students, we offer a focused curriculum and encourage students to participate in extracurricular activities, clubs, and workshops to broaden their experiences. We provide comprehensive academic and socio-emotional support to ensure student success in All students receive a comprehensive course of study aligned with California content standards. We provide essential interventions, accommodations, and support to ensure all students meet promotion requirements. To enhance student choice and engagement, we conduct regular surveys to gather student feedback on elective course preferences and potential new offerings. Due to our school's size of less than 350 students, we face limitations in elective course offerings and available classroom space for specialized subjects like ceramics and dance. Despite these constraints, our school remains steadfast in providing all students with core curriculum courses and a robust intervention program to support academic success. The school is committed to expanding and refining its Response to Intervention model to optimize student support and ensure successful course completion. By implementing a comprehensive multi-tiered system of support, we will provide timely and effective interventions to address students' academic and behavioral needs. Our dedicated English Learner program is designed to accelerate language acquisition, enabling newcomer and long-term English Learners to develop proficiency and seamlessly transition into mainstream classrooms. Through a combination of explicit instruction, scaffolded learning experiences, and culturally responsive pedagogy, we will empower our English Learners to achieve academic success and reach their full potential. Met 2024-06-12 2024 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 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 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 2024-06-26 2024 01612596117568 Aspire Monarch Academy 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 01612596117972 North Oakland Community Charter 7 The LEA employs a diverse array of data tracking tools, including Powerschool, Google spreadsheets, documents, and forms, as well as state-mandated platforms for students in special education or English learners. This approach using different types of data trackers as well as classroom observations ensures that we have a board course of study for our scholars. Every student enrolled in the LEA has equitable access to our comprehensive course offerings. Additionally, students with Individualized Education Programs (IEPs) receive their designated accommodations and modifications, as specified in their IEPs, ensuring that their unique learning needs are met and supported within our educational framework. Upon reviewing the results of our selected measures, we've identified several barriers hindering the LEA from offering a comprehensive course of study for all students. Limited funding and staffing constraints pose significant challenges in developing and sustaining these enrichment 1 programs. Moreover, logistical hurdles, such as scheduling conflicts and space limitations, further impede our efforts to provide equitable access to a diverse range of courses. Addressing these barriers will require collaborative efforts, strategic planning, and resource allocation to ensure that every student has the opportunity to engage in a broad and enriching educational experience. At this time, we have no new implementations for the board course of study. Met 2024-06-13 2024 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 2024-06-11 2024 01612750000000 Piedmont City Unified 7 PUSD has used two main tools and measures to evaluate access to a broad course of study: master schedules and roster data, and A-G course completion. In addition, 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 "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. Students with severe disabilities who are not in full inclusion models participate in ""Homebase"" courses which are not A-G approved. All of our analysis indicates that all students have access to and enroll in, a broad course of study based on rosters and master schedules." 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. Staff from the 6th-12th grade schools have again elected to keep their bell schedules aligned so that shared students and staff are available for all of the schools. This aides in students needing to take a course at another school and for shared staff. 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 2024-06-26 2024 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 are able to select classes, using our district course catalog, with several opportunities to meet the University of California Office of the President a-to-g requirements. These courses are 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 Anti Racist 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 2024-06-18 2024 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. All students in elementary receive daily instruction and have access to multiple subject curricula and studies including language arts, science, art, mathematics, social studies, and language development. Additionally, physical education and music education are provided at all of our elementary schools. SLzUSD makes every effort for students to have access to a broad course of study. All 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 - consistently above 90%. Our English Learners have intensive ELD classes and Sheltered subject area classes (Math, Science, History) that facilitate earning credits toward graduation. Students who need more time, but are close to earning all of the requirements of a high school diploma, may remain for a 5th year in our high schools. Students with disabilities are placed as dictated by their IEPs and are monitored by case managers to ensure they receive proper support to earn a high school diploma or the alternative Certificate of Completion. SLzUSD has agreements with Eden Area ROP for our students to receive subject matter credits (Math, Science, Visual Arts) for courses 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. SLzUSD 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 taking AP Placement tests at the end of the course. Standards-based report cards provide elementary students with learning progress indicators based on the common core standards. 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. The challenges for our elementary students in accessing a board course of study is chronic absenteeism, especially at the primary grades, as well as the difficulty in providing substitutes. 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. For our elementary students, we are continuing to provide Teachers on Special Assignment to provide additional support for students to access core curriculum and looking for opportunities to increase that level of support. Met 2024-06-18 2024 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 2024-06-11 2024 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 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 2024-06-11 2024 01750930000000 Dublin Unified 7 Williams Quarterly Report All DUSD students have access to a broad course of study. NA NA Met 2024-06-11 2024 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, 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 2022-2023, overall 79.1% of PUSD students met these requirements, while 42.3% of English Learners, 54.5% of low income students, and 19.5% of students with disabilities met all requirements for admission. For students of color, 87.3% of Asian students, 25.0% of African American students, 50.4% of Hispanic students and 79.1% of White students met the requirements. Math enrollment shows that in 2023-2024 for Algebra 1, 5.2% of English Learners, 11.2% of low income students, and 7.8% of students with disabilities are enrolled in Algebra 1. For students of color, 40.8% of Asian students, 2.9% of African American students, 13.1% of Hispanic students and 32.9% of White students are enrolled. Pass rates for these students are 80.4% of English Learners, 87.8% of low income students, and 86.9% of students with disabilities in Algebra 1. For students of color, 98% of Asian students, 80.7% of African American students, 87.9% of Hispanic students and 95.5% of White students passed the Algebra 1 course. Overall, in 2023-2024, 73.6% of students enrolled in the Advanced Placement courses are Asian, .37% are African American, 1.03% are Filipino, 15.6% are White and 3.8% 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, and diverse learning styles. In the area of access to higher level math classes, barriers to course enrollment for students of color, students with disabilities, and unduplicated students appear to occur as a result of the District’s math pathway model. These pathways define the trajectory of student access to higher levels of math courses based on a series of qualifying courses that lead to math proficiency. Given the disproportionate representation of students of color, students with disabilities and low income, English Learners and foster/homeless students in higher level classes, PUSD has developed various actions related to course access. - PUSD has developed a five-year Career Technical Education master plan that addresses: expanding pathway options, A-G alignment, adding capstone classes, reviewing/adjusting student recruitment strategies. - The Spanish Dual Language Immersion program focuses on vertical alignment, increasing student awareness and offering the State Seal of Biliteracy. - PUSD will continue to monitor course enrollment, college readiness status, and enrollment in Expository Reading and Writing course through the use of Xello. - In the area of professional development, increase opportunities for professional development in the areas of culturally relevant instructional strategies, restorative practices, and English Language Development based on the ELA/ELD Framework. - Intervention and Integration Specialists are assigned to each school with the task of increasing learning opportunities for intervention for students. - The Coordinator of Equity and Access leads the Diversity, Equity and Inclusion Task Force as part of our Comprehensive Coordinated Early Intervening Services (CCEIS) plan to address disproportionality in over identification of Hispanic students with a Specific Learning Disability and African American students for suspensions. Met 2024-06-27 2024 01751190000000 Sunol Glen Unified 7 All students will learn through rigorous Common Core aligned courses and materials; have access to qualified, credentialed teachers in every classroom; and will achieve on the State academic standards. Using our Student Information System, we are able to integrate supplemental programs to all of our students, thereby ensuring their access to these programs. Our Aeries SIS allows us to review student schedules, and the use of Clever Portal and Google Classroom allows us to make home access available for all of our students to ensure their continuity of access to digital, supplemental educational materials. Metrics over time to include: Weekly targeted tutoring, Access to supplemental curriculum, 100% parent participation in IEP meetings, Targeted Percentage of instructional materials aligned with standards, Compliance on Williams quarterly reports, Targeted Percentage of teachers participating in professional development, Targeted Percentage of EL students making progress toward English language proficiency on the ELPAC, CSSAPP ELA: Targeted Percentage of students meeting or exceeding standards, CSSAPP Math: Targeted Percentage of students meeting or exceeding standards, English Learner reclassification rate, Targeted Percentage of English Learner students participating in English Language Development and Targeted Percentage of Students with Disabilities receiving targeted programs and services. At any time, we are able to review online accessibility to supplementary programs, including time spent daily, weekly, monthly and annual. Barriers would include lack of assistance, support or experience at home; lack of internet connectivity and lack of a home device. Communication from teachers with parents is crucial for the success of students and a full understanding of educational goals and expectations. For students in need of a device, we do have a local program offered to students to check out a take-home device, and for students in need of better home connectivity, we connect them with local provider programs as well as provide hot spots on a case-by-case basis. Met 2024-06-25 2024 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 2024-06-11 2024 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 2024-06-27 2024 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 2024-06-27 2024 03100330000000 Amador County Office of Education 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. The required designated ELD section f 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 2023-24, 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. Met 2024-06-20 2024 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. The required designated ELD section f 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 2023-24, 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. We also added a forensic science and astronomy class Met 2024-06-20 2024 04100410000000 Butte County Office of Education 7 BCOE used the LEASA (LEA Self-Assessment Tool) annual to measure access to a broad course of study. BCOE is currently at the level of “Continuous Improvement and Sustainability. Systems are in place that are regularly monitored and revised.” BCOE is focusing on the use of data to improve transition services and increase academic rigor. Every student has access to online curriculum, including a broad selection of elective courses. There were no identified barriers to providing access to a broad course of student for all students. BCOE will be transitioning to a new self-assessment tool. We found that after using the LEASA for the last 7 years, we needed a tool that would expand our ability for continuous improvement and be more inclusive of the students we serve. Starting in the 2024-2025 school year, BCOE will be using the LEVERS tool created by CCEE (California Collaborative for Educational Excellence) as it was found to be more inclusive, use language with greater student and family diversity in mind and allow BCOE to continue to grow as an organization. Met 2024-06-24 2024 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 2024-06-14 2024 04100410134213 Come Back Butte Charter 7 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. Met 2024-06-24 2024 04100410430090 Hearthstone 7 Hearthstone uses the LEASA (LEA Self-Assessment Tool) annually to measure access to a broad course of study. All students at Hearthstone have access to a broad course of study. There is a focus on using data to improve transition services and increase academic rigor. Every student has access to online curriculum which includes a broad selection of elective courses. There were no identified barriers to providing access to a broad course of study for all students. Hearthstone will be transitioning to a new self evaluation tool called the LEVERS in order to expand our ability to grow as an LEA and continuously improve our practices. The LEVERS is more inclusive of the students we serve. Met 2024-06-24 2024 04613820000000 Bangor Union Elementary 7 In a small setting, we can easily see what students have access in an Elementary model to a broad course of study. All Students grades 4th-8th have access to after school Symphonic Band. All students have access to classroom art and horticultural arts in our 4,000 square foot garden. We offer a STEAM period in a dedicated STEAM classroom. It was once thought that an authentic Band experience would be impossible to to our small size. That has since, been proven wrong. The barrier, however remains our lack of scale. "We continue to support band with a credentialed Band teacher and $40,000 in instruments and support. The next investment that we seek to make is a full and dedicated ""Maker Space""." Met 2024-06-27 2024 04614080000000 Biggs Unified 7 All students in the district have access to all Content Standard Curriculum. Students are in diverse groups, in order to provide equal access for all students. Students at varied levels receive differentiated instruction with the use of the appropriate grade level materials. Biggs USD is adopting new History/Social Studies and evaluation new science materials this school year. With the adoption of this curriculum it will allow equal access to Content Standard Curriculum in History/Social Studies. This same process is being followed for the NGSS Science Curriculum. "2. All students in the Biggs USD will receive equal access to a broad course of study. This will be measured using 4 essential components : • Standards, goals, and milestones for instruction • Technology and materials that provide multiple ways for diverse learners to access learning expectations • Specific instructional methods and student engagement practices that tap into learners’ interests, offer appropriate challenges, and increases motivation • Assessments to measure student progress, identify students learning needs and to modify instruction as needed. " Thoughtful planning is used to provide access to all students in all subject areas. All core subjects are taught by fully credentialed teachers or teachers completing induction programs. Biggs High School has gone to a 7 period day to increase student’s ability to have access to a broad course of study. The high school has added 4 CTE course that are articulated with the local Junior College. Students in these course will receive high school and college credit. Biggs USD will continue to provide a broad course of study with access for all students that increases their understanding about the world around them and teaches them the necessary skills to be successful in the 21st century. Staff will include formative assessments that ensure that all learners receive thoughtful, responsive courses of study that prepare them to meet grade level learning goals. Met 2024-06-26 2024 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 declined for all students from 37.8% 2021-22 to 34.0% in 2022-23. We also saw an increase in A-G completion rates for American Indian/Alaskan Native, Filipino, and student groups. All other student groups declined. 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. The block schedule will continue to be utilized in 2024-2025. 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 2024-2025 school year, Chico Unified will continue to employ reading teachers at each elementary school site to continue to support basic reading skill instruction. Additionally, the district has overhauled its district and site leadership council, formerly DLC, to a new structure that focuses on our implementation of the CA MTSS framework. We will be on our 5th year of utilizing the MTSS framework with a dedicated MTSS Coordinator at the district office and will have the addition of an MTSS Coordinator that focuses on SEL working collectively with all school sites to ensure supports for academic, behavior, and social-emotional are systematized and operating cohesively across all sites in the school district. This restructure will have 2 site leaders at the secondary levels working as .2 MTSS site leads with the Elementary levels maintaining the existing .2 MTSS lead. Met 2024-06-26 2024 04614240110551 Nord Country 7 Nord Country School is a small school with an enrollment of 212 K - 8th grade students. Due to our small size, tracking this information is easy. We use our SchoolWise student information system to track middle school student enrollment in classes. Since all students have the same opportunities in kindergarten through grade five, we simply monitor intervention time and any other pull out programs the student will be receiving so that they do not miss any opportunities. All students have access to a broad course of study. Our elementary students all have access to Spanish instruction, art, music and PE lessons. All of our middle school students have access to an elective, along with PE, SEL and WIN time. The only barrier to increasing the variety in courses being offered is staffing and space. No revisions or new actions will be implemented. Met 2024-06-26 2024 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 2024-06-25 2024 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 2023-24 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 2024-06-10 2024 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. There are no identified barriers preventing the school from providing access. Sherwood will implement systemic social-emotional learning curriculum in the 2024-2025 school year. Met 2024-06-19 2024 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 2024-06-20 2024 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. Pivot offers a blended learning program for middle, and high school. Students access core courses online, including electives and remediation. Students can attend optional on-site programs where teachers supplement the online curriculum with projects and group activities. Parental involvement is crucial, as regular home support is essential for student success. Students also have optional on-site programs with workshops, clubs, and electives led by credentialed teachers. These programs enrich the online learning experience, but are not mandatory. Pivot prioritizes student choice. Students can access courses from anywhere with internet.. The school provides laptops at the resource center and loans them to students in need. Pivot even encourages high schoolers to explore concurrent enrollment at community colleges. Elementary students face the biggest hurdle if they lack parental support while attending online classes. Training is provided, but some parents underestimate the commitment needed for independent learning. By providing additional training and increasing parental involvement, elementary students can engage more in a board course in study by finding more success in their core courses, having the ability to take elective courses, or increasing participation in our on-site program. Middle schoolers often prioritize core subjects, leading to lower elective enrollment. Resource center visits and field trips offer enrichment, but those who don't participate might miss out. Core remediation can also limit elective choices. By improving supports in core courses, middle student students with have more bandwidth to participate in broader course of study and activities. 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. In addition, the LEA has created “bridging courses” in order to accelerate a student’s learning loss or “catch them up” to their grade level peers. This results in greater access to a broad course of study in their future academic endeavors. 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 2024-06-20 2024 04614240141085 Achieve Charter School of Chico 7 Achieve tracks providing equal access to all courses including electives such as foreigen language and fine and performing arts for all students though 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 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 2024-06-18 2024 04614246113773 Chico Country Day 7 CCDS is a Tk-8 public charter school. All students have access to a broad course of study. Each class, including all unduplicated students, participates in Common Core Standards aligned English, Mathematics, Social Studies, Science, Health, and Physical Education. Teachers specializing in this area administer visual and Performing Arts and STEM. Choir, band, and plays are a common experience at CCDS. There are no differences. The current barrier CCDS has is a lack of Career and Technical Education. The school needs to be creative in exploring ways to offer students opportunities and expose students to different careers. This year we participated in Butte County Career Day and took 8th grade students. We also had a small business elective where students developed a product and sold items after school to the community. It was a great success! The school will be looking into partnering with local industries to come to school and teach about careers. For the 2024-25 school, the school will be exploring a CTE grant to bring more offerings to CCDS students. CCDS will continue to implement a broad course of study for all students. All students in TK-8th grade participate in English, Math, Social Studies, Health, Visual and Performing Arts. These classes are taught by highly qualified credentialed teachers. CCDS continues to look for ways to increase CTE and foreign language opportunities. Met 2024-06-14 2024 04614246119523 Blue Oak Charter 7 Blue Oak is a TK-8 charter school. All students from the 1st through the 8th grade have access to a broad range of courses through the main lessons and specialties. Kindergarteners have age-appropriate access through their classroom teacher. Blue Oak uses Aeries and Google to schedule and track students, including those with exceptional needs. Blue Oak is a single-site LEA. As described in the master schedule, all students have access from 1 to 8. Attendance, especially truancy, can be a barrier to the full course of study at Blue Oak. To increase attendance, Blue Oak has implemented attendance strategies suggested by Attendance Works. Blue Oak has established scheduling and instructional methods that ensure students with disabilities can attend specialty classes. Met 2024-06-21 2024 04614320000000 Durham Unified 7 Durham Unified utilizes Aeries to measure track the extent to which all students have access to, and are enrolled in, a broad course of study. Durham Elementary School offers a PE specialist, performing arts and fine arts programs for elementary students from Transitional Kindergarten through 5th grade. All students are able to access these programs in addition to accessing all core areas in their mainstream classrooms. Durham Intermediate school offers an elective wheel of options for students to attempt each quarter. Additionally, the school offers a year-long band and agriculture courses. Schedule conflicts keep some students from accessing these electives. Durham High School has a large selection of elective options and many options for students to earn college credits. All of these options are tracked by the Aeries student information system to ensure students have access to the classes within the master schedules. It has become clear that English Learners and some SPED students are unable to access the elective wheel or the year long electives at DIS in the current six period day configuration. Additionally, at DHS students were struggling to fit the year long band class and other advanced dual enrollment options into their schedule at the high school. The biggest barriers are the limiting 6 period day at DIS and the limitations a small school master schedule puts on students attempting to complete the electives and dual enrollment options within the schedule. The district and the district's bargaining unit have completed an MOU to modify the daily schedule at the intermediate school to allow all students access to the elective offerings to create a broad course of study for all students. Starting in the 2023-2024 school year, the high school moved band to a zero period class to eliminate conflicts in the schedule that could limit the board course of student for some students. Met 2024-06-25 2024 04614570000000 Golden Feather Union Elementary 7 Golden Feather Union Elementary School District will closely monitor student enrollment to guarantee that every student has access to a comprehensive curriculum encompassing visual and performing arts, physical education, ELA/ELD, Math, Science, and History/Social Science. Golden Feather Union Elementary School District comprises only one site, Concow School housed at the Spring Valley campus where all students have access to a broad course of study within their curriculum. All students have access to a broad course of study, however we would like to increase and enhance or offerings. The barriers we face include our rural location, limited funding, and limited space. We remain committed to offering our digital media class, encompassing podcasting, theater, and visual and performing arts, including live music performances. Furthermore, physical education will continue to be provided to every grade level. Additionally, our middle school curriculum will include journalism, 3D design, engineering, and printing. Met 2024-06-26 2024 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, AG education, and art. Met 2024-06-27 2024 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. "OCESD has met the prescribed levels of ""Instructional Minutes"" and Master Schedule offerings that support equal access by all students, to a ""broad course of study"". OCESD has been compliant in this area and will continue to provide equal access and opportunity to all students." OCESD doesn’t feel there are any barriers at OCESD (with the creation of the 24-25 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 24-25 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 2024-06-26 2024 04615070121509 Ipakanni Early College Charter 7 Course Enrollment Data: Tracking the enrollment of students in various courses across grade spans to ensure equitable access to a broad range of academic subjects and extracurricular activities. Student Schedules: Review individual student schedules to ensure that they are enrolled in a diverse set of courses that align with their interests, abilities, and post-secondary goals. Diversity in Course Offerings: Analyzing the diversity of course offerings within the school to ensure that all students, including unduplicated student groups and individuals with exceptional needs, have access to a variety of courses that meet their needs and interests. Individualized Education Plans (IEPs): Review the IEPs of students with exceptional needs to ensure that they are provided with appropriate accommodations, modifications, and supports to access a broad course of study that meets their individualized needs. All students have access to a broad course of study. Due to the small enrollment of high school students, it has been difficult to provide them with career and technical education. Students have access to several elective career classes. Students can also take classes through the local community college. The biggest barrier is credit deficiency. Students need the required credits to graduate and this does not allow them to focus on career growth. Data-Informed Decision-Making: The LEA regularly reviews data on course enrollment, student performance, and demographic trends to inform decision-making and identify areas for improvement. This may involve ongoing analysis of locally selected measures and tools to monitor progress and adjust strategies as needed. Professional Development for Educators: The LEA provides ongoing professional development opportunities for educators to enhance their ability to meet the diverse needs of students. This may include training on differentiated instruction, culturally responsive teaching practices, and strategies for supporting students with exceptional needs. Met 2024-06-24 2024 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 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 moved our Genius Hour to the middle of the day to ensure that all middle school students have access to those enrichment activities. It better exposes students to new concepts and subjects and overall expands their academic horizons. Met 2024-06-26 2024 04615150000000 Oroville Union High 7 OUHSD will track the completion of 4-year plans beginning in a student's freshman year. These plans will detail the courses needed for graduation and their sequence. Additionally, OUHSD will monitor the enrollment rate of students in classes according to the master schedule by observing the rejection rate of course requests due to availability. An 85% or higher success rate in students obtaining all their requested classes indicates access to a broad course of study. All current students have completed 4-year plans at every school site. At Las Plumas High School, 85% of all course requests were successfully granted based on the master schedule. Oroville High School boasts an even higher success rate at 89.6%. Both comprehensive school sites meet the threshold for ensuring students have access to a broad course of study. At Prospect High School, 100% of student course requests are granted. This is in part due to the size of the PHS student body and the flexible availability of courses. Barriers preventing OUHSD from providing access to a broad course of study would be availability on the master schedule due to staffing concerns or funding levels. OUHSD has set clear expectations for site administration to build master schedules that achieve at least an 85% success rate in accommodating course requests. Additionally, we require that all students have a completed 4-year plan by the end of their freshman year. Met 2024-06-20 2024 04615230000000 Palermo Union Elementary 7 School site master schedules and individual 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 and visual arts 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 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 and are also offered after school to all students. All students 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 are also offered after school to all students. Middle school 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: the length of the instructional day and lack of ongoing funding to support additional 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 and during summer vacation. We have been able to increase student access to those opportunities by providing additional transportation and by offering high interest clubs based on student interest. Met 2024-06-26 2024 04615310000000 Paradise Unified 7 In the 2022-2023 academic year, a total of 94 students were enrolled in AP classes, up from 81 in the 2021-2022 school year. Of these, 32.97% (31 students) were from low-income families, compared to 24.69% in the previous year. Additionally, 26.59% (25 students) were from families qualifying for free meals, an increase from 18.51% in the 2021-2022 year. In the 2022-2023 academic year, CTE course completions dropped to 39 students from 69 the previous year, with a completion rate of 7.16%, down from 12.4%. Among the 8 completers, 2 had disabilities, 3 were economically disadvantaged, and there were no English learners. To address these declines, PUSD will enhance support for economically disadvantaged students and those with disabilities, increase outreach to underserved populations, and evaluate and improve CTE programs to remove barriers and boost completion rates. These steps aim to ensure equitable access and better support for all students in CTE pathways. In the 2022-2023 academic year, PUSD saw notable changes in access to and enrollment in a broad course of study across different student groups and school sites. Enrollment in AP classes increased to 94 students from 81 the previous year, with a rise in the proportion of low-income students participating—32.97% compared to 24.69% in the prior year—and an increase in students qualifying for free meals, which rose to 26.59% from 18.51%. This indicates improved access for low-income students to advanced coursework. However, CTE course completions declined significantly, with only 39 students completing CTE pathways, down from 69 the previous year, resulting in a completion rate of 7.16%, a decrease from 12.4%. Among the 8 completers, 2 had disabilities, 3 were economically disadvantaged, and there were no English learners. To address these disparities, PUSD focuses on enhancing support for economically disadvantaged students and those with disabilities, increasing outreach, and evaluating and improving CTE programs. These efforts aim to ensure equitable access and participation in both AP and CTE programs across all student groups and school sites. Before the Camp Fire, PUSD had a student enrollment of approximately 3,400 students. Following the Camp Fire, enrollment dropped by 51%. Our high school's enrollment fell from about 1,300 to just below 500. This significant reduction required adjustments and led to the loss of several programs, particularly in CTE and other electives. Additionally, PUSD lost many certificated and classified staff members. We are currently in the process of identifying and rebuilding programs, but several barriers persist. A major challenge is recruiting CTE teachers. The demand for skilled trades in our community has made attracting and retaining qualified educators for these programs difficult. Moreover, the decline in CTE course completions, with only 39 students completing CTE pathways in 2022-2023 compared to 69 the previous year, highlights the ongoing challenges. Despite an increase in AP class enrollment, with 94 students in 2022-2023 up from 81 in 2021-2022, and a rise in the percentage of low-income students participating, the overall reduction in program availability and teacher recruitment difficulties remain significant barriers. PUSD continues to focus on enhancing support for economically disadvantaged students, increasing outreach, and improving CTE programs to ensure equitable access and support for all students. In response to local measures, PUSD has implemented several actions to ensure all students have access to a broad course of study. Over the last few years, we have adopted new ELA, Math, Science, and Social Studies curricula to replace materials lost in the fire. Multiple training opportunities have been provided to support these adoptions. PUSD is working with Creative Leadership Solutions to develop curriculum guides, identify essential learning, and create common assessments. We focus on enhancing student engagement and establishing clear guidelines to support learning. These efforts, combined with the work of our Professional Learning Communities (PLCs), aim to provide equity, access, and improved instruction for all students. Additionally, we are building a strong CTE program at the high school level and focusing on student achievement in A-G courses. Recognizing our smaller size post-fire, we are creating partnerships with the community and local colleges to expand opportunities for our students. These actions reflect our commitment to continuous improvement and ensuring all students have access to a broad and effective course of study. Met 2024-06-25 2024 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 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 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 2024-06-18 2024 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 include 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 and will monitor its capacity to offer a CTE Pathway through the next LCAP cycle. Met 2024-06-27 2024 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 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 2024-06-11 2024 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 2024-06-05 2024 04615490000000 Thermalito Union Elementary 7 Thermalito grades TK-8 utilize 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 place 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 2024-06-27 2024 04733790000000 Pioneer Union Elementary 7 As a small school all students have access to a broad course of study which includes our students with exceptional needs. We are a one school district and all students have access to a broad course of student. All program are offered to all students. The biggest barrier we have is our location. We are in a rural area but through our County Office of Education we have access to specialists and programs that serve our site. We will continue to offer our current programs and will continue to bring in programs with teachers that are credentialed in those areas to create exciting learning content for our students. Met 2024-06-26 2024 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 reports 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 2024-06-26 2024 05100580000000 Calaveras County Office of Education 7 All students have access to Edmentum courses which are California Common Core Standards based and A-G approved. Edmentum 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. 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. Barriers to a broader course of study are the small size of the school and limited resources. CCOE will continue to use the Edmentum curriculum and supplement it with additional hands-on STEAM and other Project-Based Learning opportunities. Met 2024-06-24 2024 05100580530154 Mountain Oaks 7 Mountain Oaks uses a combination of 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, weekly student assignment sheets, Destiny, and digital curriculum platforms. The data is available for review at regular intervals to ensure access to all students including significant student groups. All students at Mountain Oaks have access to, and are enrolled in, a broad course of study. There is no difference across student groups. Students with exceptional needs are provided with full inclusion and have the same access to a broad course of study as all students. Because Mountain Oaks is in a primarily rural community, students from more remote areas may lack access to resources like transportation, internet, or community programs that enhance a broad course of study. Medical and Mental Health services are also difficult to access in the rural community. Mountain Oaks will track the annual completion of the personalized learning plans that are aligned with the expected learner outcomes and college and career preparedness, expand professional development for staff to enhance their skill set in delivering a broad and diverse course of study, implement and support the completion of the senior portfolio to prepare students for college and career, and provide current and relevant SEL-based curriculum though in-person and online offerings. Met 2024-06-12 2024 05615560000000 Bret Harte Union High 7 At Bret Harte, all students meet individually with school administrators to select courses based on individual goals. Students have access to a wide range of CTE, art, and music courses, in addition to the traditional core subject areas of English, math, social science, and science. The school has begun to measure enrollment in its A-G courses, CTE courses, and Visual and Performing Arts (VAPA) courses. All students, including those with exceptional needs, are exposed to standards-aligned curriculum in core subject areas. In addition to teacher-based courses, students have access to an online curriculum that offers a broader range of academic rigor and course offerings. Students with exceptional needs, along with all other students, are provided with standards-aligned curriculum in core subject areas. The district intends to continue expanding the availability of online courses to create more opportunities for students. For this purpose, the district offers peer tutoring, after-school teacher-led tutoring sessions, student support classes, and academic advisory periods. Specifically, exceptional needs students can benefit from co-teaching courses in core subjects, Dual Enrollment, 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 2024-06-25 2024 05615640000000 Calaveras Unified 7 Enrollment data, IEP data. "Broad Course of Study as defined by Education Code 51210 & 51220 Grades 1-6 Grades 7-12 English; Mathematics; Social Sciences; Science; Visual & Performing Arts; Health; Physical Education English; Mathematics; Social Sciences; Science; Visual & Performing Arts; Physical Education; Foreign Language; Applied Arts; Career Technical Education All CUSD students in grades TK-6 are enrolled in a broad course of study. Each elementary school offers access in the seven areas identified as a broad course of study for grades 1-6. Students can access some courses, such as visual and performing arts during the school day and in the CUSD afterschool programs offered at 4 of 5 schools. All CUSD secondary students have access to a broad course of study within their school offerings. In addition to core academic subjects, Toyon Middle School offers an array of elective courses. Calaveras High School has a robust Career Technical Education (CTE) program with multiple pathways. We will continue to focus on increasing the number of students enrolled in AP/Honors courses, enrollment in CTE classes, mainstreaming opportunities for students with special needs, and supports for English Learners. " Some barriers would be lack of awareness (addressed through communications, counseling), conflicting course options and limited capacity (high school, middle school). Continued priority on expanding access to courses to all students, based upon desire, need and availability. Direct counseling and support to be provided in areas where students have choices. Met 2024-06-25 2024 05615720000000 Mark Twain Union Elementary 7 In TK-6 classrooms, students' enrollment and participation in a broad course of study is tracked and monitored through classroom observations, teacher lesson plans, and the adopted curricula. In grades 3-8, students are assigned grades by subject. In grades 7-8, students' enrollment and participation in a broad course of study is tracked and monitored through their enrollment in courses via the master schedule in the student information system (Infinite Campus). Students progress is monitored by the teachers and counseling staff, as well as site administration. In TK-6 classrooms, students' enrollment and participation in a broad course of study is tracked and monitored through classroom observations, teacher lesson plans, and the adopted curricula. In grades 3-8, students are assigned grades by subject. In grades 7-8, students' enrollment and participation in a broad course of study is tracked and monitored through their enrollment in courses via the master schedule in the student information system (Infinite Campus). Students progress is monitored by the teachers and counseling staff, as well as site administration and appropriate interventions and supports for all students are assigned based on demonstrated need. Both sites regularly hold SST meetings, and students are referred for RTI support from Title I teachers and other support staff. All students in MTUESD are enrolled in a broad course of study. MTUESD will continue to provide access to a broad course of study in TK-8th grade. Both sites will continue to provide targeted interventions and supports when students need them, based on both formal and informal assessment data. Met 2024-06-13 2024 05615800000000 Vallecito Union 7 The District uses enrollment sheets and master schedules to track the extent to which all students have access and are enrolled in a broad course of study. The Governing Board Adopts state approved curriculum materials which are provided to all school sites based on grade level to ensure equity across the district. Additionally, subject based curriculum and software licensing lists are maintained at the district level. Elementary: TOTAL NUMBER OF GRADES 1-5 CLASSES = 16 NUMBER OF STUDENTS ENROLLED GRADES 1-5 = 361 MULTIPLE SUBJECT SELF CONTAINED CLASSES OFFER: • ENGLISH • MATHEMATICS • SOCIAL SCIENCES • VISUAL AND PERFORMING ARTS HEALTH • PHYSICAL EDUCATION • NOT INCLUDING SPECIAL EDUCATION CLASSES NUMBER OF COURSE OFFERING GRADES 6-8 Number of students enrolled Grade 6-8 = 200 NUMBER OF SINGLE SUBJECT: • ENGLISH = 20 • MATH = 9 • SOCIAL SCIENCES = 9 • FOREIGN LANGUAGES = 1 • PHYSICAL EDUCATION = 8 • SCIENCE = 9 • VISUAL AND PERFORMING ARTS = 3 • OTHER = n/a Staffing and credentialing at the Middle School level is one of the greatest barriers to offering a broad course of study. In 6th grade the teachers are all multiple subject and rotate homerooms to provide subject matter and targeted instructional support. For 7-8th grade teachers who are single subject credentialed, it is necessary to obtain a teacher consent for a supplemental authorization to teach outside the designated subject area for elective courses. Being located in a rural area with limited staff to teach multiple course offerings is a challenge. The District has good policies and protocol in place to ensure every effort is made to provide a broad course of study within the resources and staff we have available. Met 2024-06-19 2024 06100660000000 Colusa County Office of Education 7 All SWAA students are equipped in the initial beginning of the year meeting with an Individual Learning Plan (ILP) that drives the courses they take. The use of Edmentum, IXL, California Standards based text books and California standards based Virtual Reality Headsets ensures each student has access and are enrolled in a broad course of study All students in SWAA have access to a broad course of study. ILPs drive their course of study that is built with the input of the administration, staff, parent and student. SWAA is comprised of very few students so every student is able to access a broad course of study. The only barrier is in World Languages because we do not have a teacher who can teach the class. SWAA does have access to our Virtual Reality curriculum which has World Languages but we just acquired the technology. SWAA 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 2024-06-18 2024 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 2024-06-24 2024 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. 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 classess in 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 2024-06-19 2024 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 was added as a 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. 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 2024-06-24 2024 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 2024-06-18 2024 07100740000000 Contra Costa County Office of Education 7 Mt. McKinley regularly completes a deep data dive disaggregated by targeted subgroups. Specifically, they review IEP data, attendance data, academic data (assessments, grades, transcripts, etc.), assessment data (ELPAC, CAASPP, etc.) and suspension data disaggregated by targeted subgroups. Mt. McKinley is a small school that serves incarcerated students. Students attend school regularly and have access to a broad course of study. Students also have access to Special Education and English Language Development (ELD) support(s) and other targeted interventions and supports as identified and needed. There are no barriers that prevent the LEA from providing access to a broad course of study at this time. Mt. McKinley School is very small and students are grouped by probation living units. This inflexible grouping makes it difficult to offer an in-person course of study that is comparable to a comprehensive high school. However, they have access to an incredibly broad course list in the online board-adopted curriculum Edgenuity. Mt. McKinley screens students regularly to make sure that they are enrolled in the courses needed for graduation. Additionally, all of these online courses are A-G approved. Lastly, as of 2023, all courses and curriculum have been A-G approved. Met 2024-06-12 2024 07100740114470 Making Waves Academy 7 All students continue to 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 2022-23, 86% 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, 72 out of 84 students applied and were accepted to at least one four-year university: 84/85 (98%) were CSU eligible and 49/85 (57%) were UC eligible. Our Career and College Center will continue to work 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. This year 38% 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. All students continue to 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. Because our requirements are closely aligned with A-G Requirements, in 2023-24, 85% of cohort graduates are eligible for UC/ CSU entrance upon graduation. 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 42% of students passed their AP exams (scored a 3 or higher). 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. National teacher shortage and acute teacher shortage in Bay Area has made it challenging to expand our broad array of CTE courses and to have a visual and performing arts courses. We continue our search to ensure highly qualified faculty and content experts are available to continue providing students with access to a broad course of study. Staff and student surveys were conducted to identify additional courses that staff are interested in and prepared to teach and courses that students are interested in taking. We will use 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. Not Met 2024 07100740129528 Caliber: Beta Academy 7 All students receive ELA, Math, Science, and Social Studies instruction. Students are also enrolled in PE, Art, Music, and/or Computer Science as electives. We utilize initial ELPAC data to plan designated ELD coursework and rosters. 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. In the upper school, grades 5-8, all students have math, science, ELA, and social studies, as well as built in time for english and math intervention. In addition, all students have a full year of PE and a semester each of Art and Music. Students enrolled in ELD receive the same elective courses, but go to designated ELD instead of their elective 2 days per week. Identifying high-quality computer science teachers has been a challenge, and we’ve explored alternatives for electives as a result. We are able to run a number of clubs outside the school day and utilizing Expanded Learning Opportunities funds to provide enrichment coursework that is more specialized and responsive to student interest. The upper school has also expanded its Athletic Department, supporting multiple teams in 4 different sports and exposing students to college programs. Met 2024-06-20 2024 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 2024-06-13 2024 07100740134114 Contra Costa School of Performing Arts 7 CoCoSPA is currently using iReady assessments three times a year to measure student readiness and understanding of standards and skills in ELA and Math. Each student then has access to intervention tools through iReady that are adapted to their level and needs. Our College and Career Advisor closely monitors our high school student progress making sure they are meeting grade level requirements, earning credits toward graduation and aligning with CTE pathways if applicable. We offer accommodations as needed for our students with exceptional needs. Our Coordinator of Special Education works with our College and Career advisor to make sure our high school students' needs are met. In addition, our Coordinator of Special Education works with our teachers and Education Specialists to make sure the goals and accommodations in our IEPs and 504s are being met in the classroom and the appropriate support is given. In addition, our MTSS process helps to identify student needs and makes sure we are identifying and supporting students early. As a performing arts school, our students take a broad course of study in the arts. Students who graduate with a SPA diploma, end up with additional credits in the arts and meet the requirements for many college arts programs. Many also get CTE credits in their designated art concentration. Unfortunately, we are also a small school with only 350 students. In high school, our enrollment is closer to 150 students. As a result, we are limited in our course offerings and only have a small number of students who take courses out of the traditional requirements for an A-G or Cal Diploma. We do have several students who opt to take AP classes independently and we offer an online course of study through Edgenuity. We also have student who take courses at our local community college, DVC. These supplemental courses support our student's applications to college. As mentioned above, one of our limits is in our size. With only 150 high school students, we offer a more traditional course pathway aligned with A-G or Cal Diploma. Because of our small size, it also limits our ability to find staff who don't have to teach a variety of courses. We struggle to find qualified candidates in math and science as a result and also continue to be limited in our ability to offer courses outside of the arts and the A-G pathway. We are looking for alternative options such as more alignment in offering courses at community colleges, online teaching tools to support more robust instruction with support from current staff. We are also looking at different CTE and art pathways such as digital media arts to offer a broader scope for students. Met 2024-06-25 2024 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. The only decision point for students above and beyond the a-g aligned requirements is whether they opt to take one or more AP classes. Every student is on the same A-G completion pathway. Currently there are no disparities in progress toward A-G across subgroups. We now have all students taking Art. We added in-person Spanish, and we now offer five AP classes. Some students are on individual pathways with different timelines, such as transfer students or newcomer students. We plan to add two more high school math options for 12th graders in 24-25–to broaden the options for content and rigor. Met 2024-06-26 2024 07100740730614 Golden Gate Community 7 The LEA regularly completes a deep data dive disaggregated by targeted subgroups. Specifically, there is a review of attendance data, academic data (assessments, grades, transcripts, etc.), and suspension data disaggregated by targeted subgroups. Golden Gate is a small school that serves at-risk students. Students attend school regularly and have access to a broad course of study. Students also have access to Special Education and English Language Development (ELD) support(s) as well as other targeted interventions as needs. There are no barriers that prevent the LEA from providing access to a broad course of study at this time. Golden Gate is a very small school and students are housed at four campuses. This inflexible grouping makes it difficult to offer an in-person course of study that is comparable to a comprehensive high school. However, Golden Gate has access to an incredibly broad course list in its online board-adopted curriculum Edgenuity and with the use of the Savvas, Reading with Relevance, STEMscopes, and Big Ideas curriculums. Golden Gate screens students regularly to make sure that they are enrolled in the courses they need to graduate. It should be noted that all courses and curriculums have been A-G approved in order to increase the percentage of students who graduate from Golden Gate School college and/or career ready. In the 2023-24 academic year, the science instruction was enriched by incorporating more hands-on lab activities. Moreover, the Individual Learning Plan process was improved. Golden Gate was also able to expand its college, career, and technical opportunities and provide more internship opportunities. Met 2024-06-12 2024 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 out 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 expand 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 2024-06-12 2024 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 and funding 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 2024-06-19 2024 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. Beyond enrollment data, the District closely monitors student achievement in these classes with an emphasis on tracking semester grades and the successful completion of UC/CSU course requirements. AUHSD administrators make an annual Governing Board presentation on course enrollment trends, and course enrollment data is part of each school site's School Plan for Student Achievement and the District's Local Control and Accountability Plan. With an overall graduation rate of 98% and 82% of graduates successfully completing the course requirements for UC/CSU, data indicates that the District is providing students with access to the courses necessary for a successful transition to college and career. Opportunity gaps persist for several student groups. For example, with respect to meeting UC/CSU course requirements, the percentage is 82% for all graduates, but only 50% for Black / African American students, 51% for students from low-income backgrounds, 32% for students with disabilities, and 19% for English learners. The percentage of students completing a Career Technology Education (CTE) pathway increased to 14%, but this rate is below the 2023-2024 goal for this metric. For students not successfully accessing all of the courses necessary for UC/CSU eligibility, a key barrier is completing an advanced-level math course with a grade of C or above. English language learners often need intensive support to successfully access courses, and the District is working to refine and strengthen support for English learners. In order to provide effective academic support for students and address opportunity gaps for unduplicated students, a Teacher on Special Assignment (TOSA) at each of the comprehensive high schools will help coordinate effective academic support sessions during Academy: AUHSD's academic intervention period. Coordination will include the use of an online platform to schedule support sessions focused on specific learning targets. The TOSAs will support all students, but they will focus on providing effective Academy sessions for unduplicated students. To support high-levels of achievement and close opportunity gaps for students with disabilities, AUHSD will expand and strengthen collaborative teaching. Under this model, targeted general education classes will have a general education teacher and a Special Education teacher. Both will implement the curriculum and support students. Instructional aides will also support Special Education students in general education classes. Collaborative teaching will focus on math and English. AUSHD is implementing a new English Language Development curriculum and providing professional development on ELD strategies to address opportunity gaps for English language learners. This curriculum combines research-based principals, instructional routines, and programmatic goals aligned to state standards. To bolster Career Technology Education pathway completion, the District will work to expand CTE course options, including engineering courses. Met 2024-06-05 2024 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, Seal of Civic Engagement, CTE completion, Work Based Learning opportunities, and the 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. Access to the Aeries information system allows students to track their courses, A-G and graduation status. It also provides students a platform to select a range of CTE pathways and course of studies in over ten different industry sectors. Advance Placement courses are offered at high schools. AP exam cost is free to all students. AP opportunities are provided by recruiting and retaining students in AP courses. The AP pass rate remained 49%. Access to CTE courses is provided to students at alternative education sites though implementation of consumer pathway programs. Teacher collaboration, materials, and work-based learning (WBL) opportunities enhance CTE programs. WBL opportunities for students included guest speakers, field trips, and internships. Industry advisors partner with CTE teachers to design curricula that enhance learning. CTE completers increased to 20.2% in 2022, and 20.6% in 2023. Project Based Learning teachers participated in the 2022 summer institute and PD during 2023-2024. A teacher training curriculum benefitted participants. A PLB showcase is being planned by the CTE team. Black Diamond Middle School uses the platform ECHO for their school-wide project-based learning model. Improved engagement at BDMS, demonstrates success with implementation. Seal of Biliteracy is implemented with 95 awarded seals in 2022, and 91 in 2023. The Seal of Civic Engagement has been added in 2024. AVID is expanding through PD, more course offerings, activities, and college/career awareness. Teachers and administrators attended the AVID Summer Institute, 2022. Added support is provided by a district level director of AVID. School sites are completing the CCI assessment and AVID implementation is progressing. Challenges in recruiting specialized staff such as CTE credentialed and AP course instructors can create barriers by limiting course offerings. The college/career readiness indicator, graduation rates, AP courses and examinations, and secondary master schedules are used by the LEA to ensure students have access to a broad course of study in preparation for college and career. Students can select from 9 different pathway offerings at the WASC accredited comprehensive high schools. Each of these pathways offers college preparatory classes including AP and CTE courses meeting A-G requirements. Middle schools are developing pathways and elective courses that are aligned with high school career technical education. 9th-grade students take a college and career readiness course that includes developing a graduation plan, post-secondary education information, the A-G requirements of the UC/CSU systems, and career options. AUSD serves a high number of unduplicated students including English Learners who require additional language services. These services limit access to the full range of elective offerings. To reduce these barriers, funding is provided through the LCAP to lower class sizes at the elementary level, provide additional courses, and extend learning options for students at the secondary level. The district is also seeking to expand concurrent enrollment options for high school students to earn community college credit. Lastly, addition summer course offerings are giving students options to accelerate math credit and gain valuable enrichment experiences. Met 2024-06-26 2024 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 school's governing board. One criterion of WASC is that the curriculum is rigorous and available to all students. The 2024 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 the broad course of study which is relevant, challenging, and available to all students. Lessons are adapted based on the individual student's needs. Multi-age groupings and small class sizes enable us to individualize the curriculum based on students' learning abilities. Most students are grouped based on language arts and math ability. All students receive instruction that meets the standards and challenges them. Students are instructed in whole group, small group, and one-on-one with more support when needed. This allows students who are performing at a higher or lower skill level in each subject to learn at the pace and instructional level that is most appropriate for them. In science and social studies, students are placed in mixed-age groups. This allows older students to lead younger students in their learning. Services are in place for students to receive academic and behavioral intervention supports, accommodations for 504s and IEPs, and resource support so that all students have access to the broad course of study. One barrier is that not all students can 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, a foreign language cannot always be offered. Only a small group of students chooses to take it when offered as an elective. In the Fall of 2018, ACAII became its own LEA for special education. This has led to a streamlined special education eligibility assessment process, increased services, and a wider range of interventions for students with special needs. This has enabled a more seamless transition between RtI interventions and special education services. This has increased progress monitoring of academic proficiency and student achievement of IEP goals, ensuring all students can access the courses offered to them. Additionally, a school counselor position was created in the 2022-2023 school year to increase behavioral and academic support for students. Met 2024-06-13 2024 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 2024-06-13 2024 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. 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 2023-2024 school year, Antioch Charter Academy stakeholders have worked to fully implement an Extended Learning Opportunity Program (ELOP) for TK-8 grade students. Antioch Charter Academy also supports its students with a Multi-Tiered Support System. Met 2024-06-13 2024 07616550000000 Brentwood Union 7 BUSD uses its student information system (Aeries) to run reports and track access to a broad course of study. It also uses our data and assessment system (Illuminate) to analyze student achievement data. All students have access to a broad course of study, which is largely achieved through our electives offerings. There are not any significant differences across sites. However, 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 focused on addressing needs based on data. These are complex issues that require resource support. BUSD continues to analyze subgroup data to improve student academic success. Data related to middle school support classes and intervention programs are being reviewed, and change recommendations are in process. Met 2024-06-18 2024 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 2023-2024 school year, including unduplicated student groups and students with special needs. As required, students had access to: 1. In Grades 1-6: English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education, Social Emotional Learning 2. In Grades 7-8: English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education, Social Emotional Learning 3.. Foreign Language, CTE, and Applied Arts (n/a for BUSD) 4. All students were enrolled in core content classes as well as PE. A total of 12 electives were offered at EMS 5. All elementary students participate in music and art classes, with additional time spent in campus MakerSpaces to encourage creativity, design, and implementation. There are no differences between the schools. However, due to necessary academic supports, some students have less access to electives and enrichment. At the middle school, student interest and qualified teachers to fill staff positions and 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. Elementary Learning Centers - the addition of the learning center provides better access to core curriculum for eligible students with disabilities while maintaining the least restrictive environment. b. EMS Electives – Implementation of an 8th grade, semester-long Health class, continuation of a variety of tech, arts, and STEM electives.For the 2024-25 school year, new electives include career exploration, coding, and executive functioning. c. Elementary Music - the addition of a full time elementary music teacher has allowed every student access to music instruction. d. BUSD continues to analyze subgroup data to better support student academic success. Met 2024-06-20 2024 07616630130930 Vista Oaks Charter 7 Vista Oaks measures successful implementation of a broad course of study by monitoring various indicators. 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. 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. For high school students, we track the extent to which all students have access to college courses and a-g courses through the College and Career Indicator. This also enables us to disaggregate the data by subgroups. In addition, we track enrollment our college and career preparation courses, such as Foundations of Success and Career Exploration, and Edgenuity courses. "The following reflects local data and state reported data that demonstrates the extent in which all students have access to a well-rounded education. K-8th - Vista Oaks monitors enrollment in Enrichment and onsite classes. Approximately 280 students participate in Enrichment onsite and all Tk-8 students have Enrichment on their course schedule. Vista Oaks also has approximately 85 students in onsite math, 75 in Language Arts, and 60 in Science. Vista Oaks has an extensive list of about 135 vendors. 9th-12th - 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): 48.6% of the Class of 2023 successfully completed two semesters of a college credit course or met criteria which would be considered ""prepared"" on the CCI. Of that 48.6%, 50% were Hispanic students, 55.6% were low income, and 7.7% were students with disabilities. • A-G Approved Courses: Vista Oaks was able to effectively implement the actions outlined in the 24-25 LCAP. While approximately 25.7% of the Class of 2023 graduated meeting all a-g requirements, which was a 16% increase from the previous year. • Increased Success in College Courses: Vista Oaks anticipates that about 100 students will successfully complete college coursework during the 23-24 school year. • Career Exploration: Students have the opportunity to take Career Exploration and Foundations for Success, which embeds Naviance." 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 950 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 Edgenuity, Edmentum, and UC Scout. 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. In response to the results of the locally selected measures, the school will implement the following in the 2024-2025 LCAP: • Continued implementation and refinement of the Building Blocks Tk-5 and Essential Standards 6-12 • Implementation of new math curriculum for K-5 • Continue to offer onsite college courses 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 2024-05-20 2024 07616710000000 Canyon Elementary 7 Williams Materials Sufficiency Report, Bell Schedule, Instructional Minutes calculator, Adopted Curriculum, LCAP Survey As a single school district with full inclusion for students with exceptional needs and unduplicated students there are no differences across student groups or school sites in access to and in enrollment in a broad course of study. The only potential barriers are budget and staffing. Currently all students have access to a broad course of study including: ELA, Math, Science, Social Studies, Visual Art, Music, Drama, and PE. We adopted curriculum on the SBE adopted curriculum list and expanded visual arts instruction in the 23-24 school year and became a Cambridge International school as a supplemental curriculum in order to ensure students have access to advanced mathematics like geometry and algebra. Met 2024-06-18 2024 07616970000000 John Swett Unified 7 The District has provided professional development for all staff on becoming trauma-informed and on learning to use strategies that will provide support and education for students. All District staff members received training on the implementation of restorative practices, including community circles to help bring about positive changes in students’ thinking and actions. Professional development cycles focusing on school climate occurred at each site, and the Parent Advisory Council is bringing parent voices into the work. Programs such as Leader in Me, at Rodeo Hills, and AVID (Advancement Via Individual Determination) at all District sites are being implemented to help bring about positive actions and mindset shifts among students. 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, ELD, 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 three special day classrooms, and students receive accommodations or modifications as appropriate in order to study the same subject areas. English learners receive English Language Development (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, disabilit 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 uses a K-12 assessment system called the Measurement of Academic Progress (MAP), used to help drive data-driven inquiry at each school site. 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, supporting English Learners with different typologies and needs, effective lesson planning, using Universal Design for Learning, and using AVID strategies throughout the curriculum. This year, professional development for the secondary level staff members was provided. At the Elementary level, there were Learning walks during ELD time to gather data about the services. The EL Program Consultant has been meeting with Admin and Teacher on Special Assignment (TOSA) to create strategies and resources for teachers to implement during ELD and Integrated ELD time.. 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 2024-06-26 2024 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. Every student in the Knightsen Elementary School District across all grade spans 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, cooking, 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 which includes, ELA, Mathematics, Science, Social Studies, Physical Education, and Elective courses. The district will also institute an intervention period where targeted support will be directed towards student deficits. Met 2024-07-24 2024 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, an evaluation of general education and special education programs and enrollment to determine 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 2024-06-12 2024 07617210000000 Liberty Union High 7 The locally selected measures for evaluating student engagement include a detailed examination of course enrollments, encompassing all academic offerings and specifically highlighting support courses tailored for unduplicated student groups and students with exceptional needs. To facilitate this analysis, the district employs several robust tools: -CALPADS: This statewide database provides a comprehensive snapshot of student demographics, course enrollments, and academic progress, offering valuable insights into the educational journey of each student. -Aeries Student Information System: As the primary repository for student records, Aeries enables the district to manage and scrutinize enrollment data effectively, ensuring that students’ course selections align with their educational goals. By collecting and disaggregating course enrollment data for all students, as well as for specific subgroups, the district gains a nuanced understanding of how different student populations are engaging with the curriculum. This data is further broken down by individual high schools, providing a granular view that can inform targeted strategies to support equitable access to educational opportunities across the district. The commitment to continuous improvement is evident in the meticulous approach to data analysis and the proactive steps taken to ensure that every student’s needs are met. Data analysis reveals that the Liberty Union High School District (LUHSD) provides all students, including those from unduplicated groups and those with exceptional needs, with equitable access to a full spectrum of courses. Enrollment data confirms that students across all demographics are participating in courses mandated by California Education Code (CA EC) 51220(a)-(I) and those required for graduation as per LUHSD board policy. Uniformity in course availability is observed across all comprehensive sites. The district has noted a commendable uptick in the number of students who complete the UC/CSU a-g requirements, indicating a district-wide enhancement in college readiness. Similarly, there’s been a surge in Advanced Placement (AP) course enrollments, suggesting a heightened interest in challenging academic pursuits. In response to the specific needs of unduplicated student groups and students with exceptional needs, LUHSD has increased the availability of support classes, thereby fostering an inclusive educational environment. However, the data also points to areas needing attention including Foster Youth enrollment below district average in math and science courses. Additionally, our Students with Disabilities group's enrollment in math and science also trails behind the general rate, highlighting an opportunity for the district to implement supportive measures that ensure equitable access to these essential courses. No barriers were found preventing LUHSD from providing access to a broad course of study for all students. The Liberty Union HSD is committed to maintaining and enhancing access to a comprehensive curriculum for all students. This commitment is demonstrated through several key initiatives: Targeted Assistance Counselors: LUHSD is investing in specialized counselors who are dedicated to guiding unduplicated students—those who are low-income, English learners, or foster youth—ensuring they enroll in courses that align with their college and career aspirations. These counselors provide personalized support, helping students navigate the complexities of course selection and academic planning. Professional Development for AP Teachers: Recognizing the importance of Advanced Placement (AP) courses in preparing students for higher education, LUHSD is supporting AP teachers in their professional growth. Teachers are attending conferences and workshops designed to equip them with strategies for supporting unduplicated student groups and students with exceptional needs. These professional development opportunities enable teachers to create inclusive classrooms where all students can succeed in rigorous academic environments. Through these efforts, LUHSD is fostering an educational ecosystem that not only prioritizes academic excellence but also ensures that every student, regardless of their background, has the resources and support necessary to thrive. Met 2024-06-18 2024 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 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 can 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 exist 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 2024-06-24 2024 07617470000000 Moraga Elementary 7 Locally selected measures include common formative assessments used by grade level teams and departments as well as district benchmark assessments. Student assessment data is accessible to staff and used for instructional purposes. Results of state and local assessments show that all students are engaged in a broad course of study. A review of data shows similar results across school sites. 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. Results of state and local assessments show that students are accessing state standards. All students have access to a board course of study. However, we are always engaging in a cycle of continuous improvement in order to increase our capacity to meet the needs, and improve outcomes, for all students. The District will continue to 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 connected to the newly adopted California Math Framework. Met 2024-06-11 2024 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, 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 2024-06-26 2024 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 2024-06-13 2024 07617546118087 Eagle Peak Montessori 7 Eagle Peak Montessori School’s curriculum director created a matrix which aligns the Common Core Standards and the Montessori Curriculum. The teachers use this matrix for planning lessons for the students. We use a standards based report card to reflect on all students’ progress twice a year. In addition to the standards based report cards we also formally assess our students using a similar format to the Smarter Balanced Assessments. We have used the Renaissance STAR test since 2019. These tests allow us to monitor how students are doing towards annual progress on an individual rate. We can compare the data over time to see consistency or growth in skills. These tests are aligned to the state standards and use a similar format to the state wide assessment model of the Smarter Balanced Assessment. The Montessori Curriculum which is the foundation of all instruction at Eagle Peak Montessori School, provides a broad course of study for students in grades 1-8. We are continuously examining and expanding the opportunities for our students to participate in experiences both on and off campus which provide curriculum support where needed. NA Eagle Peak Montessori is currently providing a broad course of study for all students. Met 2024-06-18 2024 07617620000000 Oakley Union Elementary 7 OUESD tracked students’ access to a broad course of study using the following measures and data: Elementary School Report Cards, the Middle School Master Scheduling System, English Learner Progress and Reclassification, and IEP. 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. Technology-based instruction is led by our Technology teachers in the Computer Lab. Students TK-5 are provided access to technology-enhanced lessons by their classroom teacher. In addition to the core content areas, students may select electives at the middle school level, including Art, Band/Music, and Technology/Computer Science. At both elementary and middle school levels, Integrated/Designated English Language Development (ELD) is provided to students identified as English Learners who have not yet been reclassified. We are currently providing access to a broad course of study for all students At the middle school level, we review the Master Scheduling process to ensure that English Learners are provided access to the full range of electives. We offer before and after school interventions to help ensure all students have access to support throughout the day and before and after school. Both middle schools also review the elective classes offered and contact students to determine their interests. We have additional ELO-P funds to secure additional remediation and enrichment plans during our intercession periods. Met 2024-06-26 2024 07617700000000 Orinda Union 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 57% of OIS 6th-8th graders are enrolled in accelerated math programs, an increase from prior years. 41% 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 are receiving support or enrichment and 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, has expanded during the 2023-204 school year, and will continue to be reevaluated and revised for success. Staff are part of professional learning teams where students are examining intervention systems for students in need of support. 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 math 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. Implementation 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. Met 2024-06-10 2024 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 developed and piloted relevant equity walk-through protocols to add to our understanding of scholar experiences in PUSD that may promote or hinder access to a broad course of study. We will be using this equity walk-through tool in 2024-25; additionally, our five-year funded Community Schools Initiative, every school a Community School, begin in 2024-25 with its strong focus on Academics alongside the range of non-academic partnerships, barriers, and supports for accessing a broad course of study. 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. Although the plans are still in place in the current year, over the last two years we successfully removed ourselves from disproportionality with regard to two areas of Special Education. 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. Chronic and/or high levels of absenteeism continue to be a primary challenge and focus in the aftermath of the pandemic. PUSD efforts have led to increases in attendance, a trajectory we would like to continue to meet and exceed pre-pandemic attendance levels. We also strongly monitor and seek to increase the numbers of our English Learners who are able to be Reclassified as Fully English Proficient, as we know that the need to continue to include special coursework to learn English interferes with the ability to pursue a broader course of study in the high school years. As has been mentioned the use of both general fund and approved Parcel Tax investments have supported expansion of VAPA opportunities. The district has expanded its Career Technical Pathways and Career Technical Course offerings and increased enrollments in relevant CTE courses. We have seen and continue to work towards reductions in suspensions including through investments in Restorative Practices, which also proactively strengthen positive communication and climate. Further, PUSD has worked to strengthen students' social-emotional learning practices in improving 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. Targeted academic services (tutorial, expanded learning, etc.) and/or health or mental health or behavioral services are provided widely, 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, including a focus on building stronger relationships with African American families. Met 2024-06-17 2024 07617960000000 West Contra Costa Unified 7 WCCUSD staff meets to review A-G and content area courses offered across the district. These meetings occur annually with each high school and are called the “A-G alignment team meetings”. The team reviews student data and compares the data to the completion of courses in Powerschool to determine if courses are meeting student need, and to work in coordination to update courses as needed. The school site then works with central staff to write new courses (as needed) and to submit for approval in the UC doorways. A-G data serves a metric for student success in broad coursework, and demographic data (ethnicity and special program) helps to inform the team as to who is accessing courses ot support the team in creating equitable access to all courses. All students in WCCUSD have access to a broad course of study. All students are enrolled in A-G coursework and encouraged to remain in A-G coursework for the entirety of their high school career. This ensures that students have access and will take a variety of both core and elective courses. Additionally, the district has an open enrollment policy in which students may select to transfer schools based on program. Each school has Advanced Placement offerings, and each school has pathway programs, one school has an International Baccalaureate program, and one school as an Airforce Junior ROTC. Open enrollment allows students to have access to programs across the district and choose programs that are aligned to their interests. All courses that are added to the district are A-G eligible. There has been a concerted effort to build out career exploration and CTE courses in our middle schools. There are several elementary schools that are full dual immersion schools including both Mandarin and Spanish programs. Students and families are able to utilize the open enrollment process to select programs and join school communities based on their interest. The district adheres to all non discrimination policies and does not create entrance barriers to coursework. Due to budget cuts and lean staffing, it is challenging to continue to run the breadth of coursework that has been previously offered. School sites have cut some of the elective offerings. Staffing shortages and difficulty in hiring also create a challenge in creating program continuity. LEA staff will continue to analyze data to determine program effectiveness and analyze which programs are and are not serving students equitably. We will continue to refine our processes and use data to determine program effectiveness. The budget will continue to influence program size and we will need to leverage both grant funding and partnerships to continue to ensure enriching opportunities for all learners. Not Met 2024 07617960101477 Leadership Public Schools: Richmond 7 We track access to a broad range of study through the College and Career Indicator, UC/CSU Eligibility, and Graduation Rate percentages from the California Dashboard. 1) The LEA colleges data on student enrollment across grade levels, unduplicated student groups, socioeconomic status, English language proficiency, and reported disability. Infinite Campus allows the LEA to disaggregate attendance, course progress, progress towards graduation, etc. It is a primary tool used by Wellness Counselors to ensure that students are on track for graduation or receiving the appropriate support services to access core courses. 2) The Panorama Survey can measure the rigor/challenge of courses and students ability to access core curriculum. 3) Classroom observations and intensive coaching allows teachers to meet with a content specialist to increase rigor and prepare students to complete all levels of English, Math, Science, etc. 4) Regular evaluations of Individualized Education Programs (IEPs) for students with exceptional needs to ensure they have access to and are enrolled in a broad course of study that meets their individual educational goals. All students have 180 days of instruction. Every student schedule, when completed, qualifies students to attend a 2-year college, 4-year university, or meet the academic requirements for a trade school. Regardless of socioeconomic status, disability, or English proficiency, have access to a broad range of courses that include: eight Advanced Placement courses and a Career, electives, and a Technical Education (CTE) business pathway. Students who need additional support to access courses that fall under the A-G requirements take Navigate Math to strengthen foundational math skills. Students with disabilities may receive push-in or push out services based on their learning goals in their individualized education plans. English Language Learners have access to English Language Development sequence that includes ELD 1, ELD 2, and Advanced ELD. During the school day, students have access to Tutorial that focus on English, Math, and Science. According to the California Dashboard 85.3% of all students met UC/CSU Requirements; 84.7% of those students were Hispanic and 64.7% of the students were English Learners. 84.5% of Socioeconomically disadvantaged students met UC/CSU requirements. 46.7% of students with disabilities met college requirements after four years. While the majority of students, including those from diverse backgrounds, disabilities, and varying English proficiency, have access to a broad range of courses that align with college and trade school requirements, certain groups still show significant needs for additional support. Specifically, students with disabilities, English Language Learners, and socioeconomically disadvantaged students need more targeted interventions and resources to improve their academic outcomes and ensure they meet college readiness standards. To address barriers actions may include: additional professional development that focuses on strategies, interventions, or digital resources that support students with disabilities and English Language Learners; tutoring sessions that include intensive language support in addition to English, Math, and Science to support English Language Learners; and increased collaboration with the Special Education department around the implementation or accommodations in the core classroom. The LEA has adopted LCAP goals that explicitly amplify the academic needs of students with disabilities, socioeconomically disadvantaged students, and marginalized students. Goal 1 calls for the implementation of specialized programming to support English and Math during the school and and during intervention periods. The LEA will continue to offer all teaching staff professional development in EL Achieve, an interdisciplinary language acquisition framework, to support academic language development. Goal 2 addresses the needs for a culturally responsive learning environment that promotes equity and inclusion. This lens centers the needs of our diverse learners by providing supplemental resources and experiential learning activities to reinforce content. Goal 3 aims to expose students to a broad range of colleges and careers to assist students to aligning their coursework to their post-secondary goals. Goal 4 ensure that qualified teachers provide high quality instruction and scaffolding that allows students to access their coursework. Finally, Goal 5 focuses on fostering healthy environments that improve physical and mental wellness. Met 2024-06-20 2024 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 participate in Gardening and Museum of Children’s Art (MOCHA). • Students 6th through 8th grade may choose Museum of Children’s Art (MOCHA) or illustrating. 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. We have 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 plans to incorporate year-round music classes for all students next year to provide students with real-world experience. Not Met 2024 07617960126805 Richmond Charter Academy 7 Survey results indicate a strong sense of school culture and belonging. However, areas for growth were identified in student engagement, social activities, and staff connections. The school recognizes the importance of teacher and staff retention to foster a stronger sense of community and continuity for students. Expanding after-school programs and sports offerings is another priority to enhance student participation in extracurricular activities. The ultimate goal is to create a cohesive school environment characterized by safety, support, and a strong sense of belonging for all members of the school community All students receive a comprehensive course of study aligned with California content standards. We provide essential interventions, accommodations, and support to ensure all students meet promotion requirements. To enhance student choice and engagement, we conduct regular surveys to gather student feedback on elective course preferences and potential new offerings. Due to our school's size of less than 350 students, we face limitations in elective course offerings and available classroom space for specialized subjects like ceramics and dance. Despite these constraints, our school remains steadfast in providing all students with core curriculum courses and a robust intervention program to support academic success. The school is committed to expanding and refining its Response to Intervention model to optimize student support and ensure successful course completion. By implementing a comprehensive multi-tiered system of support, we will provide timely and effective interventions to address students' academic and behavioral needs. Our dedicated English Learner program is designed to accelerate language acquisition, enabling newcomer and long-term English Learners to develop proficiency and seamlessly transition into mainstream classrooms. Through a combination of explicit instruction, scaffolded learning experiences, and culturally responsive pedagogy, we will empower our English Learners to achieve academic success and reach their full potential. Met 2024-06-12 2024 07617960129643 Richmond Charter Elementary-Benito Juarez 7 We assess access to a broad curriculum through analysis of benchmark assessments, state testing, student report cards, and surveys. All students, regardless of socioeconomic status, race, primary language, disability, or family background, are initially enrolled in standards-aligned courses designed to equip them for middle school and beyond. Core subjects include history, English, mathematics, science, and physical education. As a small school we offer a focused curriculum and encourage students to participate in extracurricular activities, clubs, and workshops to broaden their experiences. We provide comprehensive academic and socio-emotional support to ensure student success in all courses. All students receive a comprehensive course of study aligned with California content standards. We provide essential interventions, accommodations, and support to ensure all students meet promotion requirements. To enhance student choice and engagement, we conduct regular surveys to gather student feedback on elective course preferences and potential new offerings. Due to our school's size, we face limitations in elective course offerings and available classroom space for specialized subjects like ceramics and dance. Despite these constraints, our school remains steadfast in providing all students with core curriculum courses and a robust intervention program to support academic success. Due to our school's size of less than 350 students, we face limitations in elective course offerings and available classroom space for specialized subjects like ceramics and dance. Despite these constraints, our school remains steadfast in providing all students with core curriculum courses and a robust intervention program to support academic success. Met 2024-06-12 2024 07617960132100 Aspire Richmond Ca. College Preparatory Academy 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 07617960132118 Aspire Richmond Technology Academy 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 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 2024-06-13 2024 07617960136903 Voices College-Bound Language Academy at West Contra Costa County 7 Voices WCC 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 and Spanish 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 continues to be 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. Next year Voices WCC will be able to engage our Professional Learning Community in understanding a new Spanish language arts curriculum. Challenges that Voices WCC has overcome include staffing challenges. We work hard to find bilingual, credentialed teachers and substitutes, and have filled in our positions successfully. However, it does take time to recruit, onboard, train and place a strong bilingual teacher in every classroom. This year, Voices WCC was able to improve our onboarding processes for mid-year hires. Next year, we will focus on these initiatives: - Sense of Belonging: Making sure Voices WCC students continue to feel safe and supported so that they are in attendance and have access to a broad course of study. - Spanish Language Arts: Voices WCC is moving from teacher-created curriculum to a published curriculum to support teachers with internalizing lessons. - Other curriculum: Voices WCC will explore new curricula in other subject areas in specific grades. - Simplifying assessment: Voices is paring down our assessments so we respond to the data we collect in a timely manner. We aim to bring cohesion to all of our systems, and one step is to strengthen our assessment cycles based on teacher feedback and student data. Met 2024-06-25 2024 07618040000000 San Ramon Valley Unified 7 To monitor our students' engagement with a diverse curriculum, we employ various measures and tools: course catalogs, participation rates in programs and pathways, and personalized learning data. Adhering to the course catalog ensures that all SRVUSD students fulfill the required graduation courses outlined in the California Education Code. Moreover, SRVUSD conducts counseling sessions to analyze and ensure access for all students, including those categorized as unduplicated and individuals with exceptional needs. By maximizing the utilization of Schoology, Infinite Campus, and Illuminate, our educational sites can accurately pinpoint existing gaps and underlying causes. This comprehensive analysis is conducted at each site in collaboration with administration, counselors, teacher leaders, and liaisons, facilitating informed decision-making and support for all students. It is evident that students and families are availing themselves of the flexibility afforded by Personalized Learning Initiative PLIs. A notable portion of high school students is enrolled in one of 49 Career Technical Education (CTE) pathway courses within our district. Additionally, approximately 100 students are presently participating in the iQuest internship program across two high schools. This program facilitates close collaboration between students and teachers, convening regularly as a class to develop internships or self-studies tailored to individual interests and needs. Furthermore, the California High Integrated Maker’s Education (CHIME) program encompasses six elementary schools and all grade 6 students participating in elective wheels from two middle schools. This initiative serves to introduce students with an interest in STEM subjects to various course and program offerings in technology, computer science, engineering, and science. Students with special needs often encounter challenges accessing elective courses due to space limitations in their schedules as outlined in their Individualized Education Programs (IEPs). SRVUSD remains committed to evaluating its policies regarding course availability to address concerns voiced by parents and guardians. The district is still grappling with financial challenges due to decreasing enrollment, yet it's actively seeking innovative funding avenues. Feedback from educational partners has highlighted that some students lack the essential information to fully utilize available resources. It was discovered that insufficient professional development on Tier 1 interventions was provided last year. This year, multiple district-wide steering committees have convened to enhance connections between the school and the community. The district aims to enhance communication with all educational partners to promote awareness of personalized learning opportunities for students, thereby advancing accessibility and equity. Moreover, a committee has been formed within the district to assess bell schedules, with a focus on enhancing flexibility in scheduling and bolstering intervention strategies. Among its objectives, the committee will explore the potential benefits of adopting a standardized bell schedule. Through collaborative efforts between staff and management, initiatives are being developed to broaden access to specialized coursework, such as Sign Language and Auto Shop, which may currently only be available at select sites. Met 2024-06-18 2024 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 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 2024-06-03 2024 07773540000000 SBE - John Henry High 7 Student access to a comprehensive curriculum is meticulously monitored through Naviance, internal Student Transcript Evaluation worksheets, and college application data. A foundational element of our academic program, all freshmen are automatically enrolled in University of California (UC)-approved coursework via our streamlined Course Management Portal. To cultivate student agency and curricular flexibility, ninth-graders are afforded the opportunity to select their world language course. Building upon this foundation, tenth-graders continue on the college-preparatory track with a rigorous curriculum composed entirely of UC-approved coursework. To enrich the educational experience and foster student interests, eleventh and twelfth graders are empowered to select electives from a curated selection of courses in science, technology, art, and social sciences. Cognizant of the inherent limitations associated with a small school environment, we proactively encourage students to expand their academic horizons through concurrent enrollment in community college courses. To ensure student success and holistic development, our school provides comprehensive support services. A dedicated team of academic advisors, counselors, and mentors offer guidance on course selection, study skills, and post-secondary planning. Moreover, a robust program of socio-emotional support services is available to address student well-being and create a conducive learning environment. 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. As a small school with a student population under 400, we prioritize course offerings based on student interest and available resources. Limited classroom space presents additional challenges in expanding our curriculum. To address these constraints, we are actively exploring Career and Technical Education (CTE) pathways and strengthening our partnership with the local community college. By collaborating with the community college, we aim to offer students access to a wider range of courses that complement our existing curriculum. The school is committed to expanding curricular opportunities for students, with a particular focus on developing robust Career and Technical Education (CTE) pathways. To ensure all students have the support necessary to achieve academic success, we will refine our intervention model to provide more targeted and effective assistance. A key priority is to optimize our credit recovery program to maximize the number of students who are college-eligible upon graduation. Our comprehensive approach to student support, including a multi-tiered system and dedicated English Learner program, will be instrumental in fostering the language proficiency essential for our newcomer and long-term English Learner students to thrive in high school and beyond. By strategically addressing these areas, we aim to create a more equitable and empowering learning environment for all students. Met 2024-06-12 2024 08100820000000 Del Norte County Office of Education 7 Community School implements a range of locally selected measures and tools to track student access to a broad course of study. One tool being used is providing online courses, which offer a flexible and comprehensive curriculum aligned to state standards. These courses provide students with additional opportunities to explore various subject areas and engage in self-paced learning. Additionally, Community School utilizes a grade-level curriculum aligned with state standards, ensuring that all students have access to a well-rounded education. To support struggling students, academic counseling and intervention programs are available, providing targeted support and resources to help students succeed academically. At Community School, the primary focus of the education program is to provide an environment in which students who have not been successful in a traditional secondary school setting, can make up credits, improve their grades, attendance and/or behavior, and eventually return to a comprehensive high school setting. As such students at Community school may not have access to all of the courses that are available at a comprehensive high school. However, with online options, flexibility of course completion times, and access to academic counseling, there are many different course options available to students here. However, the primary focus is on credit make-up, academic improvement, and regular attendance. At Community School, the only barrier to access to a broad course of study is that many of the students are credit deficient and are focused primarily on the completion of credits. As such, they are typically enrolled in the courses they will need to either graduate or return to the comprehensive high school setting. Thus, there are not as many classes available to them, in person. However, many of the (wide range of) courses available at the comprehensive high school are available to them, if they want to take, them via the school’s online learning platform. Ensure that all Community School students have access to a counselor (from the beginning of their time here, in order to be made aware of the course options available to them in person, as well as all of the options and academic or CTE courses available online. Ensure that all parents or guardians of Community School students meet (at least) annually with the site administrator to address the student’s plan for course completion, discuss college or career goals, and develop a plan to realize those goals, both during high school, and post-secondary. Ensure that all Community School students have access to (1:1) device technology at home and at school so that they have the ability to take additional courses that are available via the school's online technology partner. Met 2024-06-27 2024 08100820830059 Castle Rock 7 Castle Rock has implemented various locally selected measures and tools to track student access to a broad course of study. One tool used is Bright Thinker's online and digital courses, which offer a flexible and comprehensive curriculum aligned to state standards. These online courses allow students 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. Online and on-site intervention programs are available to support struggling students, providing targeted support and resources to help students succeed academically. These measures and tools enable Castle Rock to monitor student data and enhance 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 Bright Thinker, Edgentuity, Achieve3000, Mathseeds, Reading Eggs, and Scholastic Scopes. This approach ensures that all students, without distinction, can engage with a rich and diverse educational program. Over time, Castle Rock has consistently maintained this commitment, demonstrating dedication to providing all students with an inclusive and holistic learning experience. Castle Rock currently has no barriers to offering students a broad course of study. 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 technology's critical role 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 access barriers. 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 2024-06-27 2024 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 (secondary level) to explain and highlight each 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 need to do to succeed academically beyond the K-12 system. A tool that we are now using (district-wide) is an indicator in our student data 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 SPED Director, case carriers and each principal review IEP placement routinely throughout the year and at each IEP meeting. This helps to ensure the student is placed in the least restrictive environment closest to their general education peers. The ELD coordinator and foster youth director review the placement of students in their programs a minimum of two times a year to ensure students are enrolled in appropriate courses. High school counselors review the placements of all EL, economically disadvantaged, and foster students to ensure they are enrolled in appropriate courses and not being denied access and enrolled appropriately. Del Norte Unified School District (DNUSD) has one comprehensive high school and two alternative high schools. Students at the comprehensive high school have access to a broad course of study, which includes access to courses in more than ten career technical education pathways, as well as a wide range of A-g course offerings. Programs such as World Languages, Performing Arts, and advanced science courses are available to any student who wants to participate in them. However, our two alternative high schools do have fewer offerings, as there are fewer students and staff members. Both of these alternative schools are working with District staff and the CDE to offer more programs and course offerings to their students, especially in areas such as A-G course offerings, and CTE pathways. DNUSD also has one comprehensive middle school and two schools that offer TK-8 programs. Each of these schools 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 plans on hiring a High School Career/ Technical Education counselor to help students identify areas of potential vocational/career interests, as well as the courses of study that will help them achieve their goals. The District has also hired additional counseling services staff and Family Engagement Liaisons, who will be able to assist with communication between school sites and families of students (to educate parents and family members about the different courses and academic options available to all students. Additionally, the District will be hiring a full-time College and Career Counselor, to focus on helping educate students on the course choices available to them, and which courses lead to which future options, in terms of college and career pathways. Finally, the District is currently working with community and regional partners to develop Career Technical Education Pathways in Education and Health Care fields. Met 2024-06-27 2024 08618200137729 Uncharted Shores Academy 7 USA using AERIES as a student data management system. USA also facilitates tri-annual benchmark testing with all grades. This data is reviewed and used to make informed decisions surrounding student growth. USA employs an Educational Director that reviews curriculum and personally checks in with classrooms. All core subjects are taught as well as enrichment courses. USA focuses on project based learning incorporating multiple subject areas with real problem solving for the students. USA has access to a Special Education teacher and a Speech Therapist. All core subjects as well as enrichment courses are taught. USA focuses on project based learning incorporating multiple subject areas with real problem solving for the students. The T/K- 1st grade campus maintains a good student to teacher ratio that facilitates small groups for instruction. The homeschool program serves grades T/K through 8th with supervising teachers that guide families through the selection and implementation of standards based curriculum. The supervising teachers meet the needs of the students by meeting daily and weekly where appropriate. Additionally, the supervising teachers make home visits when necessary. The main campus facilitates 2nd through 8th grade standard based learning. Some barriers preventing USA from providing access to a broad course of study for all students are lack of funding to provide more teachers and assistants in the delivery of instruction. Also, difficulty in securing credentialed teachers impacts the flow and flexibility of educational programs. The locally selected measure to assess the extent to which all students have access to the broad course of study is keeping a record of the number of opportunities provided to students, the number of students enrolled in these opportunities according to grade spans, and an estimate of the percent of students from unduplicated groups or individuals with exceptional needs who are enrolled. Students have access to curriculum and instruction in, and are required to engage in, the four core subjects of math, language arts, science, and social science. USA focuses on parent partnerships, project and theme based learning, as well as creating and maintaining a positive working and learning environment. As USA moves forward it is committed to recruiting highly qualified teachers and assistants to improve the student to teacher ratio. In addition to this, students have a broad range of subjects which they may pursue according to their individual interests. Each year, USA offers elective classes, clubs, and educational activities which are open to all students and are instructed by teachers or local area experts. COVID limited many of these, although online classes, clubs, and activities did take place. Beyond the core subjects, students were offered three in-person game clubs building interpersonal skills, critical thinking, and social emotional learning. Additional skills-based activities were offered in sewing, band, piano, choir, leadership, computer coding, and track. Met 2024-06-18 2024 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. Students are enrolled in course options based on each individual's learning plan. These include Odysseyware courses, Character Based Literacy and Reading with Relevance curriculum, 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 and Reading with Relevance curriculum, 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, Reading with Relevance 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, 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 2024-06-18 2024 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 as well as newly adopted instructional materials. With iReady assessments now in place, instructional staff can now appropriately place students, develop individual plans to address skill gaps, and use class and course-wide data to guide instruction. 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 are teaching to the State standards, and all students are provided with appropriate textbooks and/or approved materials. Staff continues to receive professional development associated with the State standards as well as newly adopted instructional materials. Training on CAASPP Dashboard results and/or iReady assessment training is ongoing, and these assessments are used by instructional staff to appropriately place students, develop individual plans to address skill gaps and use data to guide instruction. Met 2024-06-18 2024 09100900136036 John Adams Academy - El Dorado Hills 7 John Adams Academy El Dorado Hills employs several locally selected measures and tools to monitor and ensure that all students have access to and are enrolled in a broad course of study. These measures track progress across different grade spans, unduplicated student groups, and students with exceptional needs. Grade Span Tracking: The academy systematically collects and analyzes course enrollment data across different grade levels to ensure that students from elementary through high school have equitable access to a wide range of subjects, including core academics, arts, and extracurricular activities. Disaggregated Data: This data is broken down by student groups, including those identified as socio-economically disadvantaged, English learners, foster youth, and students with disabilities, to ensure that all groups are equally represented in various courses. Comprehensive Tracking: The academy uses a robust Student Information System to track individual student schedules, course completions, and progress toward meeting graduation requirements. This system provides detailed insights into each student’s academic journey and course access. Access for Special Populations: The SIS is configured to monitor and report on the participation of students with special needs and those from unduplicated groups in advanced courses, electives, and enrichment programs. Individualized Education Plans (IEPs): To ensure that students with exceptional needs have tailored supports. The academy ensures this across different student groups: The academy offers a wide range of subjects beyond the core academic requirements, including arts, music, leadership, and technology. This ensures that students have opportunities to explore various interests and develop a well-rounded skill sets. For students seeking higher academic challenges, John Adams Academy provides honors courses. These offerings help prepare students for college and advanced careers?. The academy uses detailed data tracking to monitor course enrollment across different student demographics, including ethnicity, socioeconomic status, and special needs. This ensures that all groups are fairly represented and have equal opportunities to enroll in diverse courses. Targeted programs and resources are available for English Language Learners, students with disabilities, and those from low-income backgrounds, ensuring they receive the necessary support to access a broad curriculum. John Adams Academy integrates digital learning tools and platforms to provide broader course access, especially valuable for remote learning and supplemental education. This is crucial in maintaining educational continuity and accessibility for all students. Efforts are made to ensure that all students, including those from disadvantaged backgrounds, have access to necessary technology and resources to participate fully in the digital aspects of their education. Here are the primary barriers identified: Financial Constraints: Funding limitations can restrict the ability to offer a wide range of courses, particularly in advanced and specialized subjects such as honor courses or elective programs in arts and technology. Budget constraints can also impact the provision of necessary resources, including technology and teaching materials, which are essential for a broad curriculum. A shortage of qualified teachers in specialized subjects can limit course offerings. Recruiting and retaining staff with expertise in areas like STEM, arts, and languages can be challenging, especially in a competitive job market. English Language Learners (ELLs) may struggle to access the full range of curriculum offerings due to language barriers, which can affect their understanding and engagement in courses that are not tailored to their language needs. Ensuring that students with disabilities receive appropriate accommodations and access to a broad curriculum. Physical space and classroom capacity can limit the number of students who can enroll in popular courses, leading to waitlists or restricted access, especially in electives and advanced placement courses can be a challenge. This includes adapting course materials and teaching methods to meet diverse learning needs. Limited availability of certain courses or conflicts in the scheduling of classes can prevent students from enrolling in their preferred or required courses. 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. To ensure that all students have access to a broad and inclusive course of study, John Adams Academy El Dorado Hills has implemented several revisions, decisions, and new actions as part of their strategies. To ensure that advanced learners are challenged, the academy has increased the availability of honor courses, enabling students to pursue higher-level academic work that prepares them for college and careers. The academy has put in place specific programs to support students from underserved groups, including English Language Learners (ELLs), students with disabilities, and those from low-income backgrounds. These programs offer additional academic support, tutoring, and personalized learning plans. Staff training on cultural competence has been enhanced to better serve students from diverse backgrounds, ensuring that teaching methods and interactions are inclusive and sensitive to different cultural needs. The academy has instituted regular assessments and feedback mechanisms to monitor student progress and identify gaps in course accessibility. This data-driven approach allows for timely adjustments and improvements. Surveys and focus groups with students, parents, and staff are regularly conducted Met 2024-06-27 2024 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 as well as all adopted instructional materials. With NWEA assessments now in place, instructional staff can now appropriately place students, develop individual plans to address skill gaps, and use class and course-wide data to guide instruction. 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. 4. Instructional staff are teaching to the State Standards, and all students are provided with appropriate textbooks and/or approved materials. Staff continues to receive professional development associated with the State Standards as well as newly adopted instructional materials. Training on CAASPP Dashboard results and/or 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 2024-06-18 2024 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. Following this meeting, an academic plan is made for the student that can be used to monitor their progress towards graduation, any CTE certifications they are working towards, and any credit recovery they are engaged in. This academic plan couples with a student's transition plan to create a comprehensive path for the student while enrolled at ROPCHS. 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. This holds true at both sites of ROPCHS, as the CTE certification programs and other such curriculum expansions are made available to both Sierra Ridge and Qualifying House. 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. Communication with Rite of Passage case management is maintained to keep abreast of any planned exits, or any factors that may cause a student to exit suddenly. In the 23/24 school year, 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. Expansion of these programs to Qualifying House has had infrastructure put in place to extend these services to Qualifying House students. As of 3/19/24, 100% of current SRA students have received ServSafe Food handler's certifications, 100% of current students have earned ServSafe Food Allergens certifications, 52.7% of current students have earned an OSHA certification, and 69.2% of current students have received CPR/First Aid certifications. Qualifying House has seen 3 students receiver Food Handler's and Food Allergens certifications; while 7 students have been signed up for OSHA, none have completed it at this time. In the coming school year, ROPCHS will be adding programs such as Reading Horizons, CareerSafe Employability Skills, eDynamics for CTE, Home Science Tools lab kits, and Reading with Relevance to further deepen and expand course offerings for students at both sites. Met 2024-06-18 2024 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 2024-06-26 2024 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 2024-06-26 2024 09618380111724 California Montessori Project-Shingle Springs Campus 7 As a Montessori public school, all of CMP’s teachers are Montessori trained. This training includes English Language Arts, Math, Zoology, Botany, Social Studies, Geography, Physical Education, and Science to name a few of the subject matters. All CMP classrooms are equipped with the full suite of Montessori materials which in and of itself exposes students to a broad course of study. Additionally, CMP has identified and currently utilizes several tools to articulate the expected schoolwide learner outcomes for students. In connection and alignment with California State Standards, CMP has created and implements a curriculum guide that outlines the specific content areas to be addressed. Further, CMP employs several assessment tools in order to measure progress towards meeting these articulated outcomes. One of the assessment tools utilized by CMP is the Curriculum Associates i-Ready diagnostic assessments in reading and math. This measure of progress provides the data necessary to uncover areas of need and drive appropriate instruction and interventions. CMP is also making steady progress against goals within its Strategic Plan to ensure that all CMP students have access to enrichment programs, during the school day and outside of traditional school hours including sports, physical education, standards aligned field trips, academics, visual and performing arts, and STEM. All CMP students have access to the following program components: *Comprehensive academic and social skills development using Montessori- based curriculum aligned to the California State Standards *Highly qualified, dynamic, California State Credentialed and Montessori- trained/certified teachers (dual certification) *Low student-to-teacher ratios *Quality didactic Montessori learning materials *State standards aligned instructional materials *Personalized technology based (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 Response to Intervention model with academic intervention programs *CMP has adopted PBIS, a positive behavioral support program *CMP has adopted Second Step, a Social Emotional Learning program *Dean of Students to support implementation of RTI, PBIS Behavior support, curriculum alignment/implementation and accreditations *Physical education and Visual and Performing Arts Instruction 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. CMP has adopted and provides a SEL curriculum. Funding limitation and hiring barries have prevented CMP from offering additional teachers and programs to students. Continuing work to secure adequate funding to hire staff and implement new programs. Met 2024-06-10 2024 09618380129965 Rising Sun Montessori 7 RSMS staff and administration collaborate each spring and late summer to ensure that each classroom has a full complement of Montessori materials. RSMS classroom as multiple-age-grouped ensuring that students have access to materials which will meet them where they are at. RSMS uses IXL and Renaissance STAR for assessment and formative assessment to ensure that each student has their strengths and areas of need identified in the first three weeks of school as well as at the end of each trimester. Rising Sun has a full complement of Montessori materials which are used in each classroom. Our teaching staff meets bi-weekly with our Curriculum Coordinator to ensure scope and sequence are being met, and to ensure that all CA state standards are being taught. RSMS is a single site LEA, so there are no differences across school sites. RSMS also uses a student information system which tracks state standards based on the Montessori lessons given in class to assist teachers in ensuring that all standards are being met. RSMS does not have any currently identified barriers to ensuring access to a broad course of study for all students. Based on the response to item 3, RSMS does not have any revisions or new actions other than those previously identified in this survey which we are implementing to ensure access to a broad course of study for all students. Met 2024-06-04 2024 09618380136200 Clarksville Charter 7 Our school offers a variety of locally selected measures and tools to ensure that all students, including those with exceptional needs, have access to and are enrolled in a broad course of study. For students with disabilities (SWDs), the school provides professional development opportunities tailored to instructional strategies aimed at maximizing their academic potential. This includes support from special education coaches and specialized training sessions. Additionally, the school offers a comprehensive assessment program, including various types of assessments and structured testing support, to track student progress effectively. In terms of curriculum development, the school has established TK-8 standards-based grade-level courses, supported by additional staffing and resources. This includes the provision of stipends to recognize staff efforts and the implementation of a Junior High Virtual Academy for online learning opportunities. Furthermore, the school ensures equitable access to essential technology resources, such as WiFi hotspots and 1:1 Chromebooks, to facilitate modern educational methods and technologies for all students. The curriculum is standardized and aligned across all grade levels and subjects, overseen by dedicated Curriculum Coordinators to meet established standards seamlessly. The school also provides targeted support for unduplicated students, such as a Foster/Homeless Liaison and programs like the Lexia program, fostering academic success. We have observed that all students in our school have equal access to and are enrolled in a wide range of courses. We ensure that the curriculum aligns with educational standards across all grade levels and subjects through continuous assessments and monitoring. Our staff undergoes professional development to tailor instructional strategies to meet the diverse needs of our student population, including students with disabilities (SWDs), English learners (ELs), and unduplicated students. We have made significant progress in providing essential technology resources, such as WiFi hotspots and Chromebooks, to enhance student engagement and learning opportunities. Over time, we have seen improvements in the extent to which all students have access to and are enrolled in a wide range of courses. This progress is reflected in the expansion of support services, enrichment programs, and targeted interventions to address any differences across student groups and school sites. By continually refining our practices and ensuring that every student receives the support they need to succeed, we are committed to fostering academic excellence and personal growth for all learners. While our school aims to offer a wide range of courses for all students, we acknowledge that there is always room for improvement. At present, we do not pinpoint specific barriers, but we recognize the importance of continuously evaluating and refining our practices to ensure that all learners have equal access and opportunities. We are dedicated to addressing any potential barriers and continuously improving our efforts to meet the diverse needs of our student population. In response to the results of our locally selected measures, our LEA has taken proactive steps to ensure access to a broad course of study for all students. Building on our existing initiatives, we have decided to implement several revisions and new actions to further enhance the educational experience: Professional Development Enhancement: We will strengthen our professional development programs for staff, particularly focusing on instructional strategies tailored for students with disabilities (SWDs). This will include additional specialized training sessions and conferences aimed at enhancing support services and maximizing the academic potential of SWDs. Curriculum Alignment and Development: We are committed to further aligning our curriculum with established educational standards, ensuring that it meets the diverse needs of our student body. This will involve ongoing efforts to standardize and align curriculum, resources, and supports across all grade levels and subjects. Technology Integration: Recognizing the importance of technology in modern education, we will continue to ensure equitable access to essential technology resources for all students. This includes providing WiFi hotspots and 1:1 Chromebooks, as well as encouraging students to utilize instructional funds to access additional devices. Met 2024-06-13 2024 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 2024-06-26 2024 09618380139006 Cottonwood 7 TCS utilizes specific methods to ensure comprehensive course enrollment for all students, including those who are not duplicated in other groups. These methods include Master Agreements, Assignment Work Records, identification of English Language Learners, and Individualized Education Plans. As per California EC 51220(a)-(i), which mandates access to a diverse curriculum for grades 7-12 encompassing subjects like English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education, TCS, being a TK-12 school, adheres to this requirement for grades 7-12. The tools locally selected by TCS to ascertain comprehensive course enrollment for all 7-12 grade students, including those who are not duplicated in other groups, include Independent Study Agreements, the course catalog, report cards/transcripts/IGPs, identification of English Language Learners, and Individualized Education Plans. The locally chosen strategies affirm that students at TCS, from TK to 12th grade, have access to a comprehensive array of courses. Furthermore, TCS offers specialized curricular focuses that ensure further engagement opportunities among peers. Alongside the comprehensive course offerings, TCS delivers direct instruction through programs like BOOST! for K-6, and RISE Programs for Junior High and High School, which include subjects like Science and Mathematics. Additionally, TCS extends enrichment opportunities to all TK-12 students. For those encountering academic challenges, TCS provides supplementary support, including online resources and exceptional direct instruction in subjects such as math, reading, writing, and English Language Development. Special Education Teachers and integrated English Language Development within the core curriculum, aligned with Common Core Standards, further support struggling students. When necessary, a supplemental curriculum is introduced to cater to students' instructional needs. Every student at The Cottonwood School 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 facilitate the access of both staff and students to the curriculum encompassed within a comprehensive course of study, Cottonwood has implemented professional development and assistance for our HSTs. Throughout 2023-204, Cottonwood has provided Intervention Teachers, Special Education instructors, support staff, as well as training and resources for English Language Development. Additionally, a supplementary curriculum, in alignment with the Common Core, has been introduced. This supplementary curriculum is tailored to support struggling students and those with Disabilities, bridging the gap between emergent readers and grade-level text. Furthermore, supplemental curricula in Social Emotional Learning are accessible to all students, with extensive training provided to all staff members. Met 2024-06-11 2024 09618460000000 Camino Union Elementary 7 The Camino Union School District is a small district made up of two schools-a K-8 school and the Camino Polytechnic Charter. Our enrollment is approximately 440 at the K-8 school, and 30 at the Charter. 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 addition, students with IEP plans or English learner students, and any other unduplicated student group, can also be tracked through the student information system to ensure that they are also provided the same broad course of study. In the CUSD 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 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 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. In addition, the music program was eliminated years ago due to funding and finding a credentialed teacher so access to a formal music program is not available for any of our students. 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 2024-06-20 2024 09618460123125 Camino Polytechnic 7 The Camino Union School District is a small district made up of two schools-a K-8 school and the Camino Polytechnic Charter. Our enrollment is approximately 440 at the K-8 school, and 30 at the Charter. 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 addition, students with IEP plans or English learner students, and any other unduplicated student group, can also be tracked through the student information system to ensure that they are also provided the same broad course of study. In the CUSD 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 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 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. In addition, the music program was eliminated years ago due to funding and finding a credentialed teacher so access to a formal music program is not available for any of our students. 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 2024-06-20 2024 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 23 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 95%. 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. While our cohort graduation rate remains high, our graduation rate within subgroups show a clear gap, indicating a barrier. All D/F rates are monitored as well as the 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 which are necessary to meet graduation requirements. Our College/Career Indicator also has a barrier for some students due to transportation. While we offer many CTE pathways at sites, students have to travel to other sites for ROP courses. This limits the number of students who can take these courses. Finally, due to declining enrollment, we expect to see limitations with master scheduling and the need to limit sections.  By refining embedded interventions, support classes, campus wellness centers, and academic and behavioral MTSS plans, the district is actively working towards eliminating barriers and ensuring that every student receives the necessary support to thrive academically, emotionally, and socially. The district has implemented embedded interventions and support classes 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. 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. By adopting a MTSS approach, the district ensures that interventions are provided at different levels of intensity, depending on the student. This personalized support system not only promotes academic growth but also fosters positive behavior and social-emotional development. Met 2024-06-13 2024 09618530930214 Pacific Crest Academy 7 Pacific Crest Academy is an early college high school that provides access to a broad course of study, including dual enrollment courses, CTE and career exploration, and A-G college entrance requirements. Our Director and Counselor review four year plans with students annually to ensure that students are meeting, at a minimum, the EDUHSD graduation requirements. Additionally, we have a goal of students completing A-G requirements and/or a CTE pathway. Our LMS, Canvas, as well as Aeries, allow us to track students' courses, grades, graduation status/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 requirements, which are two key components of the College and Career Indicators. PCA students are able to take a broad range of classes, as we offer courses taught by our faculty, courses taught by Folsom Lake College (dual enrollment), and independent study courses here on campus. Additionally, students can be concurrently enrolled at their comprehensive high school of residence in the EDUHSD, and can take any additional classes at Folsom Lake College. Students have access to a variety of ROP programs, including two here on our campus. There is no barrier to providing access to a broad course of study for all students. Students do not have to attend any other school in order to access all of the courses required for graduation, but via concurrent enrollment with their comprehensive high school of residence, students may access additional courses not offered at PCA if they choose. We are expanding on our Advisory weeks, in which we provide grade level lessons on topics ranging from graduation requirements to college exploration to ROP opportunities in our district. In the 2024-25 school year, we will also start offering new CTE and VAPA courses through a new online platform to increase students' access to a broad course of study. Outside of the courses offered at PCA, our relationship with Folsom Lake College ensures students have access to an even wider range of classes through dual enrollment. Met 2024-06-13 2024 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. All students in the Gold Oak Union School District are provided access to a broad course of study, including those with special needs and our unduplicated populations. Our district is always looking for ways to enhance the opportunities at both the elementary and middle school to provide all students with an enriching experience. As outlined in the district LCAP, priority is given to fund programs which provide these experiences. With the school closures during the pandemic, many of the enrichment courses had to be altered. We are still working on getting back to pre-pandemic programs and opportunities. Met 2024-06-25 2024 09618870000000 Gold Trail Union Elementary 7 All students have access to an inclusive education across TK-8th grade. Only 3% of students are pulled out of ELA or math for specific educational goals. In grades 6-8 less than 2% of students are supported in a non-choice elective based solely on needs and/or their specific goals as outlined in their IEP. Students with IEP's on average are serviced in general education classes 98% of the time. Our EL students receive push in support with highly qualified, CLAD certified, instructors and a Bilingual assistant. Our unduplicated population is closely progress monitored to warrant additional services as needed. All students in upper grades (6-8) receive CTE and college preparedness awareness that will prepare them for pathways in high school. High school counselors have reported that students come prepared for both CTE and college readiness pathways. We provide a very inclusive environment at GTUSD. Our special needs students are included in 95% or higher in all gen ed classes. We offer a variety of electives. Moving into 2023-2024 we are expanding those based on student choice. We will have sixth graders on a junior high school schedule. They will take PE and an elective. Our elective choices are expanding to include theatre arts and a STEM elective. We are continually working to try to add world language to our elective choices. We will be adding a jazz band for students interested in that option for next school year. The LEA is limited by funding, declining enrollment, and teacher shortage. Trying to find one section of a Spanish teacher has posed a problem in satisfying that goal of adding a section of Spanish to our junior high school schedule. Finding a highly qualified teacher in a rural area to teach .2 FTE of a world language is our biggest challenge to expanding that program. Our Visual and Performing Arts however, is increasing. Using our student data system, Aeries, we are able to track classes students are enrolled in. Unlike other LEA's, we offer 25 minutes of PE daily to all students grade TK-5 prior to mandatory daily PE for grades 6-8 following California curriculum standards. We mandate music for all students in grades 4-6. In grades 7 and 8, students may continue with their music elective or opt to take a series of elective courses designed for college and career readiness and/or STEAM themed courses. We are still determining how we can offer a world language option to students within their school day without taking away from other classes. All students have the opportunity for electives. For students who need a study skills class or who opt to select to get additional support as their elective that is also offered and encouraged within the school day. As noted prior, we will expand PE and electives daily to all 6th grade students beginning in 2023-2024. Met 2024-06-07 2024 09618950000000 Indian Diggings Elementary 7 With an ADA of 20 or less it is the practice of the district to individualize each student’s course of study to fit their needs. Students are not confined to a grade level for all subjects and are able to be placed as needed and moved when ready. There is a daily focus for all students on math, reading, and writing with weekly instruction in history, science, grammar, spelling, handwriting, music, art, PE, social emotional strategies, and health. With this being the case, measures and tools are not needed to guarantee that all students have access to, and are enrolled in, a broad course of study. With an ADA of 20 or less it is the practice of the district to individualize each student’s course of study to fit their needs. Students are not confined to a grade level for all subjects and are able to be placed as needed and moved when ready. There is a daily focus for all students on math, reading, and writing with weekly instruction in history, science, grammar, spelling, handwriting, music, art, PE, social emotional strategies, and health. With this being the case, the LEA can guarantee that all students of all groups have access to, and are enrolled in, all courses offered by the district. With an ADA of 20 or less it is the practice of the district to individualize each student’s course of study to fit their needs. Students are not confined to a grade level for all subjects and are able to be placed as needed and moved when ready. There is a daily focus for all students on math, reading, and writing with weekly instruction in history, science, grammar, spelling, handwriting, music, art, PE, social emotional strategies, and health. With this being the case, there are no results to report as there are no tools or measures used by the district. The only barrier that presents itself is the staffing of programs due to a shortage of qualified applicants and the rural nature of the district. The LEA will continue to seek out qualified applicants to provide instruction in all courses. When applicants can be hired the LEA will support the program with time and funds. Met 2024-04-10 2024 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 iReady, 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. "Analysis of Chronic Absenteeism during 24/27 LCAP development identified: 1) Kindergarten absenteeism rates showed the greatest increase of 27.8 percentage points from 13.7% in 2018-19 (pre-COVID) to 41.5% in 2022-23 (post-COVID) while grades 9-12 had the highest chronic absenteeism rates of all grade spans at 28.0% in 2018-19 and 44.0% in 2022-23 2) Homeless students, socioeconomically disadvantaged students, and students with disabilities had the highest chronic absenteeism rates in 2022-23 at 64.0%, 45.7%, and 45.0%, respectively 3) Chronically absent students are less likely to read proficiently by third grade, have lower achievement in middle school, and are less likely to graduate high school. Additionally, absenteeism is associated with lower levels of educational engagement, social-emotional development, and executive functioning. 4) Chronically absent students are at greater risk of being held back, repeating classes, and placement in intervention courses consequently limiting their access to higher level and elective courses. Additionally, students cannot access programs and supports when consistently missing school, reducing the likelihood of improving overall achievement and outcomes." LTUSD offers a broad course of study to all students. Chronically absent students are at greater risk of being held back, repeating classes, and placement in intervention courses. This may limit their access to higher level and elective courses. Barriers to student attendance include engaging curriculum, instruction, and learning environments; sense of school connectedness and safety; as well as family and student attitudes towards in-person classroom attendance. LTUSD will focus on increasing family awareness of the importance of student in-person classroom attendance, provide professional development opportunities on engaging instructional strategies, monitor student’s sense of safety and connectedness through site and District surveys and provide supports and resources as needed, and research high-engagement and enriching instructional materials for upcoming curriculum adoptions. Additionally, two new Elementary Counselors and three Social-Emotional Intervention Teachers will be hired for the 2024-25 school year to further expand student and family engagement including addressing barriers to attendance. Met 2024-06-27 2024 09619110000000 Latrobe 7 The Latrobe School District monitors access to a comprehensive course of study through analysis of AERIES enrollment data, compliance data for the Williams Act, and stakeholder surveys The Latrobe School District ensures that all students have access to a diverse course of study. Beyond the core academic classes mandated by the Education Code, our schools offer a range of elective experiences, including foreign language, sign language, video production, and culinary arts. All students at Miller's Hill participate in public speaking instruction, culminating in a speech contest for all students. In grades TK- 3, leveled reading classes are tailored to provide enrichment and intervention as needed. Additionally, all students in grades TK-5 engage in Fine Arts instruction through our FAME Program. For students in grades TK-3, a garden elective is available, focusing on the study of ecosystems, plant biology, soil science, and more. Furthermore, high-achieving 8th-grade students are offered the opportunity to take Algebra I, supplementing the standard Course 3. This course is facilitated online and taught by our middle school math teacher. The district recently introduced a new science curriculum. Throughout the past couple of school years, our teachers have been dedicated to enhancing their expertise with the new program, utilizing online resources, and integrating hands-on materials to develop proficiency in its implementation. Work will continue in this area so that our instructional staff can get the most out of the new curriculum. Additionally, the District has found it challenging to recruit teachers for music instruction and other enrichment programs. These challenges likely stem from our small school size and the part time nature of the jobs. The implementation of Next Generation Science materials is underway, accompanied by ongoing training and support to ensure that our students fully benefit from the program and achieve proficiency in alignment with the Next Generation Science Standards. Additionally, we remain committed to seeking qualified personnel to deliver enrichment instruction in music, robotics, drama, and foreign language, further enhancing the educational experience for our students. Met 2024-06-16 2024 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 continue to be offered for the next 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 continue to implement PLTW and raising substitute teacher pay. Met 2024-06-12 2024 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. One barrier to accessing a broad course of study is the limited number of credentialed staff serving our small population of students and the limited number of single subject credentials they hold. Based on our local context, PUSD delivers many opportunities for our students to participate in a broad course of study. Met 2024-06-13 2024 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. 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. This process will become more difficult as we move into declining enrollment over the next few years. PUSD will continue to offer a Broad Course of study for all students within the PUSD school District. We will continue to evaluate on a yearly basis what changes might be needed for the students we serve. Met 2024-06-09 2024 09619600000000 Pollock Pines Elementary 7 For students acorss all grade levels, the District conducted an audit of content offerings, including the master schedule for grades 7 and 8 to ensure all students have access to , and are enrolled in, a broad course of study based on grade spans, unduplicated student groups, and individuals with exceptional needs. Based on current staffing and credentialling all students have access to and are enrolled in a broad course of study. All students are enrolled in Math, English, Physical Education, Social Science and Science. All core content areas are aligned to current standards. In the eighth grade, qualifying students can take Algebra 1 along with 8th grade common core math. The District also offers music and choir with music beginning at the elementary level with a credentialed music teacher. Budgetary constraints and proper credentialing are barriers the District has identified for a more diversified course of study for all students. In the coming year, with Proposition 28 funding, the district will employ an itinerant art teacher to provide skilled instruction using multiple mediums to our TK-4 students on weekly basis as well as teach a daily art elective at the middle school. Met 2024-06-13 2024 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 K-3 will have the opportunity to receive music instruction while in grades 4-5, students 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 2024-06-25 2024 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 as an enrichment opportunity. The students also have access to Robotics, gardening, basic culinary arts and computer science using Code.org. The District currently does not offer Career Technical Education in grades 7 and 8. Budgetary constraints and credentialing are barriers the District has identified for providing a broad course of study for all students. The district will purchase science materials according to grade level enrollment as some grades were not represented in the previous school year. Both credentialled teachers will be attending an extensive math collaborative to learn about the new math frameworks and how it applies to all grades. Met 2024-06-13 2024 09737830000000 Black Oak Mine Unified 7 We use our course catalog and master schedules as well as enrollment reports to track the extent to which all students have access to and are enrolled in a broad course of study. This includes tracking of enrollments for unduplicated students. In grades 1 through 6, we focus on instruction in English, math, science, social science, visual and performing arts, health, and physical education. In grades 7 through 12, we focus on English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education. Students have access to a broad course of study in all grade spans. We will be developing an expenditure plan for Proposition 28 funds which will include the ability to provide additional courses in music and art starting in the 24-25 school year. The barrier that exists is the lack of appropriately credentialed and qualified staff in music and the arts. This continue to be a challenge. 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 provide 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. BOMUSD's creation of a district wide generator system that would serve to keep schools open and running for our families regardless of many of these challenges. Our students rely on school for academics and for food, access to the int Met 2024-06-20 2024 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 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 2024-07-09 2024 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. They 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, 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 recognized by the American Welding Society. Upon enrollment, students receive orientation and credit analysis, ensuring their scheduled 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. Worsley has an enrollment of 100-120 pupils and offers in-person career technical education (CTE) and regional occupation courses (ROP), including Welding and Environmental Horticulture Science. The coursework offers industry-recognized certifications and college/career readiness opportunities. VHEA's enrollment is 50-60 students, with 40 participating in Independent Study. VHEA offers CTE courses through an online platform and are provided as needed for students identified by the GLS, such as Foreign Language, or for subjects where a student is credit deficient. FCSS offers dual-enrollment in partnership with the State Center Community College District; college enrollment opportunities are provided for graduates. The LEA contracts with the FCSS Curriculum and Instruction department for professional learning and collaboration to enhance student learning outcomes. Professional learning includes integrating best practices across the broad CA state standards-aligned courses, incorporating the Universal Design for Learning frameworks and multi-tiered systems of support. English Learners receive language acquisition support for progress toward English proficiency. Administration, leadership team members, and teachers analyze local student assessment data to identify students needing interventions and supports that include tutoring, mentoring, and individual check-ins to encourage continued progress. 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 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 2024-06-20 2024 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 2023-24 for the first three quarters. 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, Ethnic Studies, 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 various 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 foreign language courses and none in drivers’ education for foster youth. 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 will promote driver’s ed for foster youth. Additionally, 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 2024-06-06 2024 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 of coursework for our students. Each grade level is equipped with a credentialed teacher and aides and other support staff as needed. The general education classrooms have multiple grade levels. This allows for differentiation and opportunities for remediation and growth. The recommended courses that exemplify a broad course of study in the K-8 grade levels are offered, and all students are enrolled. The special education teacher and the school counselor are active in every classroom. College and career readiness curriculum is intentionally integrated into the K-8 classrooms by the school counselor. Articulation meetings take place between teachers to assess student needs. In the upper grades, the counselor meets with students twice yearly to evaluate course work and course schedules. The information obtained in these meetings helps guide the master schedule each year. A general education and college prep course track are available to all students. The broad course of study recommended for the 9-12 grades is available to all students, except for AP courses, applied arts, and a comprehensive CTE program. Although HLCS is not able to offer exclusive AP courses, teachers offer supplemental instruction for interested students. Access to AP tests is also available to students yearly. Several HLCS students have taken AP tests over the years with great success. 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 2024-25 school year, this position will be occupied by a full-time teacher who joined the school in 2021. 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. All of the most recent junior and senior students took 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 2024-06-17 2024 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 and Adult High School 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 offered the opportunity to concurrently enroll in college courses through our partnership with Fresno City College. Adult High School students have access to a wide range of a-g approved courses. 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. Over time, we plan to expand our AP offerings. 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. Adult High School has also added in-person live instruction opportunities for a select few classes. Met 2024-06-27 2024 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. 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 the most effective 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 2024-06-18 2024 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 within its internship program 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 2024-06-11 2024 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 English Language Arts and Spanish Language Arts integrated with Science and History/Social Studies, , Math, Global Cultures with Art, and PE. We are a single, small, 50/50 dual language immersion school, in our fourth year of operation. All students have access to the same, broad course of study (English Language Arts and Spanish Language Arts integrated with Science and History/Social Studies, , Math, Global Cultures with Art, and PE). 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 2024-06-27 2024 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 or Computer Science, 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 or Computer Science, 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 2024-06-13 2024 10619940000000 Alvina Elementary 7 The Alvina Elementary School District is a TK – 8th grade 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. The district also reviews weekly 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 weekly 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. The Alvina Elementary Charter School District, 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. The Alvina Elementary School District, 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, although the district has not been able to be successful to this point. 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. Additionally, a newly implemented summer school program has shown great results in supporting students growth and providing new opportunities. Met 2024-06-25 2024 10619946005730 Alvina Elementary Charter 7 The Alvina Elementary School District is a TK – 8th grade 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. The district also reviews weekly 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 weekly 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. The Alvina Elementary Charter School District, 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. The Alvina Elementary School District, 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, although the district has not been able to be successful to this point. 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. Additionally, a newly implemented summer school program has shown great results in supporting students growth and providing new opportunities. Met 2024-06-25 2024 10620260000000 Big Creek Elementary 7 Due to the small sample size, (20+ students) tracking of students access and needs are done on an individual basis with both staff and parent involvement. Formal and informal assessments form our evaluation of the best course of action for each individual. All students have a broad course of study. The LEA has also maximized opportunities off of campus as we are an isolated district. We are a single school site with 20+ students. Barriers that affect students access are the geographic isolation and the cost of bringing various studies to Big Creek. As a result, our LEA maximizes opportunities to provide real-world experience through educational opportunities both on and off campus. As a result, the LEA will undergo both a team building and strategic planning process to memorialize the best practices as seen through the lens of staff and community. Met 2024-06-11 2024 10620420000000 Burrel Union Elementary 7 Our school 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 and local assessments. All students receive common core standards aligned material and instruction in all core subjects. All students have access to Chromebooks and technology. All students are provided enrichment and/or intervention during our intervention block. Lessons in art are included for all students. 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. Administration conducts class walk throughs monthly to ensure implementation. Extended Learning (ELP) is available to all students for additional access to broad course of study (art, music, sports, etc). 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, however all Teachers provide art lessons at least 1x weekly. We offered guitar lessons to students 4th-8th grades. Spanish class and college/career exploration lessons and activities are provided for our 6th-8th grades only during electives. Students are provided with 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 exploring 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. We will be expanding our Music lessons to TK-3rd students this coming year. Actions include contracting with online programs to provide lessons in visual and performing art and music 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 2024-06-25 2024 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. In 2023 - 2024 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. In 2023 - 2024 96% 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 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. Met 2024-06-11 2024 10621170000000 Clovis Unified 7 "CUSD 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. • Annual new course proposal and adoption process " "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 • 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. (Board Policy 3403) • 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 " "CUSD will continue to implement the following actions and services related to access to a broad course of study: • Elementary Social-Emotional Support to assist with social-emotional needs • Counselors to reduce caseloads to provide additional academic & social-emotional support • Transition teams to support English learner, foster youth and socio-economically disadvantaged students • Behavior Consultation Team to support student behavioral needs • Support and implementation of a Multi-tiered System of Supports (MTSS) " Met 2024-06-12 2024 10621170118018 Clovis Online Charter 7 Clovis Online School employs various methods to guarantee that every student can access and enroll in a diverse range of courses, tailored to their grade levels, unique student demographics, and those with special requirements. Across all K-12 campuses, the Q Web system is used to construct student schedules, ensuring comprehensive course access. School counselors and Transition Team members collaborate closely with students to foster awareness and facilitate enrollment in a diverse curriculum. Transition Team members specifically assist unduplicated student groups. Through analysis of master schedules, schools ensure that all student groups, including those with exceptional needs, are enrolled in a broad curriculum. Additionally, the College and Career Readiness program is implemented for grades 6-12, offering students opportunities to engage in activities and lessons aligned with career and college pathways. 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 Advanced Placement courses at the high school level. Current barriers include minimal access to Career Technical education and 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 2024-06-12 2024 10621250000000 Coalinga-Huron Unified 7 Coalinga Huron USD utilizes school site master schedules and CALPADS reports to determine the extent to which all students have access to, and are enrolled in, a broad course of study. The school site master schedules provide the number of courses offered within each grade span by individual school. The CALPADS reports provide enrollment data for each of those courses, including total enrollment and by student group. Based on our locally selected measures and tools, Coalinga Huron USD students have 100% access to a broad course of study at all school sites and within grade spans. Currently, 68% of all students in grades seven through twelve are enrolled in elective courses. This is an increase of 28% since our baseline data year 2019-2020. Coalinga Huron USD has struggled to fill several teaching positions over the last few years, including those that would provide elective courses for our middle schools such as art and music. This has created less enrollment in elective courses than desired since without a teacher, a few courses were not offered as planned. Coalinga Huron USD continues to recruit throughout the school year, attending job fairs and hosting a recruitment fair of our own. We have also expanded or adjusted the types of electives being offered at the middle schools to increase the possibility of hiring qualified staff, therefore increasing enrollment in a broad course of study. Met 2024-06-25 2024 10621580000000 Fowler Unified 7 Under the Goal #3 In the 2023-24 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-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 need for classes those students might be taking to continue to develop English language skills. Similar results were noted, especially regarding electives, 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 continue to 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 2024-06-12 2024 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, to ensure 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 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 differ 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 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. Students receiving special education services can enroll in gen. ed. courses, to have access to A-G eligible content courses, with support of a SPED credentialed 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. In accordance with Education Code 51255.31 regarding a new pathway to a high school diploma for students with exceptional needs the FUSD Special Education Department has adjusted course titles and sequencing for students. 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 and Advanced Placement 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 second 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 2024-06-20 2024 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 347 students in grades TK-6 with student demographics that reflect the community – 70% Hispanic, 12% White, 11% African American, 3% Asian, 2% Two or More Races, 1% Pacific Islander, 14% English Learner (EL), 1% Foster Youth, 14% Homeless, 11% Students with Disabilities (SWD), and 77% Socioeconomically Disadvantaged (SED). 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. These tools include a master schedule, a 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 and Music. There are no differences in accessibility to courses across Aspen Valley Preparatory Academy student groups. Currently, 100% of the students have access to a broad course of study. Aspen Valley Preparatory Academy will continue monitoring this to ensure no barriers to change access arise. 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 will be made, with implementation as needed. Met 2024-06-27 2024 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 2024-06-13 2024 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 2024-06-06 2024 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 2024-06-11 2024 10621660133942 Aspen Meadow Public 7 Aspen Meadow Public School currently serves 296 students in grades TK-6 with the following demographics: 72% Hispanic, 10% African American, 6% White, 6% Asian, 6% Two or More Races, 23% English Learners, 26% Homeless, 15% Students with Disabilities (SWD), 1% Foster Youth, and 84% Socioeconomically Disadvantaged (SED). 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. These tools include a master schedule, a 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), Band/Choir (Gr 5-6), 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 that no barriers arise to change access. Due to Aspen Meadow Public School's current success 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 2024-06-27 2024 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: Guidance and oversight, standards aligned curriculum, site based classes and professional teachers and staff. Our revisions, decisions, and new goals and actions will ensure that all students have access to a broad course of study. See our LCAP document for 2024-25. Endeavor Charter School (ECS) offers highly personalized educational plans for each student. Endeavor Charter seeks to honor and recognize the unique gifts, skills, passions, and attributes of each student. Our personalized learning model is dedicated to developing individualized learning programs for each student with the intent to engage each student in the learning process in the most productive and meaningful way, and to optimize each student's learning potential and success. Our efforts are focused to help all students make substantial progress in meeting the appropriate standards-aligned academic skills in every area of necessary study. 2) Each student at ECS has a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher(s), as well as a special education specialist when applicable. An Advising Teacher will serve as the primary point of contact for each student, with additional subject-matter teachers providing guidance and consultation on their specific subject area. A PLP addresses specific goals for each semester of school across all subjects. It specifies curriculum to be used, curriculum pacing, and assessments that will be given to demonstrate mastery of the standards-aligned content for each subject area/course. The PLP guides progress through independent study and site-based instruction and ensures that all students have access to, and are enrolled in a broad course of study. 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. Endeavor Charter School (ECS) offers highly personalized educational plans for each student. Endeavor Charter School strives to provide all students a broad course of study. Our personalized learning model allows us to serve all students which include English learners, students with disabilities, socioeconomically disadvantaged, and regardless of students with differing backgrounds, personal characteristics, or varying academic achievements. All students have the opportunity to flourish in our personalized learning model. As we are an independent study school, every student is allowed the opportunity to participate in onsite courses, activities, and field trips. As detailed in our 2024-25 LCAP, ECS is working towards providing greater guidance, support, and opportunities for students, providing high quality and effective educational services and products to support student learning, and engagement and school connectedness under the daily guidance of their parent. Our revisions, decisions, and new goals and actions will ensure that all students have access to a broad course of study. See our LCAP document for 2024-25. Met 2024-06-18 2024 10621660140764 Golden Charter Academy 7 GCA 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 broad course of study. These tools ensure a comprehensive and inclusive educational experience for all students, including those across different grade spans, unduplicated student groups, and individuals with exceptional needs. GCA's Student Information System (SIS), SchoolPathways, tracks student enrollment in core subjects by grade level. Enrollment data is disaggregated by grade spans, unduplicated student groups (low-income, English learners, foster youth), and students with exceptional needs to ensure equitable access. Yearly curriculum audits are to verify that the offered curriculum meets state standards and provides a broad course of study. Surveys and focus groups involving teachers, staff, students, and families to gather input on the breadth and depth of course offerings. Tracking participation in extracurricular, after-school and enrichment programs that supplement the regular curriculum. GCA monitors enrollment in remediation and support programs for students who need additional academic assistance, and GCA's Individualized Education Program (IEP) tracking ensures that students with exceptional needs have access to required courses and support services as outlined in their IEPs. Regular audits to assess the adequacy and effectiveness of special education services in providing a broad course of study. Golden Charter Academy’s comprehensive analysis of locally selected measures and tools demonstrates a strong commitment to providing all students with access to a broad course of study. While access and enrollment are generally equitable, targeted efforts are ongoing to address areas of improvement, particularly in advanced course enrollment, rule clarity, student engagement, and mental health support. GCA’s progress over time highlights the effectiveness of its strategies in enhancing educational inclusivity and ensuring a well-rounded educational experience for all students. As GCA continues to grow, evolve and add grade levels, maintaining this commitment to equity and inclusivity will be paramount in fostering a supportive and enriching learning environment. Based on the results of locally selected measures, GCA has identified several barriers preventing access to a broad course of study for all students: English learners and students with exceptional needs show lowest academic achievement, indicating a need for better targeted outreach and support. Based on CHKS, only 53% of students feel school rules are clear, and 55% report feeling bored at school. This suggests a need for clearer communication of expectations and more engaging instructional methods. This paired with 58% of students saying they experience high rates of harassment and only 60% of students reporting low violence victimization highlight the need for stronger anti-bullying programs and conflict resolution strategies. Frequent sadness reported by 39% of students indicates a critical need for enhanced mental health services and social-emotional learning programs. Limited time in bell schedulecan restrict the ability to offer a wide range of electives and support services, especially in STEM and arts programs. Despite high levels of family involvement, there may be gaps in effectively engaging parents of students from marginalized groups, impacting their support and advocacy for a broad course of study. Addressing these barriers requires targeted interventions, enhanced support services, clearer communication, and better resource allocation to ensure all students have equitable access to a comprehensive education. GCA will provide targeted outreach and support for English learners and students with exceptional needs to increase their enrollment in advanced and specialized courses. This includes additional tutoring, preparatory programs, and inclusive teaching strategies. To address student feedback, GCA will clarify school rules through better communication channels, such as assemblies and classroom discussions. Additionally, the curriculum will be revised to include more interactive and engaging instructional methods to reduce boredom and increase student interest. GCA will enhance its anti-bullying initiatives by implementing comprehensive training for staff and students, establishing clear reporting mechanisms, and promoting a positive school culture through social-emotional learning programs. In response to high levels of reported sadness, GCA will increase its mental health support by hiring additional counselors, offering regular mental health workshops, and integrating social-emotional learning into the curriculum. GCA will seek additional funding and resources to expand its course offerings, particularly in STEM and the arts. This includes applying for grants, partnerships with local organizations, and optimizing existing resources. To better engage parents, especially from marginalized groups, GCA will host regular informational sessions, provide resources in multiple languages, and target their participation in advisory council to ensure their voices heard and acted upon. Met 2024-06-20 2024 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, 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. These tools include a master schedule, a 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 grades 7-11 students 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 (9-12), Art (7-12), Leadership (7-12), Adulting/Service Learning (9-12), Service learning (7-8), SEL/Health (7-8), UC Scout (9-12), Link Crew (11-12), Zoology (11-12), A-G approved courses, and Dual enrollment at Fresno Community College. 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 that no barriers arise to change access. Due to Aspen Ridge Public School's current success 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 2024-06-27 2024 10621661030642 School of Unlimited Learning 7 SOUL offers highly personalized educational plans for each student. Each 9-12th 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 case manager. 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 prescribed “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. SOUL purchases the appropriate curriculum and collaborates closely with each student/parent to develop curriculum pacing plans and expectations for student work. 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. SOUL offers highly personalized educational plans for each student. Each 9-12th 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 case manager. 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 prescribed “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. SOUL purchases the appropriate curriculum and collaborates closely with each student/parent to develop curriculum pacing plans and expectations for student work. 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 SOUL from providing access to a broad course of study for all students. SOUL operates a program that has come to be known as “personalized learning.” Students have access to a broad course of study that includes all core subjects and a unique mix of electives, including child development, street law, success for life, music, film appreciation, college/career readiness, and computer literacy. Students are encouraged to choose electives that not only interest them personally, but are connected to goals in their personalized learning plans. SOUL does its best to make adjustments to these course offerings based on student need and interest. Additionally, SOUL is working on developing a systematic approach to students enrolling in online college courses so they can get ahead in their studies and earn college credit while in high school. Met 2024-05-21 2024 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 satisfy additional A-G approved courses. All new submissions have been approved for the upcoming school year. Met 2024-06-28 2024 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 six 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 2024-06-11 2024 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 six 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 2024-06-11 2024 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 six 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 2024-06-11 2024 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 six 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 2024-06-11 2024 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 six 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 2024-06-11 2024 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 six 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 2024-06-11 2024 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 six 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 2024-06-11 2024 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 six 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 2024-06-11 2024 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 9 AP classes (with 15 sections), 4 honor classes (with 6 sections), 19 fine/performing arts classes (with 26 sections), and 29 CTE classes(with 54 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 2023-24 school year, Oasis High School students had access to all state- required courses and had access to 1 ROP class on campus. During the 2023-24 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. Engagement partners want the district to explore the possibility of more academic dual enrolled classes, but a barrier is having qualified teachers to teach dual enrolled classes. The district continues to explore new course options for students. During the 2023-24 school year students at Kingsburg High School and Oasis High School had one new course option, ROP Intro to Graphic Design. The district will offer an advanced course for Graphic Design next year. The district is exploring ways to incorporate more dual enrolled classes moving forward. Met 2024-06-24 2024 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. Analyzing the parameters outlined in Ed Code 51210, examination of PowerSchool enrollments and master schedules reveals that all students in grades K-6 have access to a comprehensive course curriculum in compliance with state regulations. Correspondingly, based on the specifications delineated in Ed Code 51220, PowerSchool enrollments and master schedule assessments demonstrate that students in grades 7-12 likewise enjoy access to a diverse range of courses aligned with state requirements. Presently, KCUSD offers Language Other Than English (LOTE) courses exclusively to students in grades 9-12 and is actively exploring avenues to extend this offering to 7th and 8th graders. Each school site's master schedule presents elective options spanning visual and performing arts, applied arts, and Career Technical Education (CTE) courses. While the specific course offerings may vary slightly between sites, students are afforded the autonomy to select courses according to their preferences. In addition to fulfilling the mandated broad course curriculum, KCUSD provides students with opportunities to engage in advanced placement courses, dual enrollment programs, and advanced visual and performing arts courses, alongside intervention programs designed to bolster core instruction. Furthermore, students with Individualized Education Plans receive coursework tailored to their individualized plans, ensuring alignment with their unique educational needs and goals. Challenges persist in guaranteeing equitable access to a comprehensive course curriculum, as outlined in Ed. Code 51220. One such challenge arises from the absence of certain courses, like foreign languages, being available throughout middle school grades. KCUSD actively addresses a barrier where students with Individualized Education Plans face difficulty in incorporating the broadest course offerings into their schedules while ensuring they meet requirements outlined in their personalized instructional plans. "KCUSD remains steadfast in its commitment to assess the current array of course offerings across K-12 education while also enhancing these options to ensure a more inclusive curriculum for a broader spectrum of students. Evaluation of existing courses will prioritize those that pave the most effective paths toward career preparedness and provide extensive educational opportunities for all learners. Efforts will persist in aligning resources sourced from both state and federal channels to bolster accessibility for every student, with a particular emphasis on fostering avenues for career technical education and augmenting elective selections alongside fundamental coursework. Notably, the integration of career exploration courses into middle school curricula and their expansion into alternative education programs signify tangible steps toward this goal, a trajectory that will extend into the academic year of 2024-2025. Furthermore, KCUSD is actively exploring avenues to enhance access to support interventions for students necessitating additional assistance, facilitate entry into advanced placement courses, and elevate the proportion of graduates deemed ""college and career"" ready. " Met 2024-06-11 2024 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 the 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 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 2024-06-11 2024 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. Reedley Middle College High School is a program intentionally designed for students to take very specific dual enrollment courses in a sequence that will result in the student earning an A.A or A.S degree by the end of their senior year. While students at RMCHS do not have the wide range of high school electives like you would find at a traditional high school, 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. Finally, the RMCHS program is intentionally designed for students to take very specific dual enrollment courses in a sequence that will result in the student earning an A.A or A.S degree by the end of their senior year. 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 2024-06-11 2024 10622810000000 Laton Joint Unified 7 Laton Unified School District employs several locally selected measures and tools to track student access to a broad course of study. These tools include enrollment data analysis, course catalogs, and student schedules. Specifically, the district uses the California School Dashboard to monitor progress and access, disaggregating data by grade spans, unduplicated student groups and individuals with exceptional needs. Additional tools include surveys and feedback from students, parents, and staff to assess satisfaction and perceived accessibility of course offerings across different school sites. Using the locally selected measures, it has been determined that the majority of students at Laton Unfiied School have access to, and are enrolled in, a broad course of study. At the elementary level, students are enrolled in core subjects, including English Language Arts, Mathematics, Science, and Social Studies. Middle and high school students have access to a variety of electives and Career Technical Education pathways. However, there are differences in access among student groups. For instance, English Learner students and students with exceptional needs often have limited access to advanced courses due to additional support classes required for language acquisition and special education needs. Moreover, smaller school sites like Laton High and Laton Middle face challenges in offering a wide range of electives due to enrollment numbers. Several barriers prevent Laton Unififed School District from providing universal access to a broad course of study. One major barrier is the limited funding and resources, which restricts the number of advanced and elective courses that can be offered, particularly in smaller schools. Additionally, scheduling conflicts and the need for EL and special education support classes can limit students' ability to enroll in a wider range of courses. There is also a shortage of qualified teachers for certain subjects, which impacts the district's ability to offer specialized courses. In response to these barriers, Laton Unified School District plans to implement several revisions and new actions to ensure broader access to a diverse course of study. The district will seek additional funding through grants and partnerships to expand course offerings, especially in advanced and elective subjects. The district will also enhance professional development for teachers to equip them with the skills to teach a wider variety of courses. To address scheduling conflicts, the district will explore flexible scheduling options and increase the use of online and blended learning models. Additionally, we will improve communication with families about available courses and the benefits of enrolling in a broad course of study, particularly targeting underrepresented groups. These actions aim to create a more equitable and comprehensive educational experience for all students. Met 2024-06-24 2024 10623230000000 Monroe Elementary 7 Lapsation: Unification under lapsation (Per the California Education Code Section 35780.1, lapsation means an action to dissolve a school district and annex the entire territory of that district to one or more adjoining school districts) was approved on May 2, 2024. Priorities 1-7 will be integrated into the CUSD data for 2024-2025. Unification under lapsation (Per the California Education Code Section 35780.1, lapsation means an action to dissolve a school district and annex the entire territory of that district to one or more adjoining school districts) was approved on May 2, 2024. Priorities 1-7 will be integrated into the CUSD data for 2024-2025. Unification under lapsation (Per the California Education Code Section 35780.1, lapsation means an action to dissolve a school district and annex the entire territory of that district to one or more adjoining school districts) was approved on May 2, 2024. Priorities 1-7 will be integrated into the CUSD data for 2024-2025. Unification under lapsation (Per the California Education Code Section 35780.1, lapsation means an action to dissolve a school district and annex the entire territory of that district to one or more adjoining school districts) was approved on May 2, 2024. Priorities 1-7 will be integrated into the CUSD data for 2024-2025. Met 2024-06-13 2024 10623310000000 Orange Center 7 The District will maintain an Instructional Technology Coordinator and Contract an FCSS Technology Technician to provide 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 as well as access reliable technology and the internet for parents. 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 purchase materials and supplies to support lessons and create STEAM learning labs (K-8), makerspaces (K-8), and allow students to extend their learning past the school day through the Chromebook checkout system (6-8th grade) that will increase appropriate exposure to communication, collaboration, and technology Our school is located in a rural area, limiting access to opportunities for performing arts and music education for students who do not have reliable transportation or who cannot afford to address this need, 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. The District will maintain an Instructional Technology Coordinator and Contract an FCSS Technology Technician. The 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 such as problem-solving, critical thinking, and digital literacy. The FCSS technology technician will ensure staff, students, and parents are able to access reliable technology and the 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 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. Because of the size of our school, it is difficult to offer courses that are taught by a single-subject credentialed teacher specifically for the 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. Based on a local needs assessment to improve academic achievement, it is important that educators and students are aware of the learning gaps and strengths of each student which requires the ability to use learning data in a meaningful and skilled way. 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. The following areas were identified in the parent survey as areas of interest for OC parents: Study Skills, Computer Skills, Health/Nutrition, Bully Prevention, Mental Health, and Suicide Prevention. 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. Workshops will be provided for parents on topics identified in the surveys and learning materials will be provided to participating parents. " Met 2024-06-26 2024 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, 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 participate in courses that offer remediation and extensions of learning, as well as provide 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. Barriers include access to Wi-Fi and school materials, especially for 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 7th and 8th graders (those who completed the 6th or 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. Math Lab 2 course was added for struggling 10th graders to support their grade-level math course. This is in addition to the already running 9th grade ELA and Math Labs. After-hours support was also provided at the high school to our MVK students and students with IEPs to support their work in A-G courses. Met 2024-06-19 2024 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 promote to high school. After reviewing the master schedule and the information within, Pacific Union will continue to implement programs and instructional practices as listed. Met 2024-06-25 2024 10623640000000 Parlier Unified 7 Parlier Unified School District utilizes several locally selected measures and tools to ensure all students, including unduplicated student groups and individuals with exceptional needs, have access to and are enrolled in a broad course of study. These measures and tools include: Course Enrollment Data: Disaggregated data on student enrollment across various grade levels to ensure equitable access for all student groups. Student Information System (SIS) - AERIES: A comprehensive system that tracks and monitors student course enrollments, attendance, and academic progress, allowing for detailed reporting and analysis. Annual Course Audits: Regular audits to assess the availability and accessibility of course offerings, identifying gaps and areas for improvement. Educational Partner Surveys and Feedback: Input from students, parents, and teachers through surveys and feedback sessions to understand perceptions of course availability and access. Individual Education Plans (IEPs) and 504 Plans: Reviews and monitors plans to ensure students with exceptional needs have access to appropriate courses. Performance Dashboards: Visualize and track key metrics related to course access and enrollment, facilitating real-time monitoring and data-driven decision-making. By utilizing these measures and tools, Parlier Unified School District ensures equitable access to a broad and diverse course of study for all students. Parlier Unified School District employs various measures and tools to ensure all students have access to and are enrolled in a broad course of study. These include course enrollment data, the AERIES Student Information System, annual course audits, educational partner feedback, and performance dashboards. Targeted attention is provided to ensure that migratory or Migrant students are identified on a timely manner and placed in courses that provide them full access to a broad course of study. Parlier Unified serves a large community of Migrant students that require constant monitoring for receiving services and full access to courses both at the elementary and secondary level. Parlier Unified School District continues to work towards equitable access for all students through continuous monitoring and strategic initiatives. Based on the results from various tools and locally selected measures, Parlier Unified School District has identified the following barrier preventing equitable access to a broad course of study for all students: Staffing Challenges: A shortage of qualified teachers, especially in specialized subjects and advanced courses, hinders the ability to provide a diverse curriculum. Although Parlier Unified continues to work diligently towards the recruitment of specialized subject area teachers, recruitment and retention of skilled educators remains ongoing challenge. Addressing this barrier requires a multifaceted approach, including increased funding, targeted resource allocation, and enhanced support services. Parlier Unified is committed to continuous improvement and equity in providing a broad and diverse course of study for all students. "In response to the barrier identified through various tools and locally selected measures, Parlier Unified School District is implementing revisions, decisions, and new actions to ensure all students have access to a broad course of study: 1. Enhanced Funding Allocation: Parlier Unified is reallocating resources and seeking additional funding to support and expand access to a broad course of study. This includes applying for grants and leveraging state and federal funding to expand course offerings and improve facilities. 2. Teacher Recruitment and Retention: The district is implementing strategies to attract and retain qualified teachers, particularly in specialized and advanced subjects. This includes offering competitive salaries, professional development opportunities, and creating a supportive work environment. By implementing these actions, Parlier Unified School District aims to remove any barrier and create an inclusive educational environment where all students have equitable access to a broad and diverse course of study. " Met 2024-06-25 2024 10623720000000 Pine Ridge Elementary 7 All of our students have access to a broad course of student. Since we have such a small student population, we are able to track each students school performance individually. We are a small, single school district. We only have one classroom for each grade level. Due to our size we can track all students individually, as well as intervene in real time as needed. Our barriers come from our small, rural mountainous environment. We do not have any schools near us that we can collaborate with on a weekly basis. We will utilize our local experts to bring in opportunities for all of our students. Met 2024-06-19 2024 10623800000000 Raisin City Elementary 7 The Raisin City Elementary School’s schedule was examined for instruction. "It was found that no significant gaps exist between the access low-income students have to the above classes and access by the overall student population. • No limitations to offering a broad course of study were noted. • As part of its LCAP, the District is offering opportunities for acceleration and enrichment in summer and afterschool programs. This, coupled with increased academic supports for students, should provide increased opportunities for students to access an even broader range of courses " 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. The area that we would like to add is music however there are not qualified teachers to hire for these positions in Raisin City. Met 2024-06-10 2024 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 the 2023-24 school year . 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, Ethnic Studies, 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 foreign language courses and only a few students took drivers’ education. The group with the lowest participation in foreign language and CTE was our foster youth and special education. 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 2024-06-06 2024 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 2024-06-25 2024 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 2024-06-25 2024 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 2024-06-25 2024 10624300000000 Selma Unified 7 The locally selected measures for Broad Course of Study include: Visual and Performing Arts (VAPA) participation rate, Number of elementary students enrolled in Dual Language Immersion Classes (elementary, K-3), and number of students enrolled in AVID (grades 7-12). At the elementary level, students have access to vocal and instrumental music, with the anticipation of expanding the 5-6th grade music program to grade 4 via a Recorder program. We will add further VAPA elements pending ongoing funding through Proposition 28. The district has a Dual Language Immersion program available for elementary students in grades TK-2, with the addition of grade 3 in the 2024-2025 school year. Middle School and High School students provide a vocal and instrumental music program for grades 7-12. Additionally, they both have competitive Percussion and Color Guard teams. The AVID program is available at the Middle and High Schools. Overtime, we have expanded access to CTE courses through Valley ROP and currently have 17 pathways. Factors impacting access to a broad course of study for all students include: Resource Allocation-we have prioritized specific areas for broad course of study, limiting access to the multitude of options. Geographic location-living in a rural location limits access to a range of resources with outside agencies and qualified staffing. For the 2024-2025 year, we will be adding a 3rd grade Dual Immersion class at the elementary level, a Health Pathway CTE course at the middle school, and a High School Valley ROP/UPK. Educational Partner input also recommended additional choices for language classes; we are adding a Punjabi language course as another elective option at the high school level for the 2024-2025 school year. Met 2024-06-11 2024 10625130000000 Washington Colony Elementary 7 Washington Colony's selected measures utilized 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. Also, according to the School Accountability and Report Card (SARC) 2022-23 and Published on 2023-24 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. Washington Colony is a single Elementary School District and uses the selected measures such as the School Master Schedule and SARC report indicate that all student groups are provided with the ELA/MATH/SCIENCE & SOCIAL SCIENCE Core Curriculum in all subject 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. All students groups have made ELA/MATH academic growth based on the CA SCHOOL DASHBOARD 2023-24. Given the results of the locally selected measures, 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 results of the locally selected measures 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 continue to explore the addition of Health Education by adding supplemental materials to the PE classes in order develop the awareness of a healthy life style. The district will maintain the full time PE Teacher. As stated on the 2023-24 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 2024-06-25 2024 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 2024-25, the district will provide reading and math coaches, 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 2024-06-25 2024 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 2024-06-25 2024 10625470000000 Westside Elementary 7 The LEA annually measures its progress in the extent to which students have access to, and are enrolled in, a broad course of study that includes the adopted courses of study specified in the California Education Code (EC) for Grades 1-6 and Grades 7-12, as applicable, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs; the LEA then reports the results to its local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard. The LEA is a one-school district that is K-8. The students are all provided with a core subject curriculum that includes: Literature, Mathematics, History-Social Studies, and Science. The LEA has PE for grades 4-8 and provides other broad course study in art education as well as music education (varies per grade level). Due to the rural location, the school has had difficulty providing a standalone music teacher, so the district has contracted out services with the local county, as well as teacher-led lessons. A barrier that prevents the district from providing a broad course of study is the ruralness of the district. The district has attempted and still will attempt to provide a full-time/part-time music teacher, however, the search has not generated in much success. The LEA will continue to engage in opportunities for the students to access a broad course of study. The LEA will continue to strengthen educational partnerships to better strengthen the broad course of study across the school site. Met 2024-06-18 2024 10625470135103 Yosemite Valley Charter 7 Yosemite Valley Charter utilizes various locally selected measures to track access to and enrollment in a broad course of study. These measures include: Grade-span assessments: Analyzing course enrollment data across grade levels to ensure equitable access to diverse academic offerings. Student group disaggregation: Examining enrollment patterns among unduplicated student groups, including English learners, socioeconomically disadvantaged students, and students with disabilities, to identify any disparities in course access. Individualized support plans: Monitoring enrollment and participation of students with exceptional needs, such as those with individualized education plans (IEPs) or 504 plans, to ensure they receive appropriate accommodations and access to a comprehensive curriculum. Surveys and feedback: Collecting student and parent feedback regarding course offerings, satisfaction with available electives, and perceived barriers to accessing certain courses, to inform continuous improvement efforts and address any identified gaps in access. Yosemite Valley Charter ensures that all students have access to and are enrolled in a broad course of study through various measures. Enrollment data analysis indicates equitable access across school sites, with consistent availability of diverse academic offerings. Disaggregation by student groups reveals equitable enrollment patterns, indicating efforts to address disparities among diverse student populations. Progress over time shows continual improvement in access to a broad course of study, with ongoing efforts to expand course offerings and enhance inclusivity. Additionally, feedback mechanisms highlight areas for further improvement, guiding targeted interventions to address any identified gaps and ensure equitable access for all students across school sites and student groups. Yosemite Valley Charter 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 access of a broad course of study. Yosemite Valley Charter has implemented several revisions and new actions to ensure access to a broad course of study for all students. These actions include: A-G Course Requirement Completion: Scheduling all 9th and 10th graders to complete A-G course requirements. Encouraging all students, including those planning on attending community college, to complete A-G course requirements. Incentivizing A-G course completion with an honor cord at graduation. Holding individual counselor meetings for 11th graders to provide encouragement and support for completing A-G courses. Career Technical Education (CTE) Pathway Completion: Matching available CTE Pathways with CTE credentialed teachers. Promoting CTE Pathways during meetings and sessions. College Credit Course (Concurrent/Dual Enrollment): Partnering with Fresno/Madera K-16 Collaborative Virtual Dual Enrollment Hub. Promoting Concurrent/Dual Enrollment to families through information sessions, emails, and website updates. Educating staff about the concurrent enrollment process and benefits. Smarter Balanced ELA/Math Tests: Providing curriculum recommendations that cover standards. Recommending Single Subject Teachers. State Seal of Biliteracy: Identifying and notifying students close to meeting the criteria for the State Seal of Biliteracy. Met 2024-06-13 2024 10625470136523 Crescent View South II 7 Using the school Student Information System (SIS) to collect course completion data, we tracked the participation levels of English Learners, Low Income, Homeless, Foster Youth and exceptional needs students and students by grade level for 2023-24 for the first three quarters. 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, Ethnic Studies, 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. We believe that students should participate in interventions at the 12th grade, especially in ELA and math. Also, 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 2024-06-06 2024 10738090000000 Firebaugh-Las Deltas Unified 7 FLDUSD uses a local measure to report out the number of classes by subject for SY 2023-24. 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 = 48; math = 45; ELD = 31; science = 63; History/Social Science = 48; Foreign Language = 12; Fine Arts = 42; PE = 32; Other = 83 (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 1,380 in 2023-24. 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 is evidenced in all our parent surveys. Our music facilities at our Intermediate and High School are a few years old. We needed the new performing arts building at the high school to support the district's growing VAPA 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 2024-06-13 2024 10739650000000 Central Unified 7 In Central Unified School District, students from Transitional Kindergarten (TK) through sixth grade (TK-6) benefit from a comprehensive curriculum that includes English, Math, Social Sciences, Science, Visual and Performing Arts (VAPA), Health, and Physical Education (PE). The district ensures the effectiveness of this broad course of study (BCOS) through several meticulous monitoring processes: tracking daily instructional minutes, reviewing classroom schedules, discussing observations with site leadership, and annually reviewing bell schedules. Central USD also focuses on equitable classroom placements and rosters, particularly for underrepresented students and Students with Disabilities (SWD), with additional support from supervisory staff. Elementary sites are equipped with dedicated VAPA and PE teachers to provide specialized instruction in these areas. For grades seven through twelve (7-12), BCOS access is ensured by reviewing master schedules, utilizing state reports to match students with appropriate courses, and collaborating with counselors and school leadership. Continuous monitoring is carried out through roster checks, class schedule reviews, and classroom observations to maintain equity and quality of education. These strategies ensure all students in Central USD receive a well-rounded education, fostering an inclusive and supportive learning environment. Following a thorough assessment of our measures and tools, Central Unified has determined that most students have access to and are enrolled in a comprehensive course of study. However, some disparities have been identified: 1. Scheduling Constraints: At middle schools, scheduling issues may limit elective access for certain underrepresented students. 2. Alternative Education Access: Students in home-hospital, independent study, and alternative education settings may not have access to all VAPA, applied arts, PE, and foreign language options. These situations are typically temporary. 3. Driver's Education: Students in grades 9-12 do not have access to Driver's Education classes. When reviewing measures and monitoring TK-6, it becomes evident that schools generally provide sufficient access to literacy and math. However, there is variability in access to science and social science within this grade span. For students in grades 9-12, there is access to a broad course of study. Nonetheless, some students may encounter challenges, such as falling behind or experiencing difficulties in their classes. These students may be referred to the district's Multi-Tiered System of Supports (MTSS) for additional assistance. Central Unified is focused on improving student performance in English Language Arts (ELA) and Math but faces challenges, especially in grades 7-12. Middle School Electives: The master schedule at middle schools can limit access to electives for underrepresented students, affecting their educational experience. Content Area Access: Secondary underrepresented students may lack access to all content areas or electives, and when enrolled, often struggle and fall off track for graduation. Driver's Education: Driver's Education is not offered due to difficulties in finding credentialed teachers, space limitations, and liability issues. Support for High School Students: To help high school students stay on track for graduation, the district offers summer school intercession. Schools actively communicate with parents and students who are not meeting graduation requirements, assist with online applications, and monitor attendance and academic performance closely. Central Unified is dedicated to overcoming these barriers to provide a comprehensive and supportive educational experience for all students. Central Unified is actively enhancing educational access with initiatives like improving elementary science and social science curricula, exploring strategies for middle school elective access, surveying student interests for alternative education VAPA classes, offering summer school for graduation readiness, providing online academic prep options, planning future drivers' education, and developing transparency tools for course progress tracking. These efforts aim to support student success and ensure equitable educational opportunities district-wide. Met 2024-06-25 2024 10739990000000 Kerman Unified 7 Kerman Unified uses Teacher Master Schedules, CTE, and ROP course enrollment information (as provided at the FCSS ROP Advisory meetings), 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. Students enrolled at the continuation school also face barriers 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. 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. One additional elementary music teacher and an elementary dance teacher will be hired for the 2024-2025 school year to accommodate the needs of five elementary sites. Met 2024-06-20 2024 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 2024-06-26 2024 10752340000000 Golden Plains Unified 7 LCAP Goal 1. Metric 4: Access to and Enrollment in a Broad Course of Study. Grades Tk-12. This metric will monitor the following student groups: (1) All students; (2) Low Income; (3) Hispanic; (4) English Learner; (5) Foster Youth/Homess; (6) SPED """LCAP Goal 1. Metric 4: Access to ...Broad Course of Study"" is a new metric, which now includes PE and VAPA at the elementary and middle school levels. At present, all students have access; however, in 2024-2025 elementary and middle school will be required to provide access." The barriers are access to highly qualified teachers in VAPA and PE. GPUSD has engaged service providers to support teachers and augment these programs. Instead of not offering VAPA and PE at the elementary and middle school level, GPUSD has hired PE teachers for elementary and engaged the services of VAPA providers. Met 2024-06-18 2024 10752750000000 Sierra Unified 7 Sierra Unified uses the master schedule and individual student course schedules to monitor student enrollment and participation 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; 27.1% of 11th and 12th grade students are enrolled in an advanced course, 61.8% of students are taking part in a visual or performing arts class that include, music, drama, and art. 45.9% of our students are enrolled in at least 1 Career Technical Education (CTE) or Regional Occupation 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 monitoring and tracking of participation indicates that students are able to access the courses they are assigned to without interference or disruption. Sierra Unified ensures that all students have access to a broad course of study through the monitoring of the master schedule and student course enrollment. Students are provided with the benefit of Office Hours with certificated staff at the junior high and high school levels to provide support to all students and encouraging students and identified student groups to have access to high-level academic course work and advanced assessments. At Sierra High School, there is an increase in the percentage of Native American students completing the A-G courses. This is a known participation gap to the District and an effort is being made to support these students in choosing to access advanced courses as a viable path to education. We provide credentialed teacher office hours before, during and after school, a Native American Mentor that assists in student engagement and hosts quarterly family meetings to report student progress throughout the year. It is worth noting that the high school campus and the alternative campus work to allow students access to CTE and VAPA courses through concurrent enrollment. This allows for students enrolled at an alternative high school site within our district to have access to vocational courses, the visual and performing arts and advanced courses that may not be offered at their school site. There is some planning to be done, but in the future, the district is looking to expand opportunities that the alternative campus may offer that our s Met 2024-06-20 2024 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 2023-2024, the district offered four schools that collectively cover the TK-12 grade span (TK-3, 4-8, 9-12 and TK-12). RJUSD began an online school for grades TK-12 that it will continue for the 2024-2025 year. 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. Identified differences were discovered with English Learner students who are behind on credits. English Learners, as recognized through the CA School Dashboard, were lower performing in the subject areas of English Language Arts and Mathematics and thus identified in the “Red”. Many times these same students (EL) were not only performing lower in academic classes but had a lower pass rate. Students who have fallen behind in credits have less access to elective and Career and Technical Education (CTE) programs as these students were in need of repeating academic classes. In addition through examining internal reports along with Annual Special Education Reports, it was noticed that SpEd students were not experiencing enough time in a general education setting. IEP teams, throughout the district, will need to examine factors to push SpEd students into the general education setting with greater frequency than currently taking place. While all students in RJUSD have access to a broad course of study, barriers were discovered with two student groups identified as English Learners and Special Education students. Students in these two demographic groups had less access to a broad course of study for two different reasons. EL students were lower performing in academic courses and many times needed to make-up the class for credit recovery. The need to repeat a class takes away opportunities on the secondary level for elective courses. For Special Education students on a Certificate of Completion, IEP teams need to increase the frequency that students are in a general education classroom. The increase for SpEd students, who are on a Certificate of Completion track, in the general education classroom will increase their opportunities for a broad course of study. In addressing recognized barriers, RJUSD will examine their instructional program for English Learners on the secondary level. Goals 1 and 2 of the RJUSD 2024-2025 LCAP have many elements to address the lack of access to a broad course of study for English Learner students. Actions include support staff to work with students, instructional approaches and methodologies, supplemental materials, and other opportunities for students on the high school level to accelerate their ability to recover credits to have access to board curriculums. In all grades RJUSD will examine opportunities for greater push-in for Special Education students, who are on a Certificate of Completion track, into the general education setting to gain greater access to the curriculum. Riverdale Joint Unified School District has developed actions to provide greater access to a broad course of study for English Learner and Special Education students who were identified as being in need for the 2024-2025 school year. Met 2024-06-26 2024 10755980000000 Caruthers Unified 7 The LEA annually measures its progress in ensuring that students have access to, and are enrolled in, a broad course of study as specified in the California Education Code (EC) for Grades 1-6 and Grades 7-12. This includes programs and services developed for unduplicated students and individuals with exceptional needs. The results are reported to the local governing board at a regularly scheduled meeting and to stakeholders and the public through the Dashboard. A random sample of secondary students is collected and assessed for access to A-G core classes, honors or advanced placement classes, CTE/ROP classes, and electives. Additionally, elementary school schedules are examined for weekly instructional plans to ensure comprehensive educational opportunities for all students. It was found that there are no significant gaps in access to the specified classes between low-income students and the overall student population. However, there were differences in access noted for English Learners, primarily due to classes aimed at English language development. Similarly, students with exceptional needs showed similar results, particularly regarding access to elective classes, which might be limited due to additional academic support requirements. Understanding these nuances in access is crucial for ensuring equitable educational opportunities across diverse student groups within the district. Caruthers High faces limitations in offering a wide range of elective and Career Technical Education (CTE) courses due to its relatively small student population. This constraint often makes it financially challenging to offer additional elective classes, as the number of potential enrollees may not justify the expense of hiring a credentialed teacher for those specific courses. Such situations are common in smaller schools, where maximizing resources and ensuring educational quality within budgetary constraints are key considerations. Schools like Caruthers High may explore creative solutions, such as shared courses with nearby schools or online offerings, to broaden the elective and CTE options available to students. As part of its Local Control and Accountability Plan (LCAP), the District is implementing opportunities for acceleration and enrichment through summer and afterschool (ELOP) programs. These initiatives are designed to supplement regular coursework and provide students with enhanced educational experiences. By coupling these efforts with increased academic supports, the District aims to expand the range of courses available to students. This holistic approach not only enriches the educational opportunities but also supports diverse learning needs and interests among the student body. It reflects a commitment to fostering academic growth and achievement across the district. Met 2024-07-22 2024 10767780000000 Washington Unified 7 Washington Unified School District monitors the master schedule, along with PowerSchool (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 Washington Unified School District are enrolled in and have access to a broad course of study as measured by master schedules. There are no identified barriers to offering our students access to a broad course of study. 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 2024-06-26 2024 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 satisfy additional A-G approved courses. All new submissions have been approved for the upcoming school year. Met 2024-06-28 2024 11101160000000 Glenn County Office of Education 7 Our program is exclusively for students with special needs. Many of these students are on a certificate of completion track for graduation rather than a diploma track. For students on the diploma track, the program specialist and the school counselor at the hosting high school collaborate closely to ensure that 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 Individualized Education Program (IEP) team meets at least annually to determine the extent to which a student can attend and benefit from 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 their needs for those grade spans. At Willows High School, students in both regional programs have access to a broad course of study. Their participation in this course of study is determined by their individual needs, as assessed by the IEP team. According to our analysis, all students have the opportunity to participate in a broad course of study to the fullest extent possible. The only factors limiting their participation in these courses are the individual needs of the student as outlined in their IEP plan and the impact of their disability. All students' Individualized Education Program (IEP) documents will continue to be reviewed at least annually. These reviews are conducted to assess the student's needs, determine the extent to which they can participate in general education courses, and decide whether the student should continue to attend a regionalized program. These annual reviews ensure that each student's educational plan is tailored to their evolving needs and abilities, allowing for the most appropriate placement and level of support. Met 2024-06-28 2024 11101160124909 Walden Academy 7 In a small school setting, tracking student access to a broad course of study is facilitated through several locally selected measures. During weekly Professional Learning Communities (PLCs), this topic is regularly discussed, and teachers are polled to gather insights. Additionally, surveys are distributed to families to collect their feedback, and conversations are held with students to gauge their satisfaction with their education. These tools help ensure that all students, including those from unduplicated student groups and individuals with exceptional needs, have access to and are enrolled in a comprehensive curriculum across different grade spans. Walden Academy is a single school district where all students receive a broad course of study. Through locally selected measures and tools, such as teacher polls, family surveys, and student feedback, we ensure that no group is left out or receives more or less than another group. Our continuous monitoring confirms that there are no differences across student groups in access to and enrollment in the comprehensive curriculum. Over time, we have consistently maintained equal access for all students, ensuring a balanced and inclusive educational experience. At this time, there is not other barrier but time and staffing. All students on our campus have equal access to a broad course of study. Met 2024-06-25 2024 11101160130724 Success One! 7 The curriculum and programs at Success One! Charter School are specifically designed to meet the needs of the students it serves. Success One! Charter School continuously evaluates its curriculum offerings to ensure they remain relevant and comply with state requirements. Locally selected measures and tools used to track student access to and enrollment in a broad course of study include initial diagnostic assessments of skills in Reading and Mathematics, followed by mid-year and end-of-year assessments to evaluate academic growth. The school counselor and assigned teachers conduct credit evaluations, and student progress and credit completion are tracked based on individualized educational paths. All students are encouraged to take college preparation courses to meet A-G requirements. Additionally, unduplicated students receive extra support to complete these courses successfully, including additional time with teachers, tutors, and bilingual aides. Students with exceptional needs receive extra support from special education specialists and supervising teachers. Success One! Charter School ensures equal access to programs for all students, including English Learners, students with special needs, foster and homeless youth, and low-income students, regardless of income, race, primary language, disability, or family situation. The curriculum, aligned with Common Core State Standards and A-G requirements, is broad and includes English, Math, Social Sciences, Foreign Language, Physical Education, Science, Applied Arts, and Career Technical Education. Teachers collaborate to tailor instruction within the independent study model, differentiating based on student needs. Success One! offers an ELD program, various CTE pathways, and works closely with special education teams to support students with Individualized Educational Plans. Additional support includes tutors, special education teachers, supplemental curriculum, and academic counseling for students below grade benchmarks. Foster and homeless youth receive specific services and benefits as required by AB 167/216, and all students, including those over 22, are offered ELD curriculum and progress monitoring. The school provides transportation assistance, childcare, and group tutoring sessions called “Slices of Success” to foster a sense of belonging. A counselor is available part-time to offer social-emotional support and guidance on post-secondary goals, including dual enrollment and financial aid applications. 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 an 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, special education services, and supplemental curriculum aligned to A-G and the Common Core State Standards to all of our students. Met 2024-06-28 2024 11101161130103 William Finch 7 The measurement used to track the extent all students have access to a broad range of study is embedded in the independent study local annual auditing process as well as attendance procedures. Teachers select 10 specific subject areas for each academic month of the school year and identify exemplars of student work in each area. Teachers meet bi-monthly with families to evaluate student learning and assign a quantitative attendance value to the academic work submitted. Teachers also formatively monitor academic progress at these meetings. For high school, the academic counselor meets with students regularly to review transcripts, schedules, and academic goals ensuring students are enrolled in the appropriate courses. Additionally, all students complete diagnostic assessments at the beginning, middle and end of the year in both English Language Arts and Mathematics ensuring students are being adequately served and progressing academically through the grade level curriculum. The data of all of these quantitative and qualitative metrics indicate a significant student population below grade grade level. 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 story time in the library on campus as well as synchronously online. In grades k - 5 students have access to weekly enrichment activities supporting a variety of academic topics. 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, CTE and dual enrollment 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 mental health clinical services available on site. Access to academic intervention has been identified as a barrier through local survey data and staff observations. In-person synchronous small group instruction is difficult to schedule due to the wide geographic area served and transportation limitations/schedules. Staff release time has been identified to provide additional coordination and facilitation of academic intervention efforts and progress monitoring with the goal to increase student capacity and academic skills to increase access to a broad course of study. Met 2024-06-28 2024 11625540000000 Capay Joint Union Elementary 7 CJUESD (Capay Joint Union Elementary School District) employs 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. These measures include course enrollment data, which monitors the range of courses in which students are enrolled to ensure a diverse and comprehensive curriculum. Additionally, student schedules are reviewed to confirm they encompass a variety of subjects across different grade spans. Participation reports are also utilized to identify the involvement rates of unduplicated student groups and individuals with exceptional needs in various courses. Surveys and feedback from students, parents, and teachers provide insights into the availability and accessibility of a broad course of study. For students with exceptional needs, Individualized Education Program (IEP) reviews ensure that their schedules include a broad and appropriate range of courses. Together, these measures enable CJUESD to ensure that all students, including those from unduplicated groups and with exceptional needs, have access to a well-rounded education. Using the locally selected measures and tools, CJUESD has made significant progress in ensuring all students at our single school site have access to and are enrolled in a broad course of study. Course enrollment data and student schedules indicate a diverse and comprehensive curriculum is available across all grade spans. Participation reports show that most student groups, including unduplicated student groups and individuals with exceptional needs, have equitable access to a broad range of courses. Surveys and feedback from students, parents, and teachers support these findings, highlighting overall satisfaction with the availability and accessibility of the curriculum. However, some differences have been identified among student groups. While most students have access to a wide variety of courses, there are gaps in the enrollment of certain unduplicated student groups and individuals with exceptional needs in advanced courses or specialized programs. Over time, CJUESD has shown steady improvement in expanding access to a broad course of study. Initiatives such as professional development for teachers, curriculum enhancements, and targeted support programs have contributed to this progress. The ongoing review of IEPs ensures that students with exceptional needs receive an appropriate and comprehensive education. The development of an agricultural education program, leveraging the community’s agricultural background, further enriches the curriculum. Given the results of the locally selected measures, CJUESD has identified several barriers preventing access to a broad course of study for all students. Limited resources, including financial and staffing constraints, restrict the number and variety of courses, particularly advanced or specialized programs. The availability of qualified teachers for diverse subjects is also a challenge. Scheduling conflicts complicate creating comprehensive schedules for all students, especially those with exceptional needs. Low enrollment numbers in certain courses can lead to cancellations, reducing available options. Additionally, unduplicated student groups may face barriers such as limited access to advanced coursework or extracurricular activities due to socio-economic factors. Lastly, there is a need for more targeted efforts to engage parents and the community in supporting a broad course of study for underrepresented groups. In response to the results of the locally selected measures, CJUESD is implementing several actions to ensure access to a broad course of study for all students. The district is exploring partnerships with neighboring districts and online platforms to expand course offerings, particularly in advanced subjects. Efforts to recruit and retain qualified teachers include offering professional development opportunities. Scheduling processes are being enhanced with technology to create more flexible schedules. To boost enrollment in under-enrolled courses, CJUESD is promoting these courses and integrating them into broader curricular pathways. Additional resources are allocated to support unduplicated student groups with tutoring, mentorship, and extracurricular access. An agricultural education program has been developed to leverage the community’s background. CJUESD is also increasing parent and community engagement through informational sessions and workshops. Met 2024-06-26 2024 11625960000000 Lake Elementary 7 In grades K-8, we utilize the following measures to define a Broad Course of Study: Student Access to Board Approved Instructional Materials in English, Mathematics, Social Sciences, and Science Student Access to Visual and Performing Arts Instruction Student Access to Physical Education Instruction Student Access to Health Instruction The SARC is the data source that 100% of our students in grades K-8 have access to curriculum-aligned instructional materials in English, mathematics, social sciences, and science. Additionally, individual teacher planners in grades K-8 are the data source that illustrates student access to the performing arts in December. Teacher planners provide the data source for 100% of our students in grades K-8 access to physical education instruction. The health instruction schedule provides the data source that 100% of our students in grade 3 have access to hygiene lessons, 100% of our 5th grade students have access to the puberty curriculum, and 100% of our 7th grades have access to the required health curriculum. All students have access, including all student groups. The District has only one, small rural K-8 site. The District continues to struggle with providing music (band and/or choir) to students. Retaining a part-time or interim teacher (typically shared across three districts) has been a challenge. Added to the challenge, it appears the number of music teachers has decreased among local teacher preparation programs. We will continue to monitor the budget in order to be able to provide students access to a broad course of study at Lake Elementary. Met 2024-06-25 2024 11625960139550 Lake View Charter 7 Our school offers a variety of locally selected measures and tools to ensure that all students, including those with exceptional needs, have access to and are enrolled in a broad course of study. For students with disabilities (SWDs), the school provides professional development opportunities tailored to instructional strategies aimed at maximizing their academic potential. This includes support from special education coaches and specialized training sessions. Additionally, the school offers a comprehensive assessment program, including various types of assessments and structured testing support, to track student progress effectively. In terms of curriculum development, the school has established TK-8 standards-based grade-level courses, supported by additional staffing and resources. This includes the provision of stipends to recognize staff efforts and the implementation of a Junior High Virtual Academy for online learning opportunities. Furthermore, the school ensures equitable access to essential technology resources, such as WiFi hotspots and 1:1 Chromebooks, to facilitate modern educational methods and technologies for all students. The curriculum is standardized and aligned across all grade levels and subjects, overseen by dedicated Curriculum Coordinators to meet established standards seamlessly. The school also provides targeted support for unduplicated students, such as a Foster/Homeless Liaison and programs like the Lexia program, fostering greater success. We have observed that all students in our school have equal access to and are enrolled in a wide range of courses. We ensure that the curriculum aligns with educational standards across all grade levels and subjects through continuous assessments and monitoring. Our staff undergoes professional development to tailor instructional strategies to meet the diverse needs of our student population, including students with disabilities (SWDs), English learners (ELs), and unduplicated students. We have made significant progress in providing essential technology resources, such as WiFi hotspots and Chromebooks, to enhance student engagement and learning opportunities. Over time, we have seen improvements in the extent to which all students have access to and are enrolled in a wide range of courses. This progress is reflected in the expansion of support services, enrichment programs, and targeted interventions to address any differences across student groups and school sites. By continually refining our practices and ensuring that every student receives the support they need to succeed, we are committed to fostering academic excellence and personal growth for all learners. While our school aims to offer a wide range of courses for all students, we acknowledge that there is always room for improvement. At present, we do not pinpoint specific barriers, but we recognize the importance of continuously evaluating and refining our practices to ensure that all learners have equal access and opportunities. We are dedicated to addressing any potential barriers and continuously improving our efforts to meet the diverse needs of our student population. In response to the results of our locally selected measures, our LEA has taken proactive steps to ensure access to a broad course of study for all students. Building on our existing initiatives, we have decided to implement several revisions and new actions to further enhance the educational experience: Professional Development Enhancement: We will strengthen our professional development programs for staff, particularly focusing on instructional strategies tailored for students with disabilities (SWDs). This will include additional specialized training sessions and conferences aimed at enhancing support services and maximizing the academic potential of SWDs. Curriculum Alignment and Development: We are committed to further aligning our curriculum with established educational standards, ensuring that it meets the diverse needs of our student body. This will involve ongoing efforts to standardize and align curriculum, resources, and supports across all grade levels and subjects. Technology Integration: Recognizing the importance of technology in modern education, we will continue to ensure equitable access to essential technology resources for all students. This includes providing WiFi hotspots and 1:1 Chromebooks, as well as encouraging students to utilize instructional funds to access additional devices. Expansion of Support Services: Our LEA will expand targeted support services for unduplicated students and those with exceptional needs. Met 2024-06-12 2024 11626380000000 Plaza Elementary 7 Plaza School District s a small, rural K-8 district with 197 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. However, due to one class per grade, there are not additional course offerings other than art and classroom music. Due to the small size of one class per grade and limited funding and space, a broader course of study is not feasible. Another barrier is access to a certificated music or art teacher. The District will maintain a broad course of study to the extent feasible. The District will continue to look for a certificated band and music teacher. Met 2024-06-20 2024 11626460000000 Princeton Joint Unified 7 The Princeton Unified School District employs several locally selected measures and tools to track student access to and enrollment in a broad course of study. These measures typically include: 1. **Course Enrollment Data**: Tracking enrollment numbers in various subjects across different grade levels to ensure a broad curriculum. 2. **Student Information Systems**: Using Aeries Student Information software to monitor and report on student enrollment and demographic data. 3. **Surveys and Feedback**: Collecting feedback from students, parents, and teachers regarding course availability and accessibility. 4. **IEP Reviews**: For students with exceptional needs, regular reviews of Individualized Education Programs (IEPs) to ensure they are enrolled in appropriate and diverse courses. These measures help the district ensure that all students, regardless of their background or needs, have access to a comprehensive educational experience. In the PJUSD, the use of locally selected measures and tools reveals a comprehensive approach to tracking student access to and enrollment in a broad course of study. Summary: Access and Enrollment Overview 1. Course Enrollment Data**: Analysis of course enrollment data indicates that the majority of students across different grade spans have access to a variety of subjects, including core academics, arts, PE, and CTE. 2. Student Information Systems**: Aeries provides detailed insights into enrollment patterns, highlighting that while overall access is robust, there are notable differences among student groups and school sites. Differences Across School Sites and Student Groups 1. Grade Spans: PES: Students have consistent access to a broad core curriculum and are exposed to SEL lessons throughout the grades. PHS: Students have the most diverse range of core curriculum courses, including Agriculture and CTE courses. 2. Unduplicated Student Groups -Socioeconomically Disadvantaged and English Learners (EL) students have full access to the full range of courses and support programs and tutoring services. -EL students are provided sheltered instruction and bilingual resources. 3. Individuals with Exceptional Needs: •Special Education students have Individualized Education Programs (IEPs) that ensure access to a broad curriculum tailored to their abilities. Inclusion strategies and resource classes are commonly used to support these students. Based on locally selected measures, several barriers prevent Princeton Unified from providing a broader course of study for all students. These include: 1. Resource Constraints: Limited funding and teacher availability restrict specialized course offerings. 2. Infrastructure Limitations: Small facilities lack space and equipment for certain subjects, and transportation issues impede access to specialized programs. Strategies to overcome these barriers include partnering with the county office of education, local colleges, online curriculum, seeking grants, investing in teacher training, and enhancing support services for underrepresented students. In response to locally selected measures, Princeton Unified is implementing several actions to ensure all students have access to a broad course of study: 1. Partnerships: Collaborate with neighboring districts and community colleges for shared courses and dual enrollment. 2. Funding: Pursue grants and reallocate budget for STEM, arts, and vocational programs. 3. Teacher Training: Invest in professional development and offer incentives for specialized teachers. 4. Support Services: Enhance tutoring, counseling, and tailored programs. 5. Infrastructure: Upgrade facilities and improve technology access. Met 2024-06-27 2024 11626530000000 Stony Creek Joint Unified 7 Stony Creek Joint Unified School District employs several locally selected measures and tools to ensure that all students have access to, and are enrolled in, a broad course of study. These measures encompass various aspects of student enrollment and performance, aimed at providing an inclusive and comprehensive educational experience for every student. The district meticulously tracks course enrollment data, capturing detailed records of student enrollments across different grade levels and subjects. This data is pivotal in ensuring that a diverse array of courses is accessible to all student groups, thereby promoting a well-rounded education. Student performance metrics, including standardized test scores, course grades, and other performance indicators, are closely monitored. These metrics help in assessing whether students are benefiting from the broad course of study and allow for timely interventions if needed.Attendance records play a crucial role in this monitoring process. By analyzing attendance data, the district can identify any discrepancies in course access and participation among different student groups. This ensures that all students are attending and participating in the courses available to them. For individuals with exceptional needs, the district maintains specific data regarding their enrollment in various courses and their performance. This specialized tracking ensures that these students also have equitable access to the full breadth of the curriculum. Stony Creek Joint Unified School District employs several measures to ensure all students access a broad course of study. Course enrollment data, including iReady diagnostic data, shows that diverse subjects are available to all grade levels, promoting a well-rounded education. Performance metrics, such as standardized test scores and grades, are monitored to assess the benefits of this broad curriculum. Attendance records and attendance incentives help identify and address discrepancies in access and participation among student groups. For students with exceptional needs, specific data on course enrollment and performance ensures they have equitable access. Surveys from students, parents, and teachers provide qualitative insights into curriculum effectiveness. A high school academic counselor supports students in navigating A-G aligned courses, essential for college readiness. Analysis indicates that while most students have access to a broad course of study, there are differences across school sites. Some sites offer more advanced courses and extracurricular activities, leading to variations in student experiences. Efforts to standardize course offerings and improve resource allocation are ongoing. Over time, the district has made progress in providing equitable access. Enhanced tracking through iReady diagnostics and feedback mechanisms have led to more targeted interventions, reducing disparities. Continuous improvements aim to ensure all students, regardless of backgroun Based on the results of the locally selected measures and tools, several barriers prevent Stony Creek Joint Unified School District from providing access to a broad course of study for all students. Firstly, there is a shortage of qualified teachers, particularly in specialized subjects, which hampers the ability to provide a comprehensive curriculum. Recruiting and retaining highly qualified staff remains a significant challenge. Students with exceptional needs face additional barriers due to inadequate support services and tailored educational resources. Despite efforts to ensure equity, these students often encounter obstacles that impede their full participation in a broad course of study.Geographic and socioeconomic factors contribute to uneven access. Students from remote areas or lower socioeconomic backgrounds face difficulties in accessing advanced coursework and enrichment programs, exacerbated by limited transportation options. Inconsistent implementation of attendance incentives and interventions to improve student engagement affects participation rates, particularly among marginalized groups. Addressing these barriers requires a concerted effort to improve teacher recruitment and retention, enhance support for students with exceptional needs, and ensure equitable access regardless of geographic or socioeconomic status. In response to the results of the locally selected measures, Stony Creek Joint Unified School District has implemented several revisions and new actions to ensure access to a broad course of study for all students. Firstly, the district is prioritizing the recruitment and retention of qualified teachers, particularly in specialized subjects. Incentive programs, professional development opportunities, and competitive salaries are being enhanced to attract and retain top talent. To support students with exceptional needs, the district is hiring additional support staff and providing specialized training for teachers to better accommodate these students' needs. Addressing geographic and socioeconomic barriers, the district is expanding access to advanced coursework through online learning platforms and partnerships with local colleges. Transportation options are also being improved to ensure that all students can attend classes and participate in extracurricular activities. Furthermore, the district is standardizing the implementation of attendance incentives and interventions to improve student engagement across all schools. Regular monitoring and adjustments to these programs are made to ensure their effectiveness. Additionally, the district is enhancing its data collection and analysis capabilities to better identify and address disparities in course access and participation. Continuous feedback from surveys and performance metrics is used to make informed decisions. Met 2024-06-20 2024 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. While the percentage of students graduating with college preparatory (a-g) requirements increased 4.4% in 2023, the percentage of graduates who passed an Advanced Placement increased by approximately 16.9% from 2021/22 to 202/23. In addition, the percentage of graduates who completed a Career and Technical Education course of study increased by 5 students: 77 CTE Completers in 2022-23 as compared to 73 CTE Completers in 2021-22 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. WUSD, a small rural district, provides a broad but limited course of study. Tools used to track student access include the high school master schedule, course catalog, counselor/student meetings, student surveys, grades, staffing levels, and curriculum assessments. Students can choose courses that meet their needs and graduation requirements. The percentage of students meeting college preparatory (a-g) requirements increased by 4.4% from 2022. Advanced Placement exam pass rates rose by 16.9% from 2022, and 48.7% of high school students are now enrolled in college coursework, a 4.9% increase from 2023. CALPADS report 3.19 identified 77 CTE Completers in 2023/24, up by 4 from 2022/23. Barriers to course access include limited staffing, scheduling conflicts, insufficient funding, lack of equipment and materials, and low student enrollment. WUSD aims to improve access through curriculum analysis, evaluation of student needs, exploring additional electives and CTE pathways, and implementing findings from WASC and student surveys for the next school year. Met 2024-06-13 2024 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. By utilizing these locally selected meas 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 and implementing inclusive instructiona Met 2024-06-26 2024 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 2024-06-26 2024 12101240000000 Humboldt County Office of Education 7 HCOE CCS utilizes our local tool and student information system Aeries. 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. HCOE CCS utilizes our local tool and student information system Aeries. 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 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. 2024-25 Local Performance Indicator Self-Reflection for Humboldt County Office of Education Page 15 of 18 This site had very low enrolment and will be closed at the end of 23-24 school year. In the 24-25 school year we will open a new site in the Northern part of the county that will provide access to a greater number of students. 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 students. The district employs a full-time employee Student Services Technician who primarily focuses on postsecondary exploration, internship support, and, work-based learning opportunities. All students have access to these supports. The district provided students with the opportunity to participate in a student-run business to add meaningful learning opportunities through our commercial greenhouse operation, Humboldt Hydro Farm (HHF). Met 2024-06-12 2024 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 2024-06-05 2024 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 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 non-classroom-based, independent study charter school, all students have equal access to a broad course of study. All students have a personalized course of study. The school offers a wide range of course options, including live classes, online platforms, and dual enrollment courses. Students are able to select from any of these options in consultation with their teacher and family. Because the school is an independent study charter school, 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 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 their possible transportation issues. Another manner in which we address transportation issues is by providing bus tickets to students in need. We also provide gasoline for students who may choose to enroll in local college courses or have difficulty attending learning center courses or meeting with their teachers due to transportation hardships. Met 2024-06-27 2024 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 2024-06-27 2024 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 2023/2024 District LCAP identified 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. The most significant recent change was the development of a Spanish Language Instruction and Immersion program at SBMS. This program was a huge success in its first year and the District is excited to see this program continue into the 2024/2025 school year. Met 2024-06-18 2024 12626790109975 Fuente Nueva Charter 7 All students in grades PK-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 traditional school day and during the Extended Day program. N/A N/A N/A Met 2024-06-18 2024 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 2024-06-17 2024 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 2024-06-20 2024 12626796120562 Coastal Grove Charter 7 All students take the same classes which include Language Arts, Math, Music, Spanish, Art, PE/Movement, Drama, History/Social Studies, Science, and Health. All students participate in all classes K-8. There are no barriers to a broad course of study for all students. Continue to explore and deepen our work to improve student engagement and enthusiasm for learning. Met 2024-06-24 2024 12626870000000 Northern Humboldt Union High 7 The district is making every effort to implement inclusive practices as evidenced by the student-centered master schedule. The master schedule is built to reflect student preferences, IEP least restrictive environment placements, A-G pathways, and CTE pathways. In addition, we are using the annual student feedback sessions, the Studer Pulse Surveys, and the California Healthy Kids Surveys to gauge students' perceptions and feedback about access to courses and offerings. Additionally, district and site administrators engaged in training prior to beginning to work on the 2024/25 master schedule and Principals are being supported in the development of the schedule. 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 McKinleyville campus includes two schools, McKinleyville High and Mad River High (Continuation), which co-enroll across their sites as well. Due to the geographic distance between Arcata and McKinleyville, students minimally co-enroll between campuses. In particular, students travel between campuses to access the McKinleyville Yurok language and Architectural Design classes. There are some differences between the Arcata and McKinleyville campuses and course offerings. Arcata has a Fine Arts Institute that has a greater number of fine arts classes. In addition, because the enrollment at Arcata is significantly larger they have more sections, allowing for more options for students. McKinleyville has ceramics architecture design programs unique to the campus. Additionally, McKinleyville houses a regional therapeutic learning classroom meant to serve students with IEPs and significant barr Despite the district's small size, the schools can 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. When building the master schedule, the administration is careful to limit scheduling singleton classes during the same period. Academic counselors are utilizing 4-Year Plans, course sign-ups, and D&F lists to monitor who is on track for A-G completion. In addition, the CTE pathways are being enhanced to offer more pathways for students to choose from. Met 2024-06-20 2024 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 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. Six Rivers will continue with the implementation of Universal Design for Learning in our classrooms. This is a strategy to give all students, including those with disabilities, diverse opportunities and supports to be successful in college preparatory courses. Additionally, the use of study skills, Title 1 Aides, and CalSOAP Tutors provide additional assistance working side-by-side with a General Education teacher. Despite the small size of the school a variety of courses are offered. Giving all students access to each course is challenging when there may be only one period per day that the course is offered. Through the building of the master schedule, the administration is careful to limit the scheduling of these singleton classes at the same time as other singleton classes. Reevaluating the 4-year plans with students annually has allowed for ongoing conversations about A-G eligibility and academic counseling encouraging all students to pursue A-G courses and CTE pathways. Additionally, a tracking tool is being created to find where students are falling off the A-G track. This tool will be used to provide more opportunities for students to complete the A-G track. Credit recovery courses are providing A-G coursework, allowing students to retake courses to work toward A-G eligibility. CTE pathways are being enhanced offering more pathways for students to choose from. Met 2024-06-20 2024 12626870124263 Laurel Tree Charter 7 1. Long-term relationships with adults and the school who know and advocate for the students. 2. Small class size and a rich and rigorous curriculum developed that is delivered to all students. Push-in support is provided to help all students access the curriculum. Travel, theater, outdoor projects, swimming lessons, gardening, and many other educational opportunities are provided for all students, not just a select class. 3. High School credits are tracked on an individual sheet and through transcripts on Jupiter Ed to ensure all necessary requirements are met. We are a single small school with about 200 students. There are no differences in what we provide for one group vs. another. All TK-5 will get swimming lessons, all 8th graders are part of the Shakespeare play, all TK-K students are part of the Forest Kindergarten program. All of the 1st-3rd graders are using Collaborative Classroom and getting SIPPS support. If students need more support to access the curriculum, our small class size and classroom aides make that possible. We are also advocates of placing students where they will learn best. Moving students out of their age group, either up or down, is something we regularly do. None yet. None needed yet Met 2024-06-25 2024 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. All students are provided the adopted curriculum that accompanies 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 current barriers based on the results of our locally selected measures. Big Lagoon enjoys small class sizes which allow teachers to know the needs of their students and meet them immediately. If necessary the school coordinates services and access for each student as needed. The LEA will need to do a math curricula review to ensure it aligns with the new California Math Framework. If necessary, Big Lagoon may need to adopt supplemental, or new curricula for math. Met 2024-06-13 2024 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 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 planned 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. We are a one-school school district. Our students have access to many programs including, but not limited to the following: • Rigorous CCSS aligned stated standard subjects for math, English, science, history, health, 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 • Kayaking & Cultural Activities • Sue Meg Village Cultural Activities • Gem & Mineral Education/Field Trip • Fish Hatchery Field Trips • ELA Poetry week led by a local artist for middle school students • Play Production and Performance for TK/K and 8th Grade • Calypso Steel Pan Band • Student Body Council Program to encourage and support civic responsibility • Gifted & Talented Education (GATE) Program • Response to Intervention (RTI) Program for Reading • Response to Intervention (RTI) Program for Math • Resource & Special Day Class Programs • After School Education & Safety Program (ASES) • Spanish Classes for K-8. • After school teacher-tutoring for unduplicated students" Blue Lake Union Elementary School District is offering a broad course of study to all of its students. Barriers to providing more courses to have an even broader course of study is time, funding, and available resources. We have a dedicated group of employees who work diligently to provide a wide-range of opportunities to ensure a broad course of study. 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 2024-06-26 2024 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. All students have access to a broad course of study including participation in a comprehensive music program taught by a credentialed music teacher. An all-school Spanish language program is in the planning stages as well. Considering the remote location of the Bridgeville School District and the mountainous terrain the school effectively provides a broad course of study to students through a stellar music program and numerous to expose students to events, activities, entertainment, museums, and programs not available within the district. The recently awarded Community Schools implementation grant will allow the district to expand its current scope and quality of educational and social experiences offered to all students. The grant will also allow te district to move forward with plans to implement a school-wide Spanish language program. Met 2024-06-11 2024 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. Barriers to consider and ultimately overcome include finding qualified instructors, available minutes within the instructional day, resources to provide materials an exhaustive list of courses. 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. The district has reinstated offering a broadening of courses available to all 4-8 grade students through our electives program. The program offers many course options including world language and Visual & Performing Arts subjects, as well as CTE-based classes with hands-on projects. Met 2024-06-26 2024 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 2024-06-25 2024 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 2024-06-10 2024 12628100000000 Fortuna Union High 7 Aeries analytics data; transcripts; teacher/student/parent feedback; graduation rates; CAASPP/ELPAC/PSAT scores; CTE data. Each of the three school sites within the Fortuna Union High School District have distinct focuses and purposes. The Academy of the Redwoods is a Middle College High School Program located at the College of the Redwoods and provides students an opportunity to earn up to two years of college credit by high school graduation without out of pocket expenses. Each High School is a continuation school located adjacent to Fortuna High School and primarily serves 11th and 12th grade students who have previously struggled to meet academic standards. Fortuna High School is a comprehensive high school and the fourth largest high school in the Humboldt Bay region. Students at all three school sites as well as independent study students have access to a broad course of study that meets their school site specific graduation requirements with latitude to adapt to their specific learning needs and goals. All students in the Fortuna Union High School District have access to a broad course of study. In addition to a philosophy of continuous improvement, the Fortuna Union High School District is also committed to maintaining practices, programs, and procedures that continue to be successful for students and their outcomes. Met 2024-06-12 2024 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 SED, ELs, FY and students with special needs also have access to a broad course of study. Since the inception of LCFF, the district has ensured all students have access to a broad course of study. There has never been any identified group who have not been offered the full range of courses appropriate for their grade. The District’s Special Education services and ELD program provide ELD instruction and special services during non-core instructional time thus preventing ELs and students with IEPs from being removed from their classrooms during core instructional times. The district has provided funds to provide visual and performing arts and PE instruction to all grades TK-8. 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 2024-06-17 2024 12628286116289 Freshwater Charter Middle 7 All students at Freshwater School have access to a broad course of study as evidenced by: review of teacher lesson plans, inventory of state standards-based materials, and use of standards-based report cards. The design of the district's ELD program ensures that English learners are given full access to a broad course of study within their classrooms as well as being provided additional ELD instruction during non-core instructional time. IEPs for students with special needs document that they receive instruction in a broad course of study which includes, core academics, science, social science, physical education, and visual and performing arts. 100% of students have access to a broad course of study appropriate for their grade levels as defined by Ed. Code. Unduplicated students including SED, ELs, FY and students with special needs also have access to a broad course of study. Since the inception of LCFF, the district has ensured all students have access to a broad course of study. There has never been any identified group who have not been offered the full range of courses appropriate for their grade. The District’s Special Education services and ELD program provide ELD instruction and special services during non-core instructional time thus preventing ELs and students with IEPs from being removed from their classrooms during core instructional times. The district has provided funds to provide visual and performing arts and PE instruction to all grades TK-8. 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 2024-06-17 2024 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 use our LCAP metric/evaluation tool to ensure that all students have access to a broad course of study. Met 2024-06-06 2024 12628510000000 Green Point 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. grade spans, unduplicated student groups, and individuals with exceptional needs served. Report cards, Parent Survey, IEP and 504 meetings 2. A summary of the differences across school sites and student groups having access to, and are enrolled in, a broad course of study, and may include a description of progress over time in the extent to which all students have access to, and are enrolled in, a broad course of study. 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. 3. Identification of any barriers preventing access to a broad course of study for all students. Parent and Staff surveys were the tool used to identify barriers. Staff requested more training and better computers. 4. Revisions, decisions, or new actions that will be implemented, or has been implemented, to ensure access to a broad course of study for all students. The 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. We have only one school site with 6 students and provide a broad course of study to all enrollees. All Students are enrolled in English Language Arts, Math, Science, Social Studies/History, Art, Music, PE, technology, and various electives. Students may pursue learning in an area of interest as an elective, including a foreign language. We provide extended learning opportunities before and after school. Teaching staff has requested more access to professional development and new Chromebooks for online learning. Another barrier is our remote location, which means we must travel 30 miles (one way) or more to have access to enrichments activities, such as field trips We are located in a remote rural area but still plan to do field trips several times yearly. We plan to buy several Chromebooks as a replacement for our older ones. We plan to continue offering access to all courses of study mentioned above. Met 2024-06-27 2024 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 2024-06-24 2024 12628930000000 Jacoby Creek Elementary 7 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 2023-2024 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.. 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. Met 2024-06-12 2024 12629010000000 Klamath-Trinity Joint Unified 7 Klamath Trinity Joint Unified School District (KTJUSD) employs several locally selected measures and tools to ensure that all students have access to, and are enrolled in, a broad course of study across various grade spans, unduplicated student groups, and individuals with exceptional needs. The Student Information System (SIS) tracks enrollment data, course completion, and academic progress, providing insights into course access and identifying gaps. Course Enrollment Reports analyze patterns by demographic groups, including economically disadvantaged students, English learners, foster youth, and students with exceptional needs, to ensure equitable access. Surveys and feedback tools collect qualitative data from students, parents, and teachers regarding course availability and inclusivity, helping identify areas needing support. Program Participation Data tracks involvement in special programs like Advanced Placement (AP) courses, Career and Technical Education (CTE) programs, and extracurricular activities, assessing their reach among various groups. IEP Reviews and Special Education Reports ensure that students with exceptional needs have access to appropriate courses through Individualized Education Program (IEP) reviews. Periodic Equity Audits evaluate course availability and accessibility across schools, identifying disparities and informing targeted interventions. Using locally selected measures and tools, Klamath Trinity Joint Unified School District (KTJUSD) has evaluated student access to a broad course of study. Data from the Student Information System (SIS) shows that most students have access to diverse courses, including core subjects, electives, and specialized programs like Advanced Placement (AP) and Career and Technical Education (CTE). However, Equity Audits reveal disparities between schools; larger schools offer a wider variety of courses compared to smaller or rural schools, which face challenges in maintaining a broad curriculum due to limited staff and funding. Course Enrollment Reports indicate that economically disadvantaged students, English learners, and foster youth have similar enrollment rates in advanced courses. KTJUSD is addressing this by providing additional support and resources. Surveys and feedback show that while access to core courses is generally equitable, participation in enrichment programs and extracurricular activities is lower among these student groups. IEP Reviews and Special Education Reports ensure that students with exceptional needs have individualized plans for appropriate course access, although more inclusive practices are needed for broader participation in general education classes. ased on the results from the locally selected measures, Klamath Trinity Joint Unified School District (KTJUSD) faces several barriers in providing access to a broad course of study for all students. The remote location of many district schools limits access to diverse educational resources and opportunities, making it difficult for smaller, rural schools to offer the same variety of courses as larger schools due to limited funding and resources. High staff turnover rates further complicate this issue, as frequent changes in teaching staff disrupt continuity in course offerings and hinder the development of a stable and comprehensive curriculum. Additionally, staff turnover affects the ability to build strong, lasting relationships with students and the community, which are essential for effective education delivery. To address these challenges, KTJUSD is developing a comprehensive professional development plan focused on enhancing training programs, providing ongoing training in curriculum development, culturally responsive teaching, and effective use of technology to support remote learning. Recruitment and retention strategies are being implemented to attract and retain qualified teachers, including competitive salaries, professional growth opportunities, and supportive working conditions. Leveraging technology is another key strategy, with the district expanding access to online and blended learning options to overcome geographic barriers. In response to the results from the locally selected measures, Klamath Trinity Joint Unified School District (KTJUSD) is implementing several key actions to ensure all students have access to a broad course of study. The district is enhancing its professional development programs, focusing on curriculum development, culturally responsive teaching, and effective use of technology for remote learning. To address high staff turnover, KTJUSD is adopting recruitment and retention strategies, including competitive salaries and professional growth opportunities. The district is also expanding access to online and blended learning options, investing in necessary infrastructure, and providing training for teachers and students to effectively use these platforms. Additionally, KTJUSD is strengthening partnerships with local businesses, higher education institutions, and community organizations to enrich the curriculum with additional resources, expertise, and real-world learning experiences. These revisions and new actions aim to overcome geographic and resource limitations, stabilize the teaching workforce, and ensure equitable access to diverse educational opportunities for all students. Met 2024-06-28 2024 12629190000000 Kneeland Elementary 7 The district employs a variety of locally selected measures and tools to ensure comprehensive monitoring of instructional and curriculum changes, ensuring all students have access to a broad course of study. These measures include: Student Information Systems Reports, curriculum audits and surveys, professional learning communities, local assessments and benchmark tools, state testing results, and special education progress reports and IEP meetings. By utilizing these locally selected measures and tools, the district is able to systematically track and respond to the instructional and curricular needs of all students, ensuring equitable access to a broad course of study. Using the locally selected measures and tools, we can summarize the extent to which all students in our single-school district have access to, and are enrolled in, a broad course of study. Given the small student body of 28 students in grades TK-8, our monitoring efforts are thorough and individualized, ensuring that every student is afforded a comprehensive educational experience. SIS reports indicate that all students are enrolled in core subjects, including English Language Arts, Mathematics, Science, and Social Studies, in accordance with state and district requirements. Additionally, all students participate in physical education, arts, and technology courses. Analysis shows no significant differences in enrollment across unduplicated student groups. All students, including those who are English learners, foster youth, and those from low-income backgrounds, are equally enrolled in a broad course of study. Curriculum audits confirm the availability of diverse learning materials and resources, ensuring all students have access to a variety of subjects. Surveys from parents and students indicate high satisfaction with the range of courses offered. Tools specifically designed to monitor equity and access reveal that accommodations and support services are effectively provided to all students with exceptional needs, ensuring their full participation in the curriculum. Given the results of the locally selected measures and tools, the primary barriers preventing the Local Education Agency (LEA) from providing access to a broad course of study for all students include: limited resources and funding, staffing limitations (especially for a small, rural district), and funding and distance for professional development. Despite these barriers, the district is committed to addressing these challenges through strategic planning, seeking additional funding, and fostering community partnerships to enhance the educational offerings for all students. In response to the results of the locally selected measures and tools, the Local Education Agency (LEA) has implemented, or will implement, several revisions, decisions, and new actions to ensure all students have access to a broad course of study. The LEA is actively seeking additional funding through grants and community partnerships to enhance instructional materials, specialized courses, and extracurricular activities. To address staffing limitations, the LEA is exploring options for part-time or shared positions with neighboring districts, focusing on areas such as foreign languages, advanced sciences, and the arts. The district is enhancing support services for students with exceptional needs by collaborating with special education experts and increasing access to specialized instructional resources. Met 2024-06-03 2024 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 2024-06-27 2024 12629350000000 Maple Creek Elementary 7 Due to Maple Creek's low student enrollment, disaggregated data based on student group cannot be published publicly in order to protect student privacy. The district maintains records of all board adopted curriculum in the areas of ELA, Math, Science, and Social Studies. Each year staff identify needs for curriculum orders which are promptly ordered to meet student need. All students have access to a broad course of study. Maple Creek is a single school site district so there are no differences among sites. As mentioned above, the district maintains records of board adopted curriculum. In addition, attention is paid to new frameworks and upcoming curriculum adoptions. All curriculum is up to date and standards aligned. There are no barriers to providing access to a broad course of study for all students. Maple Creek will be making adjustments to it's TK curriculum to ensure that these students have access to developmentally appropriate and play based curriculum. Met 2024-06-14 2024 12629500000000 McKinleyville Union Elementary 7 See Prompt 4. See Prompt 4. See Prompt 4. 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 Met 2024-06-10 2024 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 been reviewing Open Education Resources for NGSS this year. HSS (history/social science is next with adoption and implementation in the 24/25 school year. Using the LCRS grant and planning, we will be continuing to refine our ELA program in grades TK-3 with a foundation in the Science of Reading, the UFLI curriculum and related supports and assessment. Incorporating CTE (career technical) and foreign language will continue in our expanded learning program. Health, PE, art and music are in full implementation with our regular education teachers continuing to source open educational resources and specialists of presentations/lessons for these content areas. The biggest barrier is the nature of a small school with multi-graded classrooms. As well as budget constraints. Our focus is continuous improvement. We will work with HCOE to access Open Educational Resources and instructional materials to support multi-graded classrooms. Implementing foreign language and CTE will continue with web based programs and experiential learning. Met 2024-06-13 2024 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 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 2024-06-14 2024 12629760115154 Trillium Charter 7 "Each Fall, Trillium participates in a Williams Settlement review and site visit from HCOE employees who verify that school supplies, state-aligned instructional materials, and sufficient facilities are provided for all students. This inspection included a review of curriculum adoptions, safety procedures, and complaint procedures as well as a visit into the classrooms. Trillium's 23-24 William's Inspection Report shows sufficiency in each review area and ""no findings""." Trillium provides free & equitable access for all students, including site-based, NCBIS, and those with exceptional needs to state-aligned curriculum, classroom materials & supplies, field trips, meals, field trips, and extracurricular activities. ELO-P care is provided before/after school and for full days during school closures. All programs includes healthy food, art, music, and STEM workshops or projects, and are run in collaboration with instructional day scheduling. The main identified barriers to access are those that prevent attendance, which are: student illness, single-parent household illness, transportation issues, high gas prices, or lack of online communication as identified through attendance tracking and parent/family surveys. Additionally, we are legally required to exclude some NCBIS students from school-related spaces due to vaccine regulations. Trillium is adopting and purchasing new math & social studies curriculum and purchased/renewed online subscriptions for Science, Math, Typing, Google for Education, and supplemental to increase student access available to all enrolled students. Met 2024-06-25 2024 12629840000000 Peninsula Union 7 Regular annual inventory and review of curriculum materials. 100% of students have access to a broad course of study No barriers are identified Annually review and inventory to ensure sufficiency. Met 2024-06-11 2024 12630080000000 Rio Dell Elementary 7 The school district uses Aeries for their student information system. The system tracks unduplicated students as well as identifies their enrollment in extra programs. At the beginning of the school year the district ensures that all students are properly enrolled and also reports data to CalPads. When a student transfers a transcript is printed to verify a broad course of study has been attained. 100% of all students have access to a broad course of study. At the 4th and 5th grade level students rotate for science, PE, and history. This allows for minutes to be properly met as well as students to rotate teachers. At the middle school for students in 6th through 8th grade they rotate in periods and have access to a broad course of study as well as an opportunity to pick an elective of their choice each trimester. In grades TK-3rd students are self contained in classrooms and are taught by a teacher with a multiple subjects credential. 100% is obtained. At the middle school as we look to hire new teachers, we have a focus on single subject credentialed teachers so that they receive a broad course of study and the district will not need to use a local assignment option in order to have a departmentalized schedule. The LEA is hiring a culture and climate coordinator and ambassador positions as well as an art teacher so that students have access to additional supports and services that meet academic and social emotional needs. Met 2024-06-27 2024 12630240000000 Scotia Union Elementary 7 Locally applied measures include course offerings in student information system, as well as class schedules, grade level scope and sequences, and teacher lesson plans. All students have access to a broad course of study. All students have access to the core academic subjects, including math, English/language arts, science, social studies, physical education, health, and music. Middle school students receive instruction in additional elective sessions. The LEA is working towards all middle school students having access to, and being enrolled in, world language courses. The barrier to providing world language instruction to middle school students is the difficulty in our rural area of finding appropriately qualified and credentialed staff. Based on educational partner input, the LEA will be adding art instruction, as well as performing arts opportunities, beginning in the 2024-2025 school year. Met 2024-06-20 2024 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 2024-06-26 2024 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 2024-06-11 2024 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 2024-06-26 2024 12630400000000 Southern Humboldt Joint Unified 7 Review of master schedules and Aeries, our Student Information System (SIS). Students in grades 1-6 have access to instruction in: English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education. Students in grades 7-12 have access to instruction in: English, Social Science, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education. . . Met 2024-06-28 2024 12630570000000 Trinidad Union Elementary 7 The District LCAP currently includes targets related to technology access, STEAM trainings, library access, music, dance, theater, 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 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, SST, 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. The speech, RSP, gardening, music, and art teachers are very careful to schedule with each individual teacher in order to ensure that all students get to participate in core academics and enrichment. 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 2024-06-24 2024 12753740000000 Ferndale Unified 7 LCAP metrics and master schedule. All students have access to their broad course of study. We are trying to engage students to enroll in a broader course of study. In a small high school it's difficult to get our class sizes up considering that our students have full schedules. We have added music, rural recreation, and art. Met 2024-06-20 2024 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 2024-06-18 2024 12755150000000 Eureka City Schools 7 Eureka City Schools tracks progress in meeting Priority 7 standards through the LCAP by reviewing course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a 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. a. AVID elective classes at EHS for 9th-12th grades. AVID strategies are used school-wide at EHS, Zane, and Winship, with some implementation at Grant and Lafayette. b. All 4th and 5th grade students were provided music instruction. TK-3rd classes receive 15-20 minutes of instruction weekly. c. Instrument repair and replacement were supported at secondary sites. d. Materials and supplies for students in VAPA were provided. e. Co-taught classes for resource students. The middle schools support 6th-8th grades, and EHS has 9th, 10th, and 11th-grade classes emphasizing English and math. f. Loop English classes at EHS offer college prep grade-level courses for 9th-12 grade EL students who need additional scaffolding and a level 3+ on the ELPAC. EHS offers three designated ELD sections, while Winship and Zane have four. Elementary schools have designated ELD. g. GATE identification was completed in 4th grade. h. County History Day was a success for some ECS students in the 4th, 7th, and 8th grades. In VAPA, many student projects were displayed in the community, including the first annual ECS Arts Extravaganza. i. EHS offers robust career technical education (CTE). Woodshop equipment was upgraded. Culinary class at Zoe utilizes a state-of-the-art culinary kitchen. j. Engineering and technology classes are available at Zane and Agriculture Science and media productions is available at Winship. k. Thirty-seven EHS students were awarded the Seal of Biliteracy. Students who graduate from ECS are 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, as well as 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 Eureka High School. 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. l. Increase dual and concurrent enrollment opportunities for high school students. Met 2024-06-27 2024 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 guidebook offers an online student and parent portal that allows parents to track students' progress 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. The administration and staff utilize Google Education to communicate and organize material for deployment at home to increase access to our families. Google Education allows staff to collaborate and share best overall practices throughout the schools creating emails and shared webspace for media distribution to students, parents, and staff. 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. As APEX is schoolwide, the delivery method is limited, and families without electronic access will have a disadvantage at home. To increase school communication access to families, PVCS opened up the parent and student portal in SchoolWise. Even parents without electronic access can utilize public libraries to view student information. Assessment and student curricular need identification and remediation are conducted through Renaissance Learning. This gives the school year-year longitudinal data of our continued enrolled students. All digital tools can be accessed through web portals and Android and iOS mobile devices as well. Future proposed changes at the MARC for 2023-2024 will increase dual enrollment opportunities for 11th and 12th graders at community college and institute a digital A-G foreign language class and Art. During the 2023-2024 school year, the MARC has executed a robust college/CTE program partnering with the county, bringing health, computer science, and building trades on-site along with a 5-year grant for student transportation and expansion of CTE pathways. Moreover, the school was awarded a federal grant for the next 5 years to host a trio/upward bound, bringing a College of the Redwoods academic counselor on site and paying for students to attend college classes during the summer with room and board—a 5-year grant for community school implementation and a grant for MTSS training and implementation. Met 2024-06-18 2024 12768020000000 Fortuna Elementary 7 1. Student Group Data: The District disaggregates enrollment data based on unduplicated student groups. 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. This may include monitoring the provision of specialized services, accommodations, and modifications outlined in their IEPs. 3. Student Surveys: The District employs student surveys such as the Healthy Kids Survey and empathy interviews 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. 1. School Site Differences: Some schools may offer specialized electives, but overall, differences are minimal. 2. Student Group Differences: 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: Schools with fewer resources may struggle to offer various 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. The District works diligently to allocate resources to all of its schools as equitably as possible but always considers 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, limiting 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 hinder students' access. Addressing these barriers requires concerted efforts from the District, including equitable resource allocation, providing targeted professional development for teachers, reviewing and revising placement practices, implementing inclusive policies, improving guidance and support services, and fostering a culture of inclusivity and equity. By proactively addressing these barriers, the District can work toward providing access for all students. 1. All FESD students undergo academic assessments a minimum of three times per year using Renaissance Learning's STAR math and 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). 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, confirming 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. 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. The District regularly reviews student access to a broad course of study by verifying the sufficiency of instructional materials in all subject areas. The effectiveness of instructional materials is also reviewed on an ongoing basis. Met 2024-06-11 2024 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 2024-06-18 2024 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’ 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 2024-06-24 2024 13101320134379 Imperial Pathways Charter 7 All IPCS students are enrolled in Edmentum, which offers a broad course of study (691 core and elective courses). 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, the IPCS Team will utilize the Access to Broad Course of Study Reflection Tool (provided by the state). Results will be shared with our 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 report. 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 environments. 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 2024-06-24 2024 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. Access to Core Classes: 100% of students are enrolled in core classes. Standards-aligned art program utilized TK-6. ASES/ELOP available to all students TK-8th and growing annually. Spanish offered during after school programming at the elementary. All students have access to recent adoption of standards-aligned instructional materials for history from the current adoption cycle. Numerous electives offered at junior high: Spanish (2 levels), art, music, Maker Space, Journalism and Introduction to Graphic Design. Music offered to 4th-6th grades at elementary sites. Dual Language Immersion (DLI program) will expand from TK to third grade during the 24-25 school year. Summer Academy programming has expanded significantly and continue to provide this level of service annually. Not all students participate in elementary music program. Parents are interested in Spanish at the elementary schools, but DLI is currently offered for only Kinder-2nd grade and will expand to TK and 3rd grade next year. Not all students at the junior high have access to electives due to enrollment in ELD or intervention classes. EL Mentors have been added to focus on reclassification of English Learners at all sites. As an alternative, students are encouraged to participate in ASES/ELOP. After-school programming has many electives for students. While students with disabilities have access to core content classes, we have not met the LRE target for time spent in the general education setting. We continue to increase mainstreaming and will be expanding Co-Teaching in the upcoming school year. Additionally, our goal is to add specialist teachers at the elementary to provide arts and music instruction. Met 2024-06-27 2024 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 within 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 as well as expanded their variety of course selections based on student survey results. Met 2024-06-26 2024 13630990000000 Calexico Unified 7 Calexico High School utilizes Synergy and Google Surveys for efficient course registration processes. They employ various methods such as applications, flyers promoting access, the counseling website, social media, classroom presentations by counselors, and announcements on the marquee. At CHS 9, Career Locker is utilized to track student interests. Case managers review course offerings with students during the IEP process to accommodate exceptional needs. Support staff provide case management to students under foster care, students experiencing homelessness and migratory students. All students participate in a CTE/elective fair to explore course options. CHS has expanded CTE offerings like HVAC and offers Junior Navy Cadet classes across all grade levels. Synergy is used to monitor student access to a diverse range of courses. Students apply for elective courses through an application process. Meetings are held with feeder schools to coordinate course offerings. Students have access to Designated ELD, AVID/AVID Excel Elective, Honors ELA Elective, STEM, STEAM, MESA, Advanced 7th Grade Math, Algebra 1, ASB, Band, Introduction to Careers, Spanish, and AVID methodologies. Students with exceptional needs receive equitable access to course options. Synergy also tracks student enrollment in core subjects such as English Language Arts, Mathematics, Social Science/Science, PE, ELD, and RTI. Band programs are offered in 5th and 6th grades based on student interest and enrollment. During the CTE/elective fair at the high school, students are introduced to various course offerings, and counselors compile a student interest list based on sign-ups. Students complete registration forms through Synergy, selecting preferred courses. Master schedules are crafted accordingly to accommodate student interests. Students have access to dual and concurrent Enrollment courses. New CTE Pathways such as HVAC, Education, and Office Assistant will be added to the master schedule for the upcoming year. At the junior high level, teachers submit data-based recommendations for core courses. Students are placed in core subjects, designated ELD, and elective classes using course placement filters. Students may opt for elective courses if additional support classes are not required. They participate in elective surveys and/or submit applications for elective offerings, often interviewing for enrollment in specialized courses like AVID/AVID Excel Elective, Literature, STEM, MESA, Band, and ASB. Both Enrique Camarena Jr. High and William Moreno Jr. High offer Introduction to Career classes, Spanish II, and Algebra 1. Plans are underway to align course offerings at both junior high schools for the next school year. At the elementary level, all students receive core instruction along with Response to Intervention (RTI) through Small Group Centers. Band programs are available to interested 5th and 6th graders, further enhancing their educational experience. The district faces some barriers in providing a broad course of study for all students. Clear communication with students about course options is essential but can be challenging to achieve consistently. Implementing a new 6-year learning plan for secondary students requires careful planning and resources. Engaging parents effectively in course selection processes is crucial for student success but remains a significant challenge. Limited elective offerings, especially due to the demand for Designated ELD classes, restrict students' access to diverse courses. At the elementary level, existing course schedules limit the addition of new courses. Coordinating RTI schedules with regular instruction poses logistical difficulties. Developing curriculum for health and VAPA, along with training, is needed. Managing teacher transfers between sites impacts instructional continuity and specialized course availability. Addressing these barriers requires strategic planning and collaborative efforts to enhance educational opportunities for all students. The District will continue to use Local Indicator data to inform planning and LCAP development. We will use multiple data sources to predict students’ needs, creating optimal learning conditions by addressing non-academic barriers like income, transportation, language, family engagement, special needs, and other local factors. We provide language acquisition support to English learners, ensuring continuous progress in English proficiency with Tier 2 interventions. Specialists at both secondary and elementary levels will collaborate with educators and families to address language and academic needs. We will expand dual and concurrent enrollment opportunities and introduce new CTE pathways. Our Senior Director of College and Career Readiness will oversee the implementation of six-year plans to ensure equitable access to rigorous academic paths and diverse career options, preparing all students for post-graduation success in college and careers. AVID instructional strategies and digital learning will continue to be supported through training and coaching for staff. Case-management services will be provided for foster, homeless, migrant, and recent immigrant students to ensure comprehensive support. Met 2024-06-27 2024 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. Calipatria Unified School District 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 2023 College and Career Measures: Graduation Rate by Student Group - Combined Rate Percent –All Students = 96.9% –Hispanic = 97.8% –White = Data not displayed for privacy –English Learners= 100% –Socioeconomic Disadvantaged = 97.6% –Students with Disabilities = 100% –Homeless = Not applicable Advancement Placement Exams – Number and Percentage of All Students in the Combined Graduation Rate –All Students = 2.60% –Hispanic = 2.70% –White = No data available –English Learners= 0.00% –Socioeconomic Disadvantaged = 0.00% –Students with Disabilities = 0.00% Completed at Least One CTE Pathway – Number and Percentage of All Students in the Combined Graduation Rate –All Students = 28.90% –Hispanic = 27.00% –English Learners= 33.30% –Socioeconomic Disadvantaged = 29.60% –Students with Disabilities =0.00% During the Spring of 2023, the district received several resignations from staff and one site principal, significantly impacting 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 in recruiting qualified staff 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 a 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 2024-06-24 2024 13631150000000 Central Union High 7 CUHSD is monitoring CTE Pathway Completion and the College/Career Indicator on the Dashboard. Graduation rates are being monitored. Percentage of students in Fine Arts/Visual and Performing Arts are being monitored as well. With regard to CTE Pathway Completion and prepared status on the Dashboard CCI, CUHSD has work to do in several areas. Students with Disabilities at the District level and at CUHS and SHS fall in the very low level. English Learners and homeless students districtwide fall in the low level. All student groups (All Students, Socio-economically Disadvantaged, and Hispanic) at both Desert Oasis and MSVA fall in the very low category with 0% completers across the board. This has been a focus of the District in 23-24 and will continue to be a focus as we move into 24-25. Awareness has allowed us to analyze our placement practices as well as mindsets with regard to student safety and ability. Additional staff has been placed in some of our CTE pathway classes to serve as support and additional eyes and ears for student access and achievement improvement. An area for concern in our District include a small decline in graduation rates across the District, but most concerning are the graduation rates at DOHS and MSVA. Significant declines took place at these two schools which has prompted us to ensure that data is clean and reported appropriately. We have also analyzed the graduation requirements for DOHS in that the State's minimum graduation requirements are 130 credits and DOHS (an alternative school) was requiring students to meet the same credit requirement as the comprehensive sites despite the fact that students enrolled at DOHS had already fallen behind. Safety has been a concern, but we are working through mindsets, practices, and accomodations/supports through training and addition of staff. Time in a student's schedule is sometimes difficult as students have academic support needs (for additional instructional or language support) that makes taking a CTE class (and completing a pathway) difficult. Graduation credit requirements were difficult for DOHS students to attain due to the fact that requirements were high (220 credits). The change in Dashboard/accountability measures for cohorted students was also difficult as most students who transferred to DOHS were moving back to comprehensive sites after catching up with credits. In the 23-24 school year, the Board took action to reduce the number of credits required for DOHS students to graduate to 165. This has allowed students to focus in on core areas and meet graduation requirements. Due to small size of DOHS' campus and the small number of staff members available to teach courses, offering elective courses (at least in person, direct instruction) has been difficult. Additionally, funding as well as facilities (for expansion) has been limited. Additional support staff will be placed in CTE courses, and coteaching opportunities in math are being implemented to support SWD in general education classes, which will hopefully remove the need for an additional support class for some students and allow for placement of a CTE course in students' schedules. LCAP and supplemental funding like Strong Workforce Program and Prop 28 Arts and Music funding has allowed DOHS to offer in person courses like CTE (Beauty & Barber and Cybersecurity) as well as some additional art and creative writing courses. These will continue to be supported. Both DOHS and MSVA will work to put together CTE pathways for students through virtual means to ensure access to Career Readiness opportunities for all students. Additionally, DOHS will be expanding the number of sections of CTE courses offered on their campus in the current established pathways. VAPA opportunities will also be increased through utilization of funding mentioned above. Met 2024-06-25 2024 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 Language Arts, 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. Students in grades K-3 are provided music. Elementary students can also access 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 Language Arts, Math, Science, Social Science, and Physical Education. 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 which are promoted while students attend our schools to prepare for enrollment 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 2024-06-25 2024 13631230118455 Ballington Academy for the Arts and Sciences 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 TK-6 as applicable, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs; the LEA then reports the results to its local governing board at a regularly scheduled meeting and reports to educational partners and the public through the Dashboard. 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 TK-6 as applicable, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs; the LEA then reports the results to its local governing board at a regularly scheduled meeting and reports to educational partners and the public through the Dashboard. There are no barriers preventing Ballington Academy from providing access to a broad course of study for all students. 100% of Ballington Academy students have access to standards aligned core curriculum. Currently, after the LEA measured its academic course of study have decide to make no revisions or new actions regarding the current available course of study. Met 2024-05-21 2024 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 school 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 2024-06-25 2024 13631310000000 Heber Elementary 7 The District has carefully examined the needs of each school to offer suitable support and implement local measures accordingly. Both the District and individual sites closely monitor daily instruction schedules and lesson plans for all grade levels. Additionally, they track student course progress using the student information system and CALPADS. Special consideration is given to students with special needs, ensuring their inclusion in all activities and decisions made during IEP team meetings regarding their participation in the general education setting. The District comprises Dogwood Elementary (TK – 4th grade) and Heber School (5th – 8th grade). TK – 6th-grade classrooms are self-contained, with students rotating for intervention and ELD periods throughout the day. For grades 7th – 8th, students follow a rotating schedule, attending different subject area classes. Daily schedules, meticulously crafted by the District, ensure students receive the required instructional minutes as per the Education Code for each curricular area. The District diligently monitors adherence to these schedules and ensures that grades are recorded for all students via the student information system. The District implemented an elective wheel for 7th and 8th graders in the 2022-23 school year to enhance the curriculum. These elective courses will be seamlessly integrated into the daily instructional schedule. "The District has concluded the following are some barriers: • Instructional time in the daily schedule of instruction for all subjects • Scheduling Conflicts: Limited class periods and logistical challenges in scheduling diverse courses can restrict student access to various subjects. • Staffing is problematic in our small school since we have fewer staff. The district will continue working with educational partners to eliminate barriers and continue the electives program." The district gathered information from educational partners’ consultations about new actions in the LCAP. The educational partners would like to see more choices for 7th and 8th-grade students to ensure access to a broad course of study for all students. The District, in response, was to implement elective classes in Jr. High so students have access to electives and more opportunities (graphic design, music, agriculture, and foreign language). Met 2024-06-17 2024 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 2024-06-20 2024 13631640000000 Imperial Unified 7 The District employs several strategies to measure this. We use our student information system, Synergy, to monitor our master schedules, conduct classroom walk-throughs to ensure equitable access and hold monthly meetings with the administration to discuss opportunities for teaching and learning. Additionally, the county has provided us with a tool to monitor the implementation of our plans. This will be instrumental in collecting data year to year. " With the implementation of Prop 28, student access to arts and music has increased significantly. All students in the elementary and middle grades now have access to music and art. At the high school, we added a musical theatre class and hosted our first-ever production in the MPR. This was a huge success, and our students were able to showcase their talents. The middle and high school have added a dance teacher for the 2024-2025. These funds have been instrumental in providing course access to all students. 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. Beginning in 2024-2025, students in grades K-3 will have access to dual immersion. Frank Wright Middle has significantly changed its master schedule this year. There has been a need for intervention and support classes in English and math, which were not possible in the current master schedule due to English being a two-block class. Beginning in 2024-2025, students who do not need intervention will be enrolled in a single period of English and math. This will allow students who need intervention in either English or math to receive that instruction. Imperial High School continues to grow in terms of the number of students and its course offerings. This" 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. This year, we added a Response to Intervention (RTI) teacher at all elementary sites. We will continue with a rotational schedule to provide art and music to students. We also need more consistency in our science curriculum across the three sites. Two sites use Project Lead the Way (PLTW), and one uses a previously adopted textbook and supplemental materials. Next year, we will explore adding PLTW at all elementary sites and grade levels. 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. Foreign language has been difficult to implement due to our wheel schedule. We will continue to look for creative ways to include this course. 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 9th graders also need to take English Language Development, they will not have access to an elective. Additionally, beginning in 2025-2026, we must incorporate ethnic studies impacting the freshman schedule. " The District will implement the following actions for the 2024-2025 school year. 1. Continue with classroom walk-throughs to ensure student access to grade-level standards. 2. Meet and discuss with key stakeholders when developing the master schedule. 3. Edit and revise our Prop 28 plans to ensure access to art and music for all students. 4. Hold CTE advisory council meetings each semester to ensure access for all special populations. 5. Create consistency across elementary sites by adopting a new math curriculum and implementing standards." Met 2024-06-27 2024 13631720000000 Magnolia Union Elementary 7 The LEA tracks broad course of study for each student regardless of grade level, or if individuals are unduplicated or have exceptional needs. The LEA uses report cards, class schedules, and IEP's. Administration keeps track of each course offering for each grade level. Administration also tracks physical fitness testing results. Administration also attends each IEP meeting to make sure that students with exceptional needs are served appropriately. For grades 1st-6th all students are enrolled in and have access to a broad course of study. The only exceptions to this are when a student with exceptional needs must be pulled out to receive services. The amount of students that this is needed for is small, and the pull out time is minimal. Pull out instruction is only used when the IEP team determines it is necessary to meet LRE. All 7th-8th grade students are enrolled in and have access to a broad course of study. The only exceptions to this are that the district was unable to provide for a foreign language course this year, and when a student with exceptional needs must be pulled out to receive services. The amount of students that this is needed for is small, and the pull out time is minimal. Pull out instruction is only used when the IEP team determines it is necessary to meet LRE. The LEA could not provide for a foreign language this school year due to the fact that the teacher who was going to teach that course resigned. The LEA will be offering a foreign language to all 7th-8th grade students in the upcoming school year via online instruction. The small enrollment of the school makes hiring a foreign language teacher fiscally difficult, so an online option was viewed as the best alternative. The district is reviewing and adjusting the SPED schedule in an attempt to use a push in model when applicable to LRE. Met 2024-06-18 2024 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's 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 access to music and 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 interested, or willing to participate outside of the regular school day, and/or have conflicts with other extracurricular activities. 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 2024-06-18 2024 13631980000000 Meadows Union 7 To determine what students have access to, in relation to a broad course of study, the master schedule was analyzed. Due to our small enrollment (approximately 350 students) this method was sufficient in determining what is offered to our students. There is no difference between student groups having access to, and are enrolled in, a broad course of study. All students in each grade level have the same access to our broad course of study. We are exploring access to other areas through our after school and expanded learning opportunities. The biggest barrier to offering some courses is our limited master schedule. Being a small single school district does limit our ability to offer some courses. Our small staff size and instructional day layout does provide some challenges. However, MUSD continues to find creative ways to provide access to these learning opportunities within our self-contained classrooms. We will continue to explore how to integrate learning experiences to broaden our course of study. Visual and Performing Arts are offered in an integrated fashion and in our extended day programs. We are exploring how to incorporate more Health curriculum and World Languages within the school day. We are also exploring offering a CTE introductory course in the middle grades. Met 2024-06-25 2024 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 c 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 curriculum. Mulberry will continure to work on removing barries to ensure all students have access to a broad course of study. We will also be working on using our Prop 28 funds to hire a visual and performing arts teacher during the 24-25 school year, to increase the access our students have to fine arts. Met 2024-06-12 2024 13632140000000 San Pasqual Valley Unified 7 The LEA uses 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. These measures include monitoring A-G completion rates, which assess students' completion of college preparatory coursework across various subject areas. Additionally, tracking completion rates in UC as well as CSU and CTE pathways, helps gauge students' enrollment in a diverse range of courses. By examining A-G, UC, CSU, and CTE completion rates, the high school can assess the extent to which students are accessing and enrolling in a broad course of study. These measures provide valuable insights into the equitable distribution of educational opportunities and the inclusion of all students, including those with exceptional needs. Through the use of these tools, the high school can identify areas for improvement and take proactive steps to ensure that all students have equal access to a comprehensive and well-rounded education. Broad course of study – 8th-grade orientation for entering HS, A-G requirement discussions with all 8th graders, HS graduation requirement discussions, Building a Bridge curriculum, Introduction/Overview to CTE classes, College and Career readiness lessons and activities through the Strong Workforce, MS students have a choice in what electives they prefer to take. Unduplicated student groups – STAR, FIABs, CAASPP, CAST, CAA, ELPAC review of data reflecting student group achievement. SPVUSD strives to have all students reach their greatest potential and be well-equipped to move forward upon high school graduation in either college, career, or both. By establishing a CTE pathway, Agricultural Science, and teaming with AWC for classes SPVUSD is providing the opportunity for students to think outside of high school and plan for their adult futures. IVC will also provide concurrent/articulated/dual enrollment opportunities for students interested in pursuing college and career after high school. Moving into 2024-2025 SPVUSD will have a focus on, English, Math, English Language Learners in the area of mathematics, and student groups. To this end, we have included actions that cover academics, social/emotional assistance, attendance, safety, curriculum, and college and career readiness. Homeless and Foster youth are provided transportation as needed, as well as access to a clothing closet, and SPVUSD verifies there is no food insecurity in their current situations. We expect that the academic achievement rates, including CCI, for low-income and English learners, including Homeless and Foster Youth students, will increase significantly as the actions are designed to meet the needs most associated with school connectedness and engagement challenges of these students and their families. These efforts have shown improvement across the LEA and will be utilized to continue to improve for all unduplicated students, which includes EL, HOM, SED, SWD, AI, and HI. There are several challenges preventing the high school from providing access to a broad course of study for all students. Firstly, being a small district (under 600 enrollment, high school under 200) poses challenges in offering a wide variety of course options. Limited resources and staffing constraints may limit the range of offerings available to students. The high school needs to carefully consider how to expand Career Technical Education (CTE) programs while ensuring that all students can successfully complete the pathway. Another barrier identified is the nature of college-level courses. While providing access to these courses is commendable, there may be certain criteria or prerequisites that limit participation. The high school is mindful of selecting college staff who can effectively work with the student population and provide culturally appropriate strategies as part of their teaching methodology. Also, based on credentialing restrictions, it is incredibly challenging to offer a electives at the middle school as most teachers hold a multiple subject credential. By the nature of multiple subject course parameters and limitations placed on districts by the CDE/CTC, there is interest in teaching more electives, but are contrained by the lack of flexibility by the state as the elective can create a misassignment. The LEA has implemented several revisions, decisions, and new actions to ensure access to a broad course of study for all students. The LEA has added a course specifically designed to support language development for fluent Spanish speakers at the high school. This addition acknowledges the unique needs of this student group and provides them with targeted support to enhance their language skills and receive the Seal of Biliteracy on their diplomas. Additionally, the high school is considering introducing a college-level math class to expand the range of advanced mathematics courses available to students. This decision enables students to further develop their mathematical abilities and prepares them for higher education or STEM-related fields. The LEA has plans to enhance the afterschool options for middle school so that they have alternatives not available during the school day due to credentialing requirements/restrictions. To enhance opportunities for students, the high school has established partnerships with local community colleges, such as AWC and IVC. These partnerships provide students with increased access to college-level coursework, dual enrollment programs, and other educational resources offered by the community colleges. Such collaborations offer students a broader range of learning opportunities and expose them to college experiences while still in high school. Met 2024-06-18 2024 13632220000000 Seeley Union Elementary 7 Seeley Union School District employs 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. These measures ensure that the educational needs of various student groups, including unduplicated student groups and individuals with exceptional needs, are being met across different grade spans. Here are the key tools and measures used: Locally Selected Measures and Tools Student Information System (SIS): Course Enrollment Data: The SIS tracks student enrollment in various courses, allowing the LEA to monitor whether students across different grade levels and demographics have access to a comprehensive curriculum. Attendance Records: This system also monitors student attendance and participation, helping identify any gaps in access to education. Curriculum Audits: Course Offerings Review: Regular audits of the course offerings at each school help ensure that a wide range of subjects, including core academic subjects, arts, physical education, and career technical education (CTE), are available to all students. Equity Audits: These audits assess whether all student groups, including those from low-income families, English Language Learners (ELL), and students with disabilities, have equitable access to the full range of courses. Using the locally selected measures and tools, Seeley School has analyzed the extent to which all students have access to, and are enrolled in, a broad course of study. Here is a summary of the findings, including any differences across student groups, as well as progress made over time: Summary of Access and Enrollment in a Broad Course of Study Overall Findings Access to Core Subjects: All students across the LEA have access to core academic subjects such as English Language Arts, Mathematics, Science, and Social Studies. This access is consistent. Access to Enrichment Courses: Students also have access to a variety of enrichment courses, including arts, music, physical education, and career technical education (CTE). Unduplicated Student Groups: Data shows that students from low-income families, English Language Learners (ELL), and foster youth have equitable access to core subjects. However, there are some disparities in enrollment in enrichment programs. Students with Disabilities: Students with disabilities are included in the general education curriculum to the extent appropriate. They have access to core subjects and enrichment courses, but there may be limitations based on individual education plans (IEPs) and the need for specialized support. Based on the results of the locally selected measures and tools, several barriers have been identified that prevent the Seeley School from providing access to a broad course of study for all students. These barriers include resource limitations, staffing challenges, and systemic inequities, among others. Here is the key barrier: Staffing Challenges: Qualified Teachers: There is a need for qualified teachers for specialized subjects, including career technical education (CTE), world languages, and enrichment programs. This shortage is particularly acute in rural or underserved areas. In response to the results of the locally selected measures and tools, Seeley School has identified several key areas for improvement and has decided to implement the following revisions, decisions, and new actions to ensure all students have access to a broad course of study: Enhance Staffing and Professional Development: Recruitment Incentives: Introduce incentives for recruiting and retaining qualified teachers, particularly in high-need areas such as STEM, CTE, and arts education. This may include offering professional growth opportunities. Professional Development: Invest in ongoing professional development for teachers to ensure they are equipped with the skills and knowledge to deliver a broad and inclusive curriculum. Focus areas will include differentiated instruction, cultural competency, and the integration of technology in the classroom. Met 2024-06-25 2024 13632300000000 Westmorland Union Elementary 7 To determine what students have access to, in relation to a broad course of study, the master schedule was analyzed. Due to our small enrollment, this method was sufficient in determining what is offered to our students. In grades TK-6, all students receive the following courses: English Language Arts Mathematics Science Social Science Physical Education English Language Development is offered to all English Learners Visual and Performing Arts are offered in an integrated fashion and in our extended day programs. We are exploring how to incorporate more Health curriculum within the school day. In grades 7-8 all students receive the following courses: English Language Arts Mathematics Science Social Science Physical Education English Language Development is offered to all English Learners Career Technical Education (through Strong Workforce Lessons) Visual and Performing Arts are offered in an integrated fashion and in our extended day programs. We are exploring how to incorporate more Health curriculum and World Languages within and outside the school day. There is no difference between student groups having access to, and are enrolled in, a broad course of study. All students in each grade level have the same access to our broad course of study. We are exploring access to other areas through our after school and expanded learning opportunities. Being a small single school district does limit our ability to offer some courses. Our master schedule is limited due to our small size. WUESD will continue explore integration of these curricula within our multiple subject classroom instructional master schedule. Our elementary school classrooms will discuss Health and Visual and Performing Arts (VAPA) curricula and work together to provide coherent access by grade level. Similarly, our middle school classes will discuss the integration of Health and VAPA. We are still considering how we might offer some World Language opportunities either within or beyond the regular school day. Met 2024-06-25 2024 14101400000000 Inyo County Office of Education 7 The response to this indicator and those below are the same as the previous input, with minor edits, as our tools and strategies to provide access to a broad course of study have not changed. JKBS tracks the extent to which students have access to, and are enrolled in, a broad course of study through evaluation of transcripts and students’ individual course plans, Aeries course scheduling report, and referencing Edgenuity's California Course List. Upon entering the LEA’s one school 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 to ensure that a student is on track to meet the graduation requirements of the school of origin. Based on the analysis of transcripts and course availability, all students at our LEA’s (COE) one school have access to a wide range of courses. There are no differences in access and enrollment into these courses among different groups of students. We have an inclusive approach for students with exceptional needs and provide additional support for EL students to reduce barriers for these groups. Due to our small size, we can create personalized plans to meet the individual needs of each student at JKBS. Students with exceptional needs have a case manager from the district of residence who addresses their IEP goals through a pullout format. JKBS also adapts the curriculum through collaboration between the case manager and teacher to achieve the IEP goals. Additionally, the instructional aide provides one-on-one support for students with disabilities. Due to low enrollment, access to a broad course of study was once a challenge, particularly because we have one teacher who teaches all grade levels 6-8; 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 while ensuring approved curriculum for the broad spectrum of abilities and grade levels taught. We also have another intervention curriculum that provides assessment data to identify and remediate learning gaps, and students get needed one-on-one support because of our low student-to-teacher ratios. A case manager from the district of residence addresses IEP goals through a pullout format for exceptional needs students. JKBS also modifies the curriculum through collaboration between the case manager and teacher 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 they have the support needed to access a broad course of study. Students get targeted, individualized support not afforded them in a comprehensive school program. No concerns have been identified regarding access to a broad course of study. JKBS will continue to analyze transcripts to ensure students have access to a wide range of courses and will monitor students' individual course plans. We will also continue to purchase Edgenuity, which will enable students to access a wide range of courses and program options. Additionally, the LEA has added CTE pathways, college and career exploration, and Workplace Readiness Skills (WRS) course options for students. Moreover, students can now enroll in an entrepreneurship-focused course involving a student-run coffee cart business that provides access to Work-Based Learning (WBL) and WRS. Furthermore, students attend weekly guitar lessons and art projects led by a local arts council. The program also includes outdoor activities such as hiking, technical climbing, bouldering, fly fishing, and community service projects. Workplace Readiness Skills (WRS) and College and Career Exploration are integral to the JKBS Culinary/Food Service and Hospitality program and the preparation a student acquires for a successful transition to their school of residence and life. Met 2024-06-20 2024 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. This allows YCSC to effectively gauge the extent to which young people have equitable access. These surveys have recently included questions to disaggregate responses (by age, gender and ethnicity.) In its review of LCAP surveys, YCSC leadership determined that all students at YCSC did equitable access and did not find any particular group of students that expressed a lack of access. N/A N/A Met 2024-06-24 2024 14101400128447 The Education Corps 7 Over the last few years we have worked on getting UC A-G approval on many of our core courses, CPE courses, and visual and performing arts courses. In 2023-24 our financial literacy course was A-G approved and we will be working on approval of our Certified Nurse Assistant courses this upcoming school year. Students interesting in applying directly to a 4 year college can opt to take A-G courses and complete coursework in high school that qualifies them for entrance into a 4 year college. With our small class sizes and tutoring support services, individuals with exceptional needs are provided with focused academic intervention and support to pass classes. As mentioned above, we are actively growing our CTE program, which acquaints students to careers in industries that can lead to employment directly out of high school. Over the last two years, we have furthered our partnerships with local non-profits, WIOA funded programs, and Youth Source Centers that employ our students in paid internships and provide them work experience. Feedback from these partnerships has been very positive from both students and their families and we are forming connections to further develop and fund these offerings in the 2024-25 school year. Although we are a dashboard alternative school, we have made great strides over the last five years to offer a rigorous curriculum with A-G approved course options. 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. Unfortunately, not all sites have the staffing to offer advanced courses every term. Therefore, we do offer online options for students interested in taking advanced courses that are not offered by an in-person teacher at their site. Students have taken higher-level coursework through online platforms such as Edgenuity and Apex which has allowed them to pursue courses that are not traditionally offered by the school. "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 few years. We continue to build out our CTE program to offer more career pathways for students to explore. Met 2024-06-14 2024 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 2023-24 our financial literacy course was A-G approved and we will be working on approval of our Certified Nurse Assistant courses this upcoming school year. All students at our schools are required to complete A-G coursework and our graduation requirements mirror those required for UC/CSU admission. With our small class sizes and tutoring support services, individuals with exceptional needs are provided with focused academic intervention and support to pass classes. As mentioned above, we are actively growing our CTE program, which acquaints students to careers in industries that can lead to employment directly out of high school. Over the last two years, we have furthered our partnerships with local non-profits and Youth Source Centers that employ our students in paid internships and provide them work experience. Feedback from these partnerships has been very positive from both students and their families and we are forming connections to further develop and fund these offerings in the 2024-25 school year. 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 which advanced courses are offered. 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. Students have taken advanced coursework through online platforms such as Edgenuity and Apex which has allowed them to pursue courses that are not traditionally offered by the school. "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 advanced and remediation 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 multiple campuses to join in on a class together 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 few years. We continue to build out our CTE program to offer more career pathways for students to explore. Met 2024-06-14 2024 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. All 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 for all students. 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. The LEA offers students an intervention teacher and class period as needed, as well as after-school tutoring. These both support increased student achievement in core classes and provide an opportunity for remediation or credit recovery. Met 2024-06-27 2024 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 2024-06-13 2024 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. Within the last school year the LEA 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. Also, the LEA is reviewing its ELA Curriculum as well as its ELD instructional and supplemental materials. Met 2024-06-20 2024 14632970000000 Owens Valley Unified 7 Due to our small size and having fewer than 120 students in the LEA, we are able to look at each student individually to ensure that all students have access to and are enrolled in a broad course of study. All of our students have access to and are enrolled in a broad course of study, based on our analysis of course enrollment data. The barriers that prevent the LEA from providing access to a broad course of study include limited staff resources to offer expanded course offerings. The LEA will make every effort to hire teachers who are credentialed to teach expanded course offerings. Met 2024-06-04 2024 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 studey and to extra curricular and enrichment opportunities. Our master schedule is used to track enrollment at each grade leel 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. Instructional aides support all students in the classroom in 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 / frontier 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 STAR). In addition, we are now utilizing writing benchmarks through our new Step-Up-to-Writing program and offering phonics support through a newly purchased program - Haggerty. Met 2024-06-12 2024 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 2024-06-13 2024 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 programs and pathways: • Culinary Bootcamps • Gardens and Hydroponics • Construction Classes • EV Automotive • Welding • HVAC Trades Workshops • Automotive In addition, students can participate in the JobsPlus! work-based learning program. Students who are English learners receive integrated and designated ELD instruction during the course of the school day. Reclassified 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 2024-06-06 2024 15101570119669 Wonderful College Prep Academy 7 Wonderful College Prep Academy serves approximately 1,857 students in grades TK-12 with demographics reflective of the community we serve: 93% Hispanic, 3% Filipino, 2% White, 1% Asian, 1% African American, 9% Students with Disabilities, 28% English Learners, 0.4% Foster Youth, 0.6% Homeless Youth, 2.5% Migrant, and 74% 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), Readers Theatre (K-6), Music – Band, Mariachi, Music Appreciation (TK-12), Visual Art (TK-6), Robotics/STEM (TK-12), Spanish (9-12), and dual enrollment opportunities for grades 9-12. Wonderful College Preparatory Academy offers three CTE pathways (Agriculture Prep (Business/Economics), Teach and Lead, and Health Sciences) with the goal that students earn a high school diploma and an associate degree (AA/AS) in these designated “high need” fields as identified by the U.S. Department of Labor Statistics for our region. 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 2024-06-20 2024 15101570124040 Grow Academy Arvin 7 The LEA utilizes 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, based on grade spans, unduplicated student groups, and individuals with exceptional needs. Grow Academy Arvin currently uses Aeries as its student information system to monitor student schedules, including the course of study that unduplicated students and students with disabilities participate in. Grow Academy Arvin utilizes a full-inclusion model, providing instruction in the regular classroom for over 80% of the day for 100% of students with disabilities, ensuring access to the general education curriculum for all students receiving Special Education services. However, per individual students' IEPs, some of the service minutes are provided outside of the general education classroom in a small group setting. As a full-inclusion school, all student groups are ensured a rigorous course of study. All students participate in the same course of study regardless of subgroup status. Interventions and designated supports are provided in the classroom so that no student is removed from core class instruction. 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. In addition, Assembly Bill 446 requires that handwriting is taught in grades 1-6, with instruction in cursive beginning in grade 3. Space constraints and staffing limitations are a barrier to providing additional courses in the performing arts, such as drama. All TK-8th grade students attending GAA, 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. GAA provides all students a state-approved curriculum that reflects rigor, differentiation and alignment with the CA content standards. Since most of our course curriculum offerings are digitally-based, we ensure content access for all students by providing 1:1 student licensing. Curriculum links are provided to students on the school website, allowing immediate access for new students. Course content areas include: Math Science Social Studies/History ELA, including handwriting P.E. Music Art Edible Schoolyard TK curriculum based on the Preschool/TK Learning Foundations. PD focuses on building teacher capacity to implement curriculum frameworks for all student populations. To ensure content accessibility for all students, GAA utilizes the MTSS framework. The assessment plan includes universal screening, progress monitoring, and frequent formative grade-level assessments to inform intervention and enrichment plans. In addition, English learners are provided with Designated ELD time using state-approved curriculum to meet language acquisition needs. Special Education teachers typically work with students in the regular education classroom in alignment with the full-inclusion model. Met 2024-06-24 2024 15101570135467 Wonderful College Prep Academy - Lost Hills 7 Currently, Wonderful College Prep Academy—Lost Hills serves 538 students in grades TK-12. Our student demographics reflect the community we serve: 97% Hispanic, 2% White, 0.4% African American, 0.4% Asian, 0.2% Filipino, 7% Students with Disabilities, 48% English Learners, 0.2% Foster Youth, 0.6% Homeless Youth, 3.3% Migrant, and 61% 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. These tools 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-8), Music – Band, Mariachi, Music Appreciation (TK-12), Visual Art (TK-6), Robotics/STEM (TK-12), Spanish (9-12), and dual enrollment opportunities for grades 9-12. WCPA will continue operating three pathways (Agriculture Prep (Business/Economics), Teach and Lead, and Health Sciences) for students to select from with the goal that students earn a high school diploma and an associate degree (AA/AS) in these designated “high need” fields as identified by the U.S. Department of Labor Statistics for our region. There are no differences in course accessibility 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 changing 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 2024-06-20 2024 15101571530492 Valley Oaks Charter 7 Valley Oaks Charter School utilizes Aeries as its student management system. Aeries allows 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 2024-05-20 2024 15101571530500 Ridgecrest Elementary Academy for Language, Music, and Science 7 REALMS guarantees all students regular access to all core subjects and a variety of enrichment classes as well. In addition to math, ELA, social studies, science and p.e. instruction, REALMS also offers imbedded and pull out EL support as required by each student's unique language development. Outside of the core courses, all students attend Spanish instruction twice a week, music twice a week, and PLTW once a week. The master schedule is designed to support access for all students. REALMS provides all students with a broad course of study. Every student in the school has access to textbooks for all subject areas, including English Language Arts, Mathematics, Science, and Social Studies. Additionally, all students have access to digital versions of the texts (where applicable) as well as digital access to web based learning sites such as iReady and NextGenMath. Every student in Transitional Kindergarten through second grade has their own iPad for daily use in the classrooms and students in grades 3-6 have their own Chromebook for daily use in the classroom. On a case by case basis, identified students are able to check out iPads or Chromebooks for home use. There are no barriers to access to a broad course of study REALMS uses its student information system (Aeries) to ensure all students have access to, and are enrolled in, a broad course of studies. Aeries allows our district to disseminate data based on our unduplicated student groups and individuals with exceptional needs. REALMS is a one-school district. All of our students are provided the same access, and are enrolled in a broad course of studies. REALMS students have access and participation in coursework daily in ELA, ELD, and Math, and once or twice weekly in Music, Spanish, and Project Lead The Way (science). Met 2024-06-27 2024 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 limit participation due to scheduling blocks. Schedules are specifically made for English Learners, Dual Immersion language classes, and to ensure mainstreaming opportunities for students with exceptional needs based on their IEP development. Students entering 7th and 8th grade are surveyed to identify electives they prioritize for enrollment. Three classroom walkthrough tools have been developed to provide program feedback and suggestions to support instructional delivery to sites including a WICOR rubric for Language Arts and Single Subject areas to begin in 2024-2025, a Mathematics rubric, and a Designated and Integrated ELD tool which 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 measures awareness of programs and services. Increases for 2023-2024 indicate families were able to better identify supports available. 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. In addition, several electives offered under a subject area may require specific single subject emphasis such as Project Lead the Way classes which must fluctuate based on staff available and degree alignment. Speech services, while currently ensured, are offered with Tele-services rather than in person, due to lack of available credentialed personnel. School year 2023-2024 AERIES implementation allowed cohort development which supports site administrators in their development of classes at the middle school level and grade level placement meetings at the end of the school year prompt class assignment and access for all students at the elementary level. This has significantly helped address monitoring of student assignments to appropriate classes and strands and even more features will be utilized for 2024-2025 class roster development. 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. 2024-2025 will be the first year of a Dual Immersion residency program within the district. Met 2024-06-25 2024 15633210000000 Bakersfield City 7 The 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. We also ensure that students are provided with the basic conditions of learning, including fully credentialed teachers as defined by the Every Student Succeeds Act (ESSA), and that teachers are appropriately assigned to the subject areas they teach. Our Ed. Technology, Data, and Assessment Analysts run reports on various student groups, including Foster Youth, Homeless, low-income, English Language Learners, individuals with exceptional needs, and English-only students, to analyze enrollment percentages by course. This analysis helps us understand the needs and performance of individual student groups, allowing us 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 73 % of the total student population is enrolled in elective courses. 81% of students in elective courses are identified as disadvantaged, and 1.5% are English Language Learners, identifying a continued need to increase the number of EL students enrolled in elective courses. Given the results, the district will focus on expanding the elective choices available to all students and increasing the enrollment of English Language Learners (ELLs) in these courses. However, we have identified that the required language course for English learners can conflict with the elective period, interfering with their access to elective options. To address this issue, we are actively seeking solutions to ensure ELLs have equal access to electives. This includes exploring schedule adjustments. Currently, we are integrating elective content into required courses. We will collect and monitor data and conduct surveys to identify further barriers impacting student access. Based on the results, the district will focus on expanding the elective choices available to all students and increasing the enrollment of English Language Learners. We also recognize the need to provide more information about the electives offered at each school site. Music, Art, and Project Lead the Way programs are expanding in our elementary schools, where students' schedules are more flexible, allowing students greater access. Each year, we gather more insights into students' interests and work to align elective courses with the survey results. Met 2024-06-25 2024 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, the 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 a tool used to track students’ enrollment in a broad course of study for all students, with a particular focus on unduplicated student groups and students with special needs. "Students at all three elementary campuses and one junior high are enrolled in the state-adopted Common Core State Standards for English language arts and mathematics, California Next Generation Science Standards, and 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 want to take. 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. Our district's Student Services department is dedicated to ensuring that all students receive appropriate programs and services regardless of their individual needs. For students with an Individualized Education Plan (IEP), we strive to provide instruction alongside general education students to the maximum extent possible, ensuring they have access to the core curriculum." The junior high site faces a few barriers in offering additional electives. Some classes only have one section on the master schedule, and conflicts may occur that prevent students from taking their chosen elective courses. Creating new electives can be challenging because it is often difficult to hire teachers with the necessary specialized credentials. The district continues to seek qualified new teachers and work with existing staff to pursue 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 during the regular school day." Met 2024-06-26 2024 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 2022/23 and 2023/24 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. 1. For the 2022-23 and 2023-24 school years, 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. 2. All K-8 grade students are enrolled in a broad course of studies as defined by the CDE. The district offers weekly music, art and fine arts programs, where students will participate in the study of music concepts, vocal instruction, and performing arts as well as art history and art techniques/mediums. 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 of Trustees and staff will continue to research and implement a Master Schedule for a broad course of study for student groups and across grades. Met 2024-06-20 2024 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. All junior high sites also offer Career Pathways and Spanish elective courses. In reviewing the results of student access to and enrollment in 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. Junior high sites offer Spanish and Paxton Patterson Career Pathway courses as electives. Additional non-core courses are offered to students at the junior high sites based on the credentials held by single-subject teaching staff. This can be a barrier to providing uniform access to all courses. Due to the type of single subject credential(s) held by the employed teaching staff, courses are limited that they can instruct and that 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 2024-06-25 2024 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. In addition to the AVID program, science lab, and nutrition label access for all students this year we are adding an elective program for our 6th - 8th grade students. This will give them an introduction to possible CTC opportunities they can expand on when they get to High School. Met 2024-06-13 2024 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. What the district failed to do was to include a broad course of study to the 6th-8th grade students that includes Health, World Language, and music. This will be addressed in the following year by adding an additional 45 minutes to the 5th-8th grade day for wheel electives. 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 have access and are enrolled in the same broad course of study. The 6th -8th grade students were not offered health, world language or music during this school year. 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. Lack of time in the school day is a barrier as the TK-5th grade students are excused at the same time as the 6th-8th grade students. 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. 80% of students have access and are enrolled in a broad course of study aligned to the common core state standards. Sixth - eighth grade students were not offered world language, health, or music. 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-5. The district will focus on outcomes and continuous improvement strategies to ensure all students are benefiting from the resources and tools provided. 6th - 8th grade students will have quarterly wheel electives and the day will be extended 45 minutes to provide the time. Example First Quarter - music, second quarter, foreign language, 3rd quarter Art, and 4th Quarter Health. Met 2024-06-18 2024 15634040000000 Delano Union Elementary 7 To gauge the extent of the broad course of study available to students in grades K-5, the following locally selected measures were employed: site master schedules, schedules for ELD, physical education, art, music as well as reading and math intervention. Participation rates for Power Plus, Power, and other enrichment activities and events will also be collected. Similarly, for students in grades 6-8, the following locally selected measures were utilized to assess access to a diverse course of study: site master schedules, individual student schedules, student transcripts, as well as participation rates in after school enrichment and extracurricular activities. Efforts are made to ensure that ALL students have access to needed intervention services as well as have the opportunity to engage in enrichment offerings. Co-teaching with ELA, Math, and Special Education teachers has been implemented at the middle school level to ensure that students have access to core instruction in general education classes. This will also begin to be implemented more widely at the elementary level in the coming school year. Students in grades K-5 have access to a broad course of study available across all elementary sites during the regular school day, through participation in programs such as ELD, AVID, band, dance, choir, ELA, Reading, and math interventions, and physical education as evidenced in site master schedules. All students have access to chromebooks to take home as well as in the classrooms. Music education is provided at every elementary site, for all students regardless of language or instructional level, starting with recorders in 3rd grade and progressing to band and beyond in 4th grade. In grades 6-8, all students enjoy a broad selection of elective courses, chosen via an elective interest survey. Offerings include band, choir, AVID, Action Lab, writing and composition, art, robotics, and various career options at each site. This year 120 eighth grade students enrolled in Algebra, and we are working to make Spanish available across all middle schools in the district. Beyond the instructional day, 3,147 students have participated in Power Plus (ELOP) enrichment classes, 1,665 students in STREAM Academies, and 1,136 students in the Power (ACES) Program. Ten Foster Youth took part in the YES Conference this year. Students had opportunities to participate in events such as STEM Olympiad which had 279 participants, Oral Language Festival with 154 participants, GATE festival with 571 participants, Science Fair with over 200 students, and 229 PreK-8 students in Special Olympics. The Delano Union School District strives to ensure that all students have access to a comprehensive curriculum. However, there are potential challenges when it comes to balancing essential interventions with providing enriching opportunities, both important priorities for the district. Student-centered master schedules are meticulously crafted at both elementary and middle school levels to address this challenge effectively. Teachers utilize student performance data in reading, math, English language arts, and English language development to tailor lessons and intervention plans that are precise and responsive to their students' learning needs. The Delano Union School District will continue to monitor site master schedules to ensure that students have consistent access to a broad course of study. All elementary schools now have dedicated physical education teachers, and music and art programs have been expanded at each site. A Mariachi program is being added at two sites next year as well as a drumline. The AVID program is available at all twelve district locations. Additionally, DUSD offers reading and math intervention both during and after school, as well as annual summer school sessions to address learning gaps. Middle schools now offer a range of electives, and all students (elementary and middle school) are eligible to participate in various enrichment courses through Power Plus (ELOP). UDL is early in its implementation at the middle school level, but we are in the process of working with teachers to implement district wide at all middle schools and elementary schools. Co-teaching will also be expanded in the elementary schools for ELA and math to enhance core instruction in the general education classrooms. Met 2024-06-26 2024 15634040120139 Nueva Vista Language Academy 7 To gauge the extent of the broad course of study available to students in grades K-5, the following locally selected measures were employed: site master schedules, schedules for ELD, physical education, art, music as well as reading and math intervention. Participation rates for Power Plus, Power, and other enrichment activities and events will also be collected. Efforts are made to ensure that ALL students have access to needed intervention services as well as have the opportunity to engage in enrichment offerings. Co-teaching with ELA, Math, and Special Education will also begin to be implemented more widely at the elementary level in the coming school year. Students in grades K-5 have access to a broad course of study available across all elementary sites during the regular school day, through participation in programs such as ELD, AVID, band, dance, choir, ELA, Reading, and math interventions, and physical education as evidenced in site master schedules. All students have access to Chromebooks to take home as well as in the classrooms. Music education is provided at every elementary site, for all students regardless of language or instructional level, starting with recorders in 3rd grade and progressing to band and beyond in 4th grade AVID is currently being implemented in kindergarten through sixth grade. 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 TK-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 ac NVLA strives to ensure that all students have access to a comprehensive curriculum. However, there are potential challenges when it comes to balancing essential interventions with providing enriching opportunities, both important priorities for the district. Student-centered master schedules are meticulously crafted at both elementary and middle school levels to address this challenge effectively. Teachers utilize student performance data in reading, math, English language arts, and English language development to tailor lessons and intervention plans that are precise and responsive to their students' learning needs. 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 current 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 TK-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. NVLA also offers reading and math intervention both during and after school, as well as annual summer school sessions to address learning gaps. All students are eligible to participate in various enrichment courses through Power Plus (ELOP). Co-teaching will also be expanded in the elementary schools for ELA and math to enhance core instruction in the general education classrooms. Met 2024-06-26 2024 15634046009351 Cecil Avenue Math and Science Academy 7 The following local measures were utilized to monitor the availability of a comprehensive curriculum for all students in grades 6-8: site master schedules, student schedules, transcripts, and access to instructional materials approved by the board. These measures ensure that students have equitable access to a diverse range of courses and resources necessary for their educational needs. Students in grades 6-8 at CAMSA can engage in various programs including GATE, AVID, band, choir, PLTW automation and robotics, and physical education. AVID is currently implemented across all three grade levels, with teachers receiving training at the summer institutes held in San Diego and San Francisco. Music courses are available at all middle schools, featuring a pull-out program during the day and dedicated band periods in the afternoon. Regardless of their language proficiency or instructional level, all CAMSA students have opportunities to participate in music. Outside regular school hours, students can explore a broad spectrum of activities such as athletics, ASB, guitar club, jazz band, choir, robotics, ELOP, POWER, and STEAM enrichment. Elective courses are diverse, with students able to choose based on their interests via an elective interest survey. Options include band, choir, AVID, Action lab, writing and composition, art, robotics, drama, strength and fitness, and career exploration. Advanced 8th-grade students have the chance to enroll in Algebra at the local high school during zero period. Beyond daily classes, students can participate in events like math field day, speech contests, oral language festivals, GATE festivals, and science fairs. Cecil Avenue Math and Science Academy works diligently to provide all students with a comprehensive curriculum. However, one of the challenges CAMSA faces is staffing. The availability of qualified personnel is critical; if there aren't enough trained staff members, it may not be possible to offer certain courses at CAMSA. This staffing challenge could potentially hinder equitable access to education for all students. Cecil Avenue Math and Science Academy will closely monitor its site master schedule to ensure ongoing access to a diverse range of courses. Recently, a music class was introduced to accommodate the growing interest among students, meeting during the 7th period and participating in local events across the city. The AVID program continues to expand at CAMSA, with 6th grade students beginning a two-year course sequence upon enrollment. Additionally, we are introducing high school level biology instruction, along with algebra 1 and Spanish, to our curriculum offerings. The STEAM lab at CAMSA is scheduled to receive significant upgrades in software and equipment to provide students with the latest materials. Our commitment to PLTW automation and robotics remains steadfast, offering students valuable insights into coding and robotics intricacies. This program also prepares them for potential enrollment in Bakersfield College's four-year degree program in Industrial Automation, where skills in programming and operating robotics are highly valued by companies offering competitive salaries. Furthermore, the POWER program has experienced increased student enrollment this year, providing enrichment, intervention, and physical education activities after school. This initiative not only enhances students' educational experiences but also provides a safe and productive environment for those whose parents work late hours. Met 2024-06-26 2024 15634046009369 Del Vista Math and Science Academy 7 The following locally selected measures were used to track the extent to which all students have access to their grade specific course of study for students in grades TK-5: site master schedules, student schedules, student transcripts, ELD, intervention, POWER plus enrichments, and access to board approved instructional materials. Students in grades K-5 have the opportunity to participate in programs such as GATE, AVID, band, and physical education. AVID is currently being implemented schoolwide. Teachers received training during the summer institute held in Anaheim. Band is offered for grades 3-5 with students participating in a pull-out program during the day. All students regardless of their language level or instructional level have access to participate in music at Del Vista Math & Science Academy. Students also have access to a wide range of learning opportunities outside of the school day including ASB, ELOP, POWER. In addition to daily coursework, students have access to participate in math field day, speech, oral language festival, GATE festival, and the science fair. Del Vista Math and Science Academy makes every effort to provide all students access to a broad course of study. Potential barriers DVMSA 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 DVMSA. Del Vista Math and Science Academy is taking steps to maintain a diverse range of courses for students. The school is expanding its AVID program, which starts in Kindergarten and runs through 5th grade. Additionally, upgrades are planned for the STEAM lab with new software and equipment to ensure students have access to current materials. Students in grades 3 through 5 will benefit from these improvements. The POWER program has also seen increased enrollment this year, offering enrichment, intervention, and physical education activities after school, ensuring a secure learning environment for students. Met 2024-06-26 2024 15634120000000 Delano Joint Union High 7 The Delano Joint Union High School District continues to conduct student, parent and teacher 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 teacher educational partner 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 courses. Any areas of need are identified and new courses are developed. The results of the surveys administered in Spring 2024 reflect that 90% of students agree that the schools provide access to a broad course of study. Similarly, 96% 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, pathway and college courses 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 90% students and 93% parents agree; Cesar E. Chavez 89% students and 97% parents agree; Robert F. Kennedy 93% students and 96% parents agree; Valley High School 84% 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 current barriers 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 ‘Very High’ College and Career Indicator (CCI) status for all student group and ‘Medium’ status for English Learner and Homeless students. 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 additional marriage and family therapist to service each school site in the district. The Assistant Superintendent of Student Services will oversee this staff in ensuring student social-emotional and mental health needs are being met and barriers to learning are addressed. Met 2024-06-25 2024 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 2024-06-26 2024 15634380000000 Edison Elementary 7 The Edison School District uses the following locally selected measures and tools to track student access to a broad course of study: STAR Data: This tool monitors student performance and growth in core academic areas, helping ensure equitable access and identify gaps in coursework across grade spans and student groups. Curriculum Benchmarks: Regular assessments aligned with grade-level standards evaluate whether all students, including those with exceptional needs, are engaged with a comprehensive curriculum and meeting academic expectations. These measures help the district track and support diverse learning needs, ensuring broad and equitable access to educational opportunities. Based on STAR data and curriculum benchmarks, the Edison School District has made significant strides in providing students access to a broad course of study: Overall Access: Most students are engaged in a comprehensive curriculum, with STAR data showing improvements in performance and engagement across core subjects. Site Variations: Access and enrollment vary by school site. Some schools offer a wide range of advanced coursework and electives, while others are still expanding their programs due to differing resources and staffing levels. Student Groups: Unduplicated Groups: English Language Learners and low-income students have somewhat less access to advanced courses and extracurriculars compared to their peers. Exceptional Needs: Students with exceptional needs generally receive a broad curriculum, though specialized support varies and affects their engagement. Progress: The district has improved access to a broad curriculum over time through targeted programs for underrepresented groups and increased resources for schools with lower access levels. Ongoing efforts are focused on reducing disparities across schools and among student groups to ensure equitable educational opportunities for all students. The Edison Elementary School District faces several barriers in providing consistent access to a broad course of study: Staff Consistency and Stability: Frequent staff turnover disrupts the continuity of instruction and affects the availability of a broad curriculum. Inconsistent staffing impacts the ability to deliver a comprehensive range of courses and support services effectively. Resource Allocation: Uneven distribution of resources and funding among schools can limit access to advanced courses and extracurricular activities, particularly in schools with higher turnover or fewer resources. Professional Development: Inadequate professional development can lead to gaps in curriculum implementation, especially when new or less experienced teachers are involved. Specialized Support: Schools with high staff turnover may struggle to provide the necessary specialized support for students with exceptional needs, affecting their access to a full range of educational opportunities. Addressing these barriers involves focusing on staff retention, equitable resource allocation, and enhanced professional development to ensure a broad and consistent curriculum for all students. In response to the tool results and locally selected measures, the Edison Elementary School District will: 1. **Improve Staff Stability**: Enhance staff retention with better compensation, targeted recruitment, and supportive onboarding to ensure consistent delivery of the curriculum. 2. **Equitable Resource Distribution**: Reallocate resources and funding to ensure all schools can offer a broad range of courses and activities, with a focus on schools with fewer resources. 3. **Expand Professional Development**: Offer ongoing training for effective curriculum delivery and differentiation, supporting both new and experienced teachers. 4. **Strengthen Support Systems**: Increase specialized support for students with exceptional needs by hiring additional staff and providing targeted training. 5. **Monitor and Adjust**: Regularly use data from STAR assessments and curriculum benchmarks to evaluate and refine these actions for continuous improvement. These steps aim to ensure all students have equitable access to a broad course of study. Met 2024-06-26 2024 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 2024-06-13 2024 15634610000000 Fairfax Elementary 7 Fairfax uses its student information system to ensure all students, including unduplicated groups and those with exceptional needs, have access to a broad range of courses. This system helps us track and monitor student enrollment, course offerings, and scheduling, allowing us to identify and address any disparities or gaps. We are committed to removing barriers and providing equal opportunities for all students to engage in courses that match their interests, abilities, and educational goals. By leveraging this system, we can make data-informed decisions and implement targeted strategies to promote inclusivity and broaden educational opportunities. We monitor enrollment patterns, identify potential inequities, and intervene promptly to ensure all students can access the full range of courses. Our system also tracks individual student progress and outcomes, ensuring their course selections align with their academic pathways and support their overall growth and success. We collaborate with counselors, teachers, and support staff to guide students in their course selections, considering their interests, aspirations, and unique needs. Fairfax remains committed to using our student information system to track and monitor course access, continually evaluating our data and engaging with stakeholders to improve and foster a learning environment of inclusivity, equity, and excellence for every student. Fairfax proudly ensures equitable access to a broad course of study for all students, eliminating disparities across school sites and student groups. Our commitment to equal opportunities yields positive results, guaranteeing every student access to a comprehensive curriculum. Through proactive measures, we've created a system closely monitoring enrollment data, successfully eliminating previous discrepancies. Our initiatives address barriers, ensuring scheduling, resource allocation, and teacher availability do not hinder access. This effort results in consistent access across all student groups and sites, fostering a level playing field for exploration. Regardless of background, every student enjoys the same opportunities. Fairfax's dedication creates an environment where equal access thrives. Our ongoing commitment to monitoring ensures swift resolution of disparities, fostering an inclusive educational system where all students achieve their full potential. Based on our locally selected measures, Fairfax identified a significant barrier to providing broad course access: low attendance rates. This affects students' engagement in a comprehensive curriculum, limiting their course options. Absenteeism disrupts instructional progress, particularly impacting students with higher rates of absence. To address this, Fairfax implements targeted strategies, raising awareness about attendance's impact on success. Through outreach, we address underlying causes and provide support systems. Interventions include mentoring, incentives, and tailored support for struggling students. By analyzing attendance data, we identify and assist students needing extra support. Our goal is to create a positive, engaging environment where all students feel valued and connected to their education. Fairfax is committed to overcoming low attendance barriers, ensuring equitable access to a broad course of study for all students. Fairfax School District ensures broad course access using progress report cards at elementary levels and a student information system at secondary levels. This tracks enrollment in key subjects like ELA, mathematics, and electives, ensuring a well-rounded education. Quarterly data analysis informs interventions or enrichment opportunities. Identified barriers include limited CTE and World Language course availability. To address these, the district collaborates with Kern High School District for summer CTE programs and explores options to expand course availability throughout the school year. These actions aim to provide a comprehensive course of study, ensuring every student can engage and succeed academically. Met 2024-06-27 2024 15634790000000 Fruitvale Elementary 7 Fruitvale 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 Fruitvale Jr. High School. The master schedule (grade level subject area blocks, including Walk-to-Learn, ELD, and Tier II) is utilized as the tool for elementary students grades K-6. Using the tools outlined above, FSD 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 ensure student access within their School Plans for Student Achievement. All students (including unduplicated students and students with disabilities) in K-8th grade are enrolled in English, Math, History-Social Science, Science and participate Physical Education every day. FJH offers over 20 CTE, Visual, and performing arts elective courses, available to all students. Jr. High students with IEPs and/or English Learners are given priority registration for zero period P.E. and the elective of their choice, to ensure access for all. A prior challenge existed for students with IEPs and English Language Learners at the Jr. High with regard to having room in their schedule for an elective. This was mitigated with the addition of a zero period option for P.E. with priority registration to affected subgroups. Students in Fruitvale 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 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. All sites provide the Walk-to-Learn Reading Instructional system supplementing the core with targeted instruction based on identified individual student needs. Each school has an intervention teacher, school counselor and psychologist support to provide a multi-tiered system of support for all students. Each site has designated Physical Education Teachers to provide PE instruction and ensure adherence to instructional minute requirements. All elementary campuses have a robust library, library staff, and Accelerated Reader Incentive Club. The Junior High campus offers extended instructional time in ELA and Mathematics (71 daily minutes) and a master schedule that provides additional courses: SEL Advisory, History, Science, Physical Education, and an elective. Elective offerings include: Agriculture, Mixed Media Art, Band, Chorus, Orchestra, Color Guard, Computer Science, Drama, Engineering, Journalism, Digital Media, Medical Detectives, Mock Trial, Robotics, and Spanish. Elementary Art, Music, and Chorus are also provided. Met 2024-06-11 2024 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 ow income, English learner and foster youth pupils. General Shafter utilizes our Master schedule and the CA Dashboard Self - Reflection tool for local indicators to track and assess students having access to broad course of study. This is applied to all students including low income, English learner and foster youth. Currently 100% of our students have access and are enrolled in broad courses of study, this includes ow income, English learner and foster youth pupils. General Shafter utilizes our Master schedule and the CA Dashboard Self - Reflection tool for local indicators to track and assess students having access to broad course of study. This is applied to all students including low income, English learner and foster youth. Currently 100% of our students have access and are enrolled in broad courses of study, this includes ow income, English learner and foster youth pupils. General Shafter utilizes our Master schedule and the CA Dashboard Self - Reflection tool for local indicators to track and assess students having access to broad course of study. This is applied to all students including low income, English learner and foster youth. Currently 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 2024-06-05 2024 15635030000000 Greenfield Union 7 The Greenfield Union School District is dedicated to providing all students with equal access to high-quality instruction in English language arts, mathematics, science, social studies, and other subjects. To ensure this, GFUSD employs various local measures and tools to monitor the extent to which students, including those in different grade spans, unduplicated student groups, and individuals with exceptional needs, are enrolled in and have access to a broad course of study. 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 Greenfield Union School District provides a comprehensive system of supports to ensure all students, including English learners, students with special needs, and foster youth and students experiencing homelessness, have access to a wide range of educational opportunities. All students are enrolled in core courses such as English language arts, mathematics, social science/history, science, and physical education. Additionally, 3rd to 5th-grade students have access to the elementary school music program. However, due to educational requirements and time limitations within daily schedules, not all 7th and 8th-grade students have equal access to courses and electives such as fine arts, drama, life skills, music/band, computer/technology, and foreign language. The district ensures that appropriate programs and services are available for all students with special needs through Support Services. Students receiving special education are included with general education students to the maximum extent appropriate to ensure access to the core curriculum. To equip English learners in accessing core content, the district has implemented designated and integrated English Language Development at all sites. To ensure the success of our English learners and reclassified students in all courses, school sites monitor their progress and provide necessary interventions. The district employs a Multi-Tiered System of Support (MTSS) model to ensure all students have access to core courses and The Greenfield Union School District faces several barriers in providing additional middle school electives to ensure equitable access to a broad course of study for all students. One significant challenge is finding teachers with specialized credentials or those willing to pursue additional units to meet state requirements for teaching elective courses. To address this, the district is committed to actively recruiting qualified teachers and supporting current staff in obtaining the necessary credentials. Another challenge is balancing the requirement for English learners to have designated ELD time while also offering them an elective within the daily schedule. To address this concern, the district has integrated Science, Technology, Engineering, and Mathematics (STEM) activities into designated ELD instruction for 7th and 8th grade students.. This integration allows English learners to benefit from both language development and elective learning experiences. Greenfield values educating the whole child and is dedicated to increasing the number of elective courses offered at the middle school level. The district will continue to address these barriers and strive to provide a wide array of opportunities for students as they progress in their education. Greenfield is dedicated to ensuring access to educational programs through an equity-based system. We will continuously evaluate our actions to build upon our current successes and improve student outcomes. Our elementary music programs will continue to offer general music and art instruction to all students, with band being offered to 5th-grade students. Priority for band participation will be given to unduplicated students to ensure equitable access to the fine arts. The district remains committed to monitoring and enhancing students' access to and enrollment in a broad course of study, ensuring that all students have the opportunity to participate in diverse educational experiences. These efforts are supported by LCAP actions 3.5 and 3.6, reflecting our ongoing commitment to educational equity and excellence. Met 2024-06-12 2024 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. 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. 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. In 2023-24, KHSD offered 549 PD sessions 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 2024-25, KHSD will provide PD for classified staff who are assigned to the classrooms and allocate additional funds to support PLC leadership. Resources and supplies to facilitate Instructional Coaching will also be provided. 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. KHSD counselors will continue to develop, monitor, and review 4-year plans to increase a-g completion, support and remediation, and CTE pathway access. In partnership with Bakersfield College, Cerro Coso College, and Cal State Bakersfield, will continue to increase college credit opportunities through dual enrollment, concurrent enrollment, and the five Early College Degree Completion Program pathways. Met 2024-06-24 2024 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 uses incoming data to identify students for literacy and math remediation, Special Education Services, and ELD to provide additional support classes. Being enrolled 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. Course placement: 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 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. Parent Education: Kern Workforce Academy continues to provide parents with education, resources, and support 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: Kern Workforce Academy’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, and provide educational support to encourage students to accept the challenge to participate and succeed in advanced courses. LRE: Kern Workforce Academy general and special education staff collaborate through the PLC process. Push-in support continues to increase schoolwide. 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. Currently, Kern Workforce Academy is researching opportunities for students to earn college credit through articulated courses. Met 2024-05-21 2024 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 course 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 course of study for all students. Met 2024-06-25 2024 15635520000000 Lakeside Union 7 The district annually reviews access to course offerings for all students to ensure adherence to California Education Code 51210 - Course of Study for grades 1-6, and EC 51220(a)-(i) – Course of Study for grades 7-12. The course of study provides all students with opportunities to attain the skills, knowledge, and abilities they need to be successful in school. Additionally, a well-aligned sequence of courses fosters academic progress and provides for the best possible use of instructional time. The student information system (SIS) is utilized to ensure that all students have access to and are scheduled in the district and state adopted standards in specified core subject areas, and other subject areas. The SIS is also used to track students’ enrollment to a broad course of study for all students, particularly for unduplicated student groups, and students with special needs. Along with the SIS, school administrators inspect students’ and teachers’ schedules to assure that all students are appropriately enrolled in a broad course of study. To date, the district and state have adopted Common Core State Standards for English language arts and mathematics, and California Next Generation Science Standards, as well as content standards for English language development, health education, history-social science, physical education, and performing arts. Utilizing the student information system, with verification by site administrators, all students in the district have access to a broad course of study. Donald E. Suburu School serves students in SDC-Preschool, Transitional Kindergarten through 5th grade, therefore, all students are enrolled in district and state adopted Common Core State Standards for English language arts and mathematics, and California Next Generation Science Standards, as well as content standards for English language development, health education, history-social science, physical education, and performing arts when available. Lakeside School serves students in Transitional Kindergarten through 8th grade, with all students having access to a broad course of study as described in the aforementioned paragraph. 6th through 8th grade has a departmentalized setting, therefore, students have opportunities to experience a variety of elective classes such as AVID, Media/Video, and STEM classes to name a few. As a student progresses through the district year by year, each will have opportunities to experience a variety of elective classes that become available. Despite improvements in chronic absenteeism, it remains a significant barrier to providing all students with a broad course of study. According to the 2023 CA School Dashboard results, overall chronic absenteeism declined from 44.6% to 35.7%, with notable decreases among English Learners (from 40.9% to 33.6%), foster youth (from 57.9% to 23.8%), and low-income students. However, these rates are still high and hinder consistent student engagement and academic success across the district. LCAP Goal 2 To address chronic absenteeism and enhance student engagement, we will offer a variety of programs including after-school sports, band, choir, aquatics, Camp KEEP, and AVID. These initiatives are designed to provide students with diverse opportunities for participation, fostering a greater sense of connectedness and encouraging consistent attendance. Goal 1 & 3 Met 2024-06-18 2024 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 those with disabilities, in TK-8th grade are enrolled in core subjects: English, Math, History-Social Science, and Science. Additionally, students from 1st to 8th grade receive a minimum of 200 minutes of Physical Education every ten days across all four school sites. The LEA will continue to monitor and support student progress through the following actions: - Regularly monitor student progress and provide necessary supports and interventions. - Provide professional learning for teachers and administrators on evidence-based instructional strategies. - Enhance tutoring and credit recovery options for secondary students to improve grades. - Continue informing parents, students, and educational partners about graduation requirements, student scheduling, and college and career readiness. - Ensure all schools offer the required subject areas. - Collaborate with the MTSS committee to implement multi-tiered systems of support at both district and site levels, addressing academic, behavioral, and social-emotional needs to create a successful learning environment for all learners. 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 actively reviewing the Master Schedule at all school sites, with a particular focus on meeting the needs of English Language Learners, especially at the middle school level. Revisions will be made to ensure that all English Language Learners have the opportunity to enroll in elective classes. Met 2024-06-25 2024 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 2023-24, 5.52% of low-income students, 6.2% of English learners, and 0% of Foster students took advantage of the opportunity. 54.3% 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. We also have a Dual Language program offered. We continue to encounter the barrier of students/families not fully aware of the Zero Period offering and the advantages it provides for additional electives. Our staffing had been limited with music, creating scheduling challenges, but we finally secured an additional full-time music teacher, easing those constraints. We continue to need 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 continues to build each year with 5th grade added for the 2024-25 school year. We also have Project Lead the Way classes at our junior high and have begun to offer them at elementary schools. All campuses have GATE programs, and to support VAPA, an additional music teacher has been 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. Met 2024-06-24 2024 15635780135186 Grow Academy Shafter 7 The LEA utilizes 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, based on grade spans, unduplicated student groups, and individuals with exceptional needs. Grow Academy Arvin currently uses Aeries as its student information system to monitor student schedules, including the course of study that unduplicated students and students with disabilities participate in. Grow Academy Arvin utilizes a full-inclusion model, providing instruction in the regular classroom for over 80% of the day for 100% of students with disabilities, ensuring access to the general education curriculum for all students receiving Special Education services. However, per individual students' IEPs, some of the service minutes are provided outside of the general education classroom in a small group setting. As a full-inclusion school, all student groups are ensured a rigorous course of study. All students participate in the same course of study regardless of subgroup status. Interventions and designated supports are provided in the classroom so that no student is removed from core class instruction. 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. In addition, Assembly Bill 446 requires that handwriting is taught in grades 1-6, with instruction in cursive beginning in grade 3. Space constraints and staffing limitations are a barrier to providing additional courses in the performing arts, such as drama. All TK-8th grade students attending GAA, 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. GAA provides all students a state-approved curriculum that reflects rigor, differentiation and alignment with the CA content standards. Since most of our course curriculum offerings are digitally-based, we ensure content access for all students by providing 1:1 student licensing. Curriculum links are provided to students on the school website, allowing immediate access for new students. Course content areas include: Math Science Social Studies/History ELA, including handwriting P.E. Music Art Edible Schoolyard TK curriculum based on the Preschool/TK Learning Foundations. PD focuses on building teacher capacity to implement curriculum frameworks for all student populations. To ensure content accessibility for all students, GAA utilizes the MTSS framework. The assessment plan includes universal screening, progress monitoring, and frequent formative grade-level assessments to inform intervention and enrichment plans. In addition, English learners are provided with Designated ELD time using state-approved curriculum to meet language acquisition needs. Special Education teachers typically work with students in the regular education classroom in alignment with the full-inclusion model. Met 2024-06-24 2024 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 2024-06-27 2024 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 including 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 district has expanded its art and other vocational courses to the afterschool and summer programs to ensure higher student participation. Met 2024-06-20 2024 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 2024-06-06 2024 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 2024-06-13 2024 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 2023-2024 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. Insight will be offering new math options for the 2024-2025 school year in hopes that it allows for more students to access the curriculum successfully and show growth. Developmental and Continuing Algebra courses (this allows for students to engage with the Algebra curriculum at a slower pace to support mastery), along with Integrated math which includes a mixture of Algebra and Geometry content. Met 2024-06-17 2024 15636280128504 Peak to Peak Mountain Charter 7 By 2024-25, the Charter will increase the percentage of all students in mathematics based on local fall, winter and spring benchmark measures of STAR 360 Math and i-Ready diagnostic math assessments using grade level comparison data by fully implementing CCSS in mathematics and instructional delivery at the DOK levels 3 & 4 to elevate rigor and engagement. Peak to Peak Mountain Charter uses locally selected measures of i-Ready and STAR 360 math to evaluate all students in order to secure effectiveness of broad courses of study for all students. Barriers identified that prevent identified student access to a broad course of study include students who are challenged with Chronic Absenteeism. New actions in place to ensure access to a broad course of study include dynamic, assertive, and CDE approved attendance strategies. Met 2024-06-27 2024 15636280134312 Blue Ridge Academy 7 a broad course of study including courses described for grades 1 to 6 and/or the adopted course of study for grades 7 - 12, as applicable A broad course of study including courses described for grades 1 to 6 and/or the adopted course of study for grades 7 - 12, as applicable is offered to all BRA students. Blue Ridge strives to empower students and promote their knowledge and critical thinking skills. In order to continue to improve student outcomes, Blue Ridge is focused on using a data-driven approach toward increasing Math and English Language Arts proficiency scores for summative and formative assessments. This approach is a primary focus for Blue Ridge to help identify areas of improvement and specific learning gaps, as well as identify trends. Having this information available to all educational partners is key in supporting families and teachers with enhanced teaching methods for targeted instruction in the areas of Math and English Language Arts as well as promoting accountability and transparency to foster a culture of continuous improvement. With crucial players such as High School Success Coordinators, Content Specialists, Progress Support Coordinators, and High School Counselors, Blue Ridge has put into place supports for Homeschool Teachers, Learning Coaches, and students alike. Ensuring all students have access to a broad course of study involves the tracking and maintenance of the school wide PD tool in which staff will continue to be equipped with the tools and strategies they need to serve students, both current and future. The provision of technology, progress monitoring through the curriculum team and the the Progress Monitoring Coordinators, this access is addressed using various modalities. In addition, it addresses SWD on a certificate track and better equipping those staff who support them is crucial to increasing that population's success in high school and beyond. Barriers include parents not making use of the resources, technology, and meeting times provided. BRA will continue its mission and goal to develop and build this awareness and monitoring system. All students are monitored and provided access to a broad course of study. Met 2024-06-25 2024 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, 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 participate in courses that offer remediation and extensions of learning, as well as provide 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. Barriers include access to Wi-Fi and school materials, especially for 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 7th and 8th graders (those who completed the 6th or 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. Math Lab 2 course was added for struggling 10th graders to support their grade-level math course. This is in addition to the already running 9th grade ELA and Math Labs. After-hours support was also provided at the high school to our MVK students and students with IEPs to support their work in A-G courses. Met 2024-06-17 2024 15636280138131 Heartland Charter 7 Schoolwide, all 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 all 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 2024-06-20 2024 15636510000000 McKittrick Elementary 7 To monitor our students' engagement with a diverse curriculum, we use personalized learning data. We maximizing the utilization of Schoolwise and Google Sheets. our educational sites can accurately pinpoint existing gaps and underlying causes. A comprehensive analysis is conducted in collaboration with administration, and teachers, facilitating informed decision-making and support for all students. McKittrick Elementary offers 3D Printing, Sewing, Cooking, Gardening, Woodshop, and STEM to all of our 70 students. We offer Yearbook to our 7th and 8th grade students. McKittrick Elementary is a unique school. We are very rural. We are fortunate to have a strong relationship with the local high school and the Junior College, both located 20 miles away. Our location has been our biggest challenge. McKittrick recently purchased four 3d printers. We offer classes for 4 students per elective. 24/25 school year will include student council so we can receive feedback from the students. Met 2024-06-11 2024 15636690000000 Midway Elementary 7 "All Tk-8 grades are enrolled and have access to a broad course of study that has been adopted by California Education Frameworks and the local school Board of Trustees. Students also have access to: • 5th-8th grades have access to organized sports competition 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 Science Center, Camp Keep, CALM Zoo, dairy farm, Fire department & Taft Oil Museum. • We offer a school-wide anti-drug and alcohol program that supports K-8 grades • We offer Sexual health education for our middle school students. • We are a Title I School that supports unduplicated students that require intervention. • Our “Tiger” program holds students accountable for their citizenship and academic progress. They are recognized and celebrated at academic rallies and rewarded with field trips. • We have a special education and speech teacher on campus. " We are also including keyboarding, cursive and introducing more art and music appreciation. There are no identified barriers preventing access to a broad course of study for all students. N/A Met 2024-06-11 2024 15636770000000 Mojave Unified 7 As outlined in the Measuring and Reporting Results section of the 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. Instructional teams also participate in ongoing Guidance Alignment work to ensure that master schedules are robust, access a broad course of study, and are equitably accessible to all student groups. 100% of our students have access to a broad course of study. Progress continues to be made in the breadth of offerings available, with the addition of Paxton Patterson lab courses, as well as the exploration of offering satellite dual enrollment courses across our two communities. This has helped reconcile differences of courses offered due to the impacts of small school sizes. A barrier in this area has been the unprecedented teacher shortage in the state of California. Although this has affected schools across the state, we are uniquely impacted by the negative effects due to our isolated and remote location and relatively small school sizes. The MUSD LCAP will continue to place a heavy emphasis on maintaining current CTE pathways, expanding dual enrollment offerings (including through the use of newly established grant funding), and other courses through blended learning opportunities, such as satellite access to dual enrollment offerings. Met 2024-06-12 2024 15636850000000 Muroc Joint Unified 7 Muroc Joint Unified School District will use local student information system data (AERIES) and the School Accountability Report Card to track the extent to which all students have access to, and are enrolled in, a broad course of study. Using local student information system data (AERIES) and the School Accountability Report Card, 100% of students, including unduplicated students, have access to all required areas of broad coursework. 100% of students, including unduplicated students, have access to all required areas of broad coursework. Muroc Joint Unified School District will continue to work with stakeholder groups to identify potential barriers. Muroc Joint Unified School District will to continue in expand CTE course offerings at both high schools. To provide equitable access to students, Muroc Joint Unified School District will look to build a technology media lab at each high school. This will allow students to enroll and take a CTE course remotely. Met 2024-06-24 2024 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 2023-2024 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 2023-24 school year and students were able to indicate a preference for which electives they took. The middle school offers an after school homework club to provide additional support to students. To further meet the needs of all students, staff collaborates on a weekly 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 regularly throughout the year. Met 2024-06-13 2024 15637190000000 Pond Union Elementary 7 The LEA uses local data to track the extent that all students have access to and are enrolled in a broad course of study. All Pond students have textbooks from our ELA curriculum and Math Curriculum. At the end of each year, we have a textbook inventory for any extra textbooks that teachers have not used. Then, at the beginning of the year, Pond will ensure that the school purchases enough textbooks for all students that are enrolled at Pond. At the beginning of the school year, teachers take inventory and if there is not a 1:1 ratio for books and students, then the secretary is informed and books are purchased. Pond is a one school district. Therefore, there are no differences across school sites. All student groups have access to our main ELA, Math, and History curriculum. All students from K-8th also have 1:1 access to chromebooks, and so, they all have access to any digital curriculum that the school purchases. Since Pond is a one school district and many of our faculties take on several roles and jobs, it takes us longer to adopt a new curriculum; therefore, we still have not decided on a Next Generation Science curriculum. We have piloted several curriculum, but final decisions have yet to be made. Pond School is using our daily schedule, lesson plans, Renaissance Star Reading, Accelerated Reader Quizzes, Epic iReady, state testing, ALEKS, and KiDS data platform to track that all students have access to and are enrolled in, a broad course of study. Through these different measures and tools, Pond is able to track students based on grade spans, unduplicated student groups, and individuals with exceptional needs. All students at Pond have access to a broad course of study. We offer an ELA, Math, and History curriculum that aligns to common core standards. Our ELD and Writing curriculum meet the needs of our unduplicated student groups, and individuals with exceptional needs, by offering courses that meet their specific academic and language needs. We offer our 8th grade students algebra to get them ready for high school. Our online supplementary curriculum, such as ALEKS, provide individualized lessons to meet the needs of all students. All students at Pond have access and are required to participate in AVID schoolwide. Our EL students participate in a local ELD class, and all students are encouraged to participate in after school tutoring, and several extracurricular activities. Met 2024-06-25 2024 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 4-6. 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 which has recently expanded to include Spanish and Career Exploration. 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, Spanish, Career Exploration, Choir, Band, Strong Body, Study Hall and Cross Age tutoring. All student groups are included in elective offerings. Current barriers preventing us from providing access to more courses include not being able to locate qualified teaching staff and lack of additional classroom space at the middle schools due to increasing enrollment each year. In response to parent/guardian, staff and student survey input, we will continue offering the expanded electives including those recently added. We will continue offering two electives to students, through the shift at both middle schools to the period schedule. Met 2024-06-11 2024 15637680000000 Semitropic Elementary 7 Semitropic LEA is utilizing locally selected measures such as course enrollment data, grade span analysis, and individual student schedules to track the extent to which all students have access to and are enrolled in a broad course of study. Additionally, they are employing tools such as student transcripts, Individualized Education Programs (IEPs) for students with exceptional needs, and enrollment reports disaggregated by student groups to ensure equitable access to a diverse range of courses and educational opportunities. Semitropic LEA ensures that all middle school students have access to an elective class that they attend daily. Additionally, from 2nd through 8th grade, students are exposed to AVID (Advancement Via Individual Determination) strategies, which aim to promote college and career readiness skills such as organization, critical thinking, and collaboration. These initiatives contribute to providing a broad and enriching course of study for all students. Based on the results of the locally selected measures, Semitropic LEA has identified several barriers preventing the provision of access to a broad course of study for all students. These barriers may include: Limited Elective Offerings: Despite efforts to provide daily elective classes for middle school students, there may be limitations in the variety or availability of elective courses, potentially restricting students' choices and access to diverse learning opportunities. Resource Allocation: Constraints in resource allocation, such as staffing, funding, and facilities, may impact the LEA's ability to offer a broad course of study. Limited resources could result in smaller course offerings, larger class sizes, or fewer enrichment activities, limiting students' access to a diverse curriculum. In response to the results of the tool or locally selected measures indicating barriers to ensuring access to a broad course of study for all students, Semitropic LEA has implemented or will implement the following revisions, decisions, or new actions: Diversification of Elective Offerings: Semitropic LEA has expanded the range of elective courses available to middle school students, ensuring a more diverse array of options that cater to students' interests and learning styles. This includes adding new elective classes in areas such as arts, technology, and career exploration to provide students with a broader range of learning opportunities. Alignment of Curriculum with AVID Strategies: The LEA has integrated AVID strategies into the curriculum across grade levels, ensuring that all students from 2nd through 8th grade are exposed to college and career readiness skills. This integration helps to reinforce AVID principles throughout the educational experience and promotes consistency in teaching and learning practices. Professional Development for Educators: Semitropic LEA has provided professional development opportunities for educators to enhance their understanding and implementation of AVID strategies. This includes workshops, seminars, and ongoing training sessions to support teachers in effectively incorporating AVID methodologies into their instructional practices. Met 2024-06-13 2024 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. Students are enrolled in social studies classes that follow the CA History Social Science Framework. All students study science; the District has implemented 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 twelve 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 Continuation High School, and Abraham Lincoln Independent Study have access to a full course of There currently are no barriers. All students already have access to a broad course of study. Met 2024-06-26 2024 15637840000000 South Fork Union 7 South Fork Union Elementary School District uses a variety of tools the LEA uses to track the extent to which all students have access to are enrolled in a broad course of study. The California School Dashboard. The California Assessment of Student Performance and Progress (CAASSP.) Success for All and the Science of Reading. IXL Reading and Math, and Accelerated Reading. South Fork Union Elementary utilizes the California School Dashboard in partnership with the Kern County Office of Education to address our low areas of chronic absenteeism rate and suspension rate. The California Assessment of Student Performance and Progress. (CAASSP) identifies percentages of students below standards. SFA and IXL Reading and Math as well as Accelerated Reading for supplemental and individualized growth. South Fork faces several barriers in presenting a broad course of study. Chronic absenteeism is high due to the lack of engagement for some underrepresented students. The distance to commute to a town hub over 50 miles away. Maslow's hierarchy of needs for low income families that are focused on clothes, shelter and food and not so much the intrinsic needs of children. The biggest factor that South Fork has for the 2024-2025 school year is the triage team. A team of School Psychologist/Counselor, School Nurse, School Social Worker and School Safety Officer working on the barriers to success for individualized students. Met 2024-06-27 2024 15637920000000 Standard Elementary 7 The LEA utilizes Infinite Campus, our student information system, along with textbook counts supported by purchase order proof and digital licensing purchase orders as tools to track the extent to which all students have access to and are enrolled in a broad course of study. These resources enable us to monitor enrollment across grade spans, unduplicated student groups, and individuals with exceptional needs served, ensuring equitable access to educational opportunities and facilitating informed decision-making to address any disparities. Using the locally selected measures or tools, such as Infinite Campus, textbook counts with purchase order proof, and digital licensing purchase orders, we ensure all students have access to and are enrolled in a broad course of study. We have checks and balances in place, including counselor oversight and rostering procedures, to prevent discrepancies. Over time, we've seen improved equity in access and enrollment across school sites and student groups, reflecting our commitment to providing inclusive educational opportunities for all. Our LEA has not identified barriers preventing access to a broad course of study for all students. We have robust systems in place, such as Infinite Campus and textbook counts with purchase order proof, to ensure equitable access and enrollment. Additionally, our proactive approach, including counselor oversight and rostering procedures, helps mitigate any potential barriers, allowing us to provide comprehensive educational opportunities for all students without significant hindrances. Given the results of the tool or locally selected measures, the LEA will stay the course, continuing to implement our existing strategies and systems to ensure access to a broad course of study for all students. We remain committed to our current approach. Met 2024-06-11 2024 15638000000000 Taft City 7 Taft City School District is committed to ensuring that all students have access to a broad course of study appropriate to their grade span. In grades TK-5, a broad course of study is defined as 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 music-related instruction. In grades 6-8, a broad course of study is defined as 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, electives classes of band, choir, and Spanish, and access to intervention support during the school day. To ensure equity and access, school master schedules are reviewed including the number of students enrolled in each section and the demographics of those students. The ongoing analysis of these tools helps TCSD to ensure equitable access to programming that drives high levels of achievement for all students. TCSD 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. For additional extra support, TCSD provides reading intervention support for students in 1st – 5th grades. For optional enrichment, TCSD provides 5th grade students the choice to participating band music instruction. All classroom teachers in grades TK-5th have access to music curriculum and art curriculum. Students in grades 6-8, master schedules 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. Students had course options of Spanish language class, leadership, academic intervention, AVID, and music courses. All TCSD 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. TCSD plans to widen and enrich our board course of study for our Junior High School next year by adding Career Technical Education (CTE). Met 2024-06-12 2024 15638180000000 Taft Union High 7 The Aeries student information system tracks grades, schedules, graduation status, A-G requirements, CTE course pathways and dual enrollment for students. Students are given course options and education plans are built with the students during counseling sessions. Master Schedules are built around the need for classes for students. Goalbook assists in tracking Special Education goals for students and is referenced during IEP meetings with parents to track progress and set new goals. Dual Enrollment opportunities are offered through community colleges, including Taft College which is located adjacent to Taft Union High School, making access and attending dual and concurrent classes easier for students. Students have access to 14 Dual Enrollment Courses. Continued exploration of CTE articulation courses, Concurrent Enrollment in higher level STEM courses such as Advanced Algebra, Math Analysis, Physics, and Taft College Biology through the 2-year college located next to the high school. Students have access to dual-enrollment courses offered at TUHS if they have a 3.5 cumulative GPA and are on track for graduation with A-G eligibility. Concurrent enrollment requires a 3.0 cumulative GPA and students must be on track for graduation. Access to a broader course of study for all students (based on grade spans, unduplicated student groups, and individuals with exceptional needs served) is limited by several factors. The enrollment size of the school and the existing extensive dual enrollment, CTE, and elective offerings and staffing levels are the leading barriers, albeit beneficial barriers. All TUHSD courses, including VPA and CTE offerings, have class sizes averaging 18 students per teacher, per period. Presently, there are not enough students interested in taking additional course studies beyond the current level to make a new class. The district’s Career Technical Education Center (CTEC) and courses are an integral component of the district’s structure, offering numerous A-G CTE and grant-funded elective courses in eleven distinct career pathways taught by eight CTE teachers. The district provides a rich offering of Visual and Performing Arts (VPA) and A-G approved electives. TUHSD maintains a generously-staffed VPA department with seven teachers offering numerous electives such as Advanced Drama, Advanced Choir, Advanced Band, Flags, String Ensemble, Jazz Band, Advanced Art, Cartoon Drawing, Advanced Graphic Arts and Web Design, and Video Production. Though course offerings and staffing are significant, we continue to collect feedback from a wide range of students and community while providing additional support for unduplicated student groups, and individuals with exceptional needs. 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 remains a focus as well as increasing articulation and certification opportunities for Career Technical Education students. The district added Psychology and Pre-Calculus to the offerings of Dual Enrollment for students Met 2024-06-10 2024 15638260000000 Tehachapi Unified 7 TUSD utilizes internal data that populates to Kern Integrated Data System to track student enrollment in courses. Additionally, TUSD is continually gathering input from educational partners to add course choice for students. From educational partner feedback, TUSD is adding an agricultural course, additional art sections, and two new dual enrollment courses to the 2024-25 high school master schedule. At elementary school sites, all students have access to physical education and music instruction from credentialed teachers. At secondary sites, all courses are available to all students. When reviewing enrollment data, unduplicated student populations are not as successful in coursework and do not enroll in higher-level courses at the high school TUSD will be implementing AVID at our comprehensive school site to better support students to increase the representation of unduplicated students in advanced classes. Math has been a barrier for students to access advanced math and science courses at the high school level. To address this area of need, THS has added a math study skills course. Met 2024-05-25 2024 15638340000000 Vineland Elementary 7 The Vineland School District utilizes AERIES for all Student Information. The Master Schedule in Aeries is utilized to display and update the school's current master schedule to ensure that all students have access to, and are enrolled in, a broad course of study. SIRAS Systems are also utilized for Special Education students to ensure that students with exceptional needs have access to inclusive, equitable, high quality education. 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 Superintendent, Director of Categorical Programs, Special Education Director, and Site Administrators work directly with the sites to review their data to ensure all students have access to, and are enrolled in, a broad course of study. "Barriers that prevent access to a broad course of study for students may be a lack of electives. Few opportunities for elective courses or interdisciplinary studies can constrain students' ability to pursue varied interests. The Site Administrator continues to improve this concern and address the issue with Curriculum Design and Planning. Local Data, utilizing our annual LCAP survey included a question that asked, ""The district provides high quality resources and programs to all students."" Programs were listed: English Learners, GATE, Foster Youth, Homeless, RSP/Special Education and Migrant. The parent responded with 93.6% Agreed/Strongly Agreed. Our LCAP survey included a free response section that asked specifically for Parents Comments: Responses included, "" I am very happy!"" ""Keep up the amazing work"" and "" I think it's great that they take interest in the kids' learning and help with their psychology learning needs. "" The Vineland school district will continue to provide access to a broad course of study for students to ensure comprehensive and inclusive learning opportunities. By addressing barriers distinct to our students population, the Vineland School District is committed to ensuring equitable access to a broad and inclusive course of study for all students." VSD recognizes that there is always room for improvement. A broad course of study is essential in education because it promotes holistic development, critical thinking skills, career readiness, cultural awareness, and personal growth. It equips students with the knowledge, skills, and mindset needed to thrive in a dynamic and interconnected world. VSD recognizes that CTE plays a crucial role in modern education by preparing ALL students for success in both careers and further education. VSD is currently collaborating with the local high school to provide Career and Technical Education, CTE, to provide a smooth transition from Middle School to High School. Offering a broad range of electives are also crucial in education because it provides ALL students opportunities beyond core curriculum subjects. VSD is committed to improving the selection of elective offerings and allowing students to tailor their education to align with their interests, passions, and career aspirations. The goal is to provide flexibility for students to explore subjects that may not be covered in core courses but are relevant to their individual goals. The Vineland School District will continue to work together to ensure all students have access to a broad course of study. Met 2024-06-17 2024 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 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 2023-2024 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 2024-06-27 2024 15638590000000 Wasco Union High 7 The Wasco Union High School District is using reports provided by DataQuest, the College Board, Bakersfield College, and the local student information system, AERIES. All entities provide reports that document student enrollment that can be disaggregated by grade, demographic, unduplicated count, and special needs. Student enrollment reports are evaluated annually from each source to insure that all students have access to a broad course of study. The Wasco Union High School District is comprised of 1 comprehensive high school and 1 alternative site. At the comprehensive site (Wasco High), all students have access to a broad course of study as demonstrated by various enrollment reports (previously described). However, access to the exact same courses of study at the alternative school is somewhat limited based on size, teacher credentialing and expertise, and facilities. Over time, more courses have been provided at the alternative site through the use of technology (online courses) and developing teacher expertise; however, the alternative site lacks many of the advanced courses and CTE courses found available on the comprehensive site. Online courses and Dual Enrollment College Courses are becoming more available to all students at both schools. The Wasco Union High School District has exhibited very few barriers to providing a broad course of study for all students. Some barriers exist at the alternative school based on areas of limited space, limited student interest and/or demand for some course offerings. The Wasco Union High School District plans to continue developing and responding to student interest through student surveys and seeking to understand college and career training demands and requirements. Additionally, course offerings and enrollment trends will continue to be reviewed annually to ensure that all students continue to maintain access to a broad course of study. Met 2024-06-20 2024 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 2024-06-10 2024 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 2022-23 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 - 17.3% African American - 4.0% Asian - * not available Hispanic - 19.4% White -18.5% English Learners - 15.8% Low-Income - 16.6% SWD - 12.7% - Percentage of Students Passing Advanced Placement Exam with a Score of 3+: 21.8% 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. - Finding appropriately credentialed teachers to support programs. - Creating a Master Schedule that balances access to support classes and CTE. - Creating a Master Schedule that supports students completing A-G college-ready coursework and access to CTE courses. - In 2023-24, a new CTE Pathway, Production and Managerial Arts: Film Production I and II was added. - In 2023-24 Patient Care: Health Careers I and II was restored. - Continued collaboration with the local community college to expand dual enrollment opportunities - In 2024, partnered with Riverside County Office of Education to conduct an A-G audit and a high school readiness audit to identify barriers to access and success in a broad course of study. - For 2024-25 school year, the district applied for the following grants Dual Enrollment Opportunities College and Career Access Pathways Grant (District, Burroughs, and Mequite) and Middle College High School (District) Met 2024-06-20 2024 15739080000000 McFarland Unified 7 MUSD uses Aeries for all student information. Aeries allows for students to put in course requests for electives and types of courses they want to take. We also use a program called Cardonix to initially set up our master schedules so that we can ensure we have enough section of all subjects, including electives, for all students. 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 Chief Academic Officer work directly with the sites to review their data to ensure all students have access to, and are enrolled in, a broad course of study. Furthermore, our master schedules have been set up so that an EL will still have a period available in junior high and high school to take an elective. At this time, the barriers that exist are only those that we allow to be barriers. Edgenuity's ability to offer core courses, electives, CTE courses, and pathways gives all of our students, including independent study students, access. We continue to seek out ways to keep kids enrolled in our school system. We started piloting a partnership with Pearson for independent studies that we are looking to expand this year as the need arises. Met 2024-06-13 2024 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. All students on both the elementary and middle school also all have access to all subject areas and 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 2024-06-17 2024 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' progress is monitored using local curriculum assessments. ELPAC data was suppressed for privacy reasons because ten or fewer students were eligible and had completed the assessment. As such, we used Designated ELD scores to show growth. Our baseline GPA in the 2022-2023 school year was 2.74/B-, whereas students' average GPA was 3.21/B in the 2023-2024 school year. Students with exceptional needs are supported during whole group, small 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. 100% of students, including unduplicated students, have access to courses aligned with A-G requirements. 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 to place students into courses based on their progress toward meeting graduation requirements. We continue to provide a variety of courses via our credit recovery program to allow virtual access to a wide range of courses within a single 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 declining enrollment due to shifts in legislation regarding juvenile detainment. 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 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 2024-06-12 2024 16638750000000 Armona Union Elementary 7 Armona Union Elementary School District ensures that all students, including those belonging to unduplicated student groups and individuals with exceptional needs, have access to a diverse range of elective options. These opportunities are offered through co-curricular and extra-curricular. All TK-8 grade students have access to the broad course of study. Armona Union Elementary School District is utilizing the Extended Learning Opportunities Program (ELOP) funding to provide additional access to students for extra-curricular learning options. There are co-curricular options at the elementary school and middle school with providing music, choir, and middle school electives program. Additional extra-curricular options are provided for students to participate in for enrichment activities. Armona Union Elementary School District collects feedback from stakeholder to identify areas of strength and areas for growth. 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-6 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 7-8 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 48-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 Met 2024-06-12 2024 16638750101717 Crossroads Charter Academy 7 Crossroads Charter Academy ensures that all students, including those belonging to unduplicated student groups and individuals with exceptional needs, have access to a diverse range of elective options. These opportunities are offered through online programs such as Edmentum and BrightThinker, tailored to students' transcripts, interests, and grade level requirements. Additionally, the school provides onsite elective opportunities to further enrich students' educational experiences. These onsite options include engaging activities like construction projects, 3-D printing workshops, art sessions, and personalized tutoring sessions, catering to a wide spectrum of student interests and learning styles. By offering both online and onsite electives, Crossroads aims to empower students to explore their passions and develop essential skills beyond the core curriculum. To expand course offerings beyond the constraints of available teaching resources, Crossroads utilizes online platforms such as Edmentum and BrightThinker. These platforms provide students with access to a wide range of online courses that they may not otherwise have due to staffing limitations. Additionally, the school has implemented online intensive instruction to support students who require additional assistance in acquiring essential skills, particularly those who are significantly below grade level. By leveraging a combination of onsite and online resources, Crossroads aims to ensure equitable access to education and personalized support for all students, regardless of their academic needs. Following the pandemic, Crossroads Charter Academy observed a gradual return of students to campus. The introduction of Edmentum and BrightThinker allowed the school to expand its offerings to include a diverse range of A-G approved core courses and elective options. This expansion has contributed to a consistent improvement in scores on the CAASPP assessment. However, many students returning to campus exhibited significant gaps in their education, necessitating extensive remediation across multiple subject areas. To address this challenge, Crossroads implemented intensive instruction programs and increased the frequency of weekly meetings. These initiatives aim to provide targeted support and remediation to students, helping them bridge educational gaps and achieve academic success. By combining the introduction of online course platforms with intensive instruction strategies, Crossroads Charter Academy strives to meet the diverse needs of its student population and facilitate their academic progress following the disruptions caused by the pandemic. Crossroads Charter Academy maintains an onsite math-integrated course tailored to students requiring additional math support, prioritizing in-person instruction over solely virtual formats. Concurrently, the school remains committed to offering courses aligned with A-G requirements and has secured grants to enhance staffing levels and bolster its supplemental program, BrightThinkers. Additionally, Crossroads has collaborated with a local community college to offer dual-enrollment classes, providing students with the opportunity to earn college credits while still in high school. By leveraging both Edmentum and BrightThinkers, students gain increased access to a wider array of courses, fostering exploration and expanding their educational horizons. This combination of resources enables Crossroads to offer a comprehensive and diverse educational experience, empowering students to pursue their academic interests and aspirations Met 2024-06-12 2024 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, 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 participate in courses that offer remediation and extensions of learning, as well as provide 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. Barriers include access to Wi-Fi and school materials, especially for 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 7th and 8th graders (those who completed the 6th or 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. Math Lab 2 course was added for struggling 10th graders to support their grade-level math course. This is in addition to the already running 9th grade ELA and Math Labs. After-hours support was also provided at the high school to our MVK students and students with IEPs to support their work in A-G courses. Met 2024-06-10 2024 16638830000000 Central Union Elementary 7 100% all students, unduplicated and exceptional needs students had access to ELA, Math, Science, HSS, Physical Education/Health, Integrated Visual and Performing Arts, 100% ELD for English Learners. This action is a strength for the district across all 4 school sites. There are no barriers. There are no revisions. Met 2024-06-14 2024 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. CJUSD 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 2024-06-26 2024 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 the HESD 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 junior high schools, 244 students chose art as an elective. • 466 students in 5th and 6th grade participated in band. 312 junior high students chose band as an elective. • All students in 4th students received music instruction. • 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, and 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 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: • A limited number of 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 means that travel to major cities such as Los Angeles or San Francisco is often necessary. Long travel times can place a 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, the 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. The district will look to expand it's arts and band programs with additional staff. Met 2024-06-26 2024 16639250000000 Hanford Joint Union High 7 HJUHSD focuses on two key areas to assess the extent of student's access to and enrollment in a broad course of study: the number of course offerings in the district and the percentage of students prepared for life after high school, as measured by the College and Career Indicator. This metric evaluates student preparedness across various demographics, including sex, ethnicity, language, disability, and socioeconomic status. By analyzing these percentages, we identify disparities among the different groups. Once these disparities are identified, we work to eliminate barriers and provide the necessary support to ensure equitable access and opportunities for all students. HJUHSD recognizes that pupil outcomes in English, Mathematics, Social Sciences, Science, Visual and Performing Arts, and Physical Education are fundamental to our instructional planning. These subject areas encompass the instructional resources, methods, and assessments needed to help students develop critical skills and knowledge. Our curriculum, coupled with high-quality and practical education, is essential for student learning and success. We have identified equity as a critical component in narrowing the achievement gap. Teachers and school leaders are committed to ensuring equity by recognizing, respecting, and addressing the diverse strengths and challenges of the students they serve. This approach ensures that all students have the opportunity to learn and thrive, regardless of their background. During the 2023-24 school year, significant progress has been achieved in facilitating high-level learning experiences for all students at HJUHSD. We've enacted several initiatives to bolster this progress, including the implementation of Professional Learning Communities (PLCs), the adoption of a targeted intervention reading program for at-risk readers, and the provision of release time for Science teams to integrate NGSS standards and further develop Career Technical Pathways. HJUHSD has seen notable enhancements, including an expanded range of Career Technical Education (CTE) offerings, substantial improvements in student mastery within core subjects, increased numbers of students completing a-g requirements, promising results in ELA EAP assessments, and a rise in completers of CTE Pathways. These achievements underscore our commitment to fostering a dynamic and inclusive educational environment that empowers all students to excel. HJUHSD remains dedicated to expanding opportunities for all students through the introduction of new and innovative courses. Our ongoing commitment involves ensuring that every student has access to a comprehensive and inclusive educational experience. We consistently monitor and evaluate access and opportunities available to our students, striving to eliminate any barriers that may impede their academic progress. In 2024, data-driven decision-making has become ingrained in the practices of HJUHSD. By relying on data to inform our decisions, we can better understand the needs of our students and tailor our strategies accordingly. This proactive approach enables us to adapt and evolve, ensuring that our educational offerings remain relevant and responsive to the diverse needs of our student body. Met 2024-06-25 2024 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/engagement • 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. 100% of HOC students have access to the following: • Two graduation tracks • Individual Learning Plans, transcript analysis, counseling services • Concurrent enrollment at Lemoore College, COS, SJVC, and California State University at Fresno • PFT testing • Additional electives and CTE pathways • 100% access to A-G approved classes, leading to meeting CSU and UC requirements Based on placement testing or teacher recommendation: • Honors English • AP math classes Additionally, special populations have access to the following: • AB 1806, 167, 216, 2306 graduation track • Workability (SPED) • Departments of Rehabilitation (SPED) • CTE pathways/indicators - we are contunuing to develop our pathways with the added challenge of meeting the needs of a highly transient population. • The eDynamic CTE and Elective program has been expanded to meet the need for more CTE credits and define that program. • We need to expand our concurrent enrollment at Lemoore College and COS. • We are adding a Spanish teacher in 24/25 to assist with tutoring in LOTE and supporting our ELD students. • We are adding Edmentum's Exact Path program to support students in Math and English - by the student by the standard. Met 2024-06-25 2024 16639330000000 Island Union Elementary 7 All students have access to, and are enrolled in, a broad course of student based on grade spans, unduplicated student groups, and individuals with exceptional needs served. We are a self-contained TK-8th grade school. The teacher of the class teachers all subjects to their students. Because 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. A team of teachers, made up of 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 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 instruction happens with the teacher in the classroom. 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 2024-06-26 2024 16639336010466 Island Elementary 7 All students have access to, and are enrolled in, a broad course of study baed 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. Because 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. A team of teachers, made up of 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 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 instruction happens with the teacher in the classroom. 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 2024-06-26 2024 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 Grade Report card grades of ""2"" or higher in English (including embedded social science and science) and mathematics. 2021-22, 98% scored a ""2"" or higher in English and mathematics. 100% received a ""Credit"" in visual and performing arts, keyboarding, health/physical education. /*4th-6th Grade: Report card grades of ""2"" or higher in English, mathematics, social science and science. Report card grade of ""Credit"" in visual and performing arts, keyboarding and health/physical education. In 2021-22, 98% scored a ""2"" or higher in English, mathematics, social science and science. 100% received ""Credit"" in visual and performing arts, keyboarding and health/physical education. / *7th-8th Grade: Report card grades of ""C"" or better in English (including embedded CTE), mathematics, social science and science. Report card grades of ""Credit"" in world language, visual and performing arts, applied arts, technology/keyboarding, agricultural science and health/physical education. In 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 and performing arts, applied arts, technology/keyboarding, agricultural science and health/physical education. *4th-8th Grade CTE is also addressed during after school clubs. Over 300 students typically participate in after school clubs including Art, Music, Leadership, Journalism, Math, Garden and Science clubs when not impacted by a pandemic. Tr" 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 2024-06-25 2024 16639416010474 Kings River-Hardwick Elementary 7 Kings River-Hardwick students receive a broad course of study that includes, English Language Arts, mathematics, science, history, visual and performing arts, and physical education. The following is a summary of our current performance in these areas. * 1st-6th Grade Master Course List: Integrated studies that include; English mathematics, social science (embedded), science (embedded), visual and performing arts, technology, health/physical education is provided to 100% of 1st-6th grade students. / *7th-8th Grade Master Course List: Integrated English and career technical education; mathematics, social science, science, physical education, world language, applied arts, visual and performing arts is provided and /or offered to 100% of 7th-8th grade students. Metrics State Priority 8: Pupil Outcomes. "1st-3rd Grade Report card grades of ""2"" or higher in English (including embedded social science and science) and mathematics. 2021-22, 98% scored a ""2"" or higher in English and mathematics. 100% received a ""Credit"" in visual and performing arts, keyboarding, health/physical education. /*4th-6th Grade: Report card grades of ""2"" or higher in English, mathematics, social science and science. Report card grade of ""Credit"" in visual and performing arts, keyboarding and health/physical education. In 2021-22, 98% scored a ""2"" or higher in English, mathematics, social science and science. 100% received ""Credit"" in visual and performing arts, keyboarding and health/physical education. / *7th-8th Grade: Report card grades of ""C"" or better in English (including embedded CTE), mathematics, social science and science. Report card grades of ""Credit"" in world language, visual and performing arts, applied arts, technology/keyboarding, agricultural science and health/physical education. In 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 and performing arts, applied arts, technology/keyboarding, agricultural science and health/physical education. *4th-8th Grade CTE is also addressed during after school clubs. Over 300 students typically participate in after school clubs including Art, Music, Leadership, Journalism, Math, Garden and Science clubs when not impacted by a pandemic. Tr" 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 2024-06-25 2024 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 2024-06-19 2024 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 2023-24 for the first three quarters. 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, Ethnic Studies, 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 for foster youth with none 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 Edmentum. 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 will promote foreign language and driver’s ed as an option for our foster youth and 12th graders. Additionally, 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 2024-06-06 2024 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. Kit Carson Union Elementary School District is a single school district. N/A Kit Carson Union Elementary School District will continue monitoring. Met 2024-06-19 2024 16639660000000 Lakeside Union Elementary 7 Findings: Lakeside Elementary is currently using our student information system to ensure that all student have access to a broad course of study. Students in grades TK-8 are enrolled in self-contained classrooms that include integrated areas of study. 95.41% of all students are are considered unduplicated or low income students during the 2023-24 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, we are limited to 1 or 1.5 teachers per grade level. We have to organize classes based on enrollment, staff, and classroom availability. We have had to include grade level combination classes for several years. This can be a barrier, as it is not optimal. In order to assist staff with this condition, we continue to provide additional support staff, a physical education teacher, and professional learning. We continue to work with students, teachers, and families to provide opportunities for students that increase access and enrollment to a broad course of study. Met 2024-06-25 2024 16639740000000 Lemoore Union Elementary 7 Each school tracks the extent to which all students have access to, and are enrolled in, a broad course of study based on the school's master schedule, the physical education schedules coordinated between PE teachers in grades K-6 and the music department's district schedule for grades 4-8. In addition, for students with exceptional needs, IEPs are closely monitored to meet learning goals and provide access to appropriate grade-level instruction through mainstreaming options and adherence to provide every student with the least restrictive environment. All students have access to a broad course of study. All 4th-8th grade pupils receive social science and science instruction in addition to ELA and math as measured by each school's master schedule. All 1st-6th grade students also receive fine arts (art or music) instruction in addition to physical education. All ELD students receive 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, 53% in 2022-2023, and 50.41% in the2023-2024 school year. Middle school participation rates in the music department were the lowest this year they have been since prior to 2017. They were 26% in 2017-2018 to 28% in 2018-2019, 29% in 2019-2020, 24% in 2021-2022, 25% in 2022-2023, and 21.81% in the 2023-2024 school year. One obstacle to expanding the number of students receiving music instruction is the limited time available for such instruction in each school's master schedule. Moreover, with the need to safeguard core instruction time and coordinate intervention and physical education schedules, there's little flexibility to extend the reach of the music department. Nevertheless, there's interest from our educational partners to expand music instruction into primary (TK-3) grade levels. To support this endeavor, we will be hiring an additional full-time equivalent (FTE) music teacher. However, the district is still in the process of figuring out how to integrate this into the constraints of the school's master schedule. As outlined above, the district will be bringing on board an extra full-time equivalent (FTE) music teacher to expand music education into our TK-3 classes. Additionally, with this new hire, the middle school will have the flexibility to offer music classes throughout the day, rather than solely during the initial morning periods. Met 2024-06-18 2024 16639740100156 Lemoore University Elementary Charter 7 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. 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 integrated ELD instruction every day, while all SDC and RSP students receive the services that are outlined in their IEPs. 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. We will work to get music experiences during our special workshop/elective time one day a week (Mondays). Students will continue to participate in art instruction during this special workshop time as well. Based on review of this information, one new action/revision that was made so that all students have further access to a broad course of study was the purchase of a class set of ukuleles and the purchase of time from a music teacher to come once a week and teach our students how to read music and play the instruments during our special workshop/elective time. The school will continue to promote art instruction for all 6th-8th grade students for the 2024-2025 school year and to start/expand the music program at UCS. Met 2024-06-18 2024 16639820000000 Lemoore Union High 7 LUHSD ensures comprehensive access to education for all students, including unduplicated and those with exceptional needs, through various strategies. This includes collaborative development of four-year academic plans with students to tailor coursework based on individual goals. Ongoing counselor meetings provide continuous support and guidance. To enhance preparedness for postsecondary opportunities, LUHSD partners with the California College Guidance Initiative (CCGI). This initiative ensures seniors establish clear postsecondary goals, with their transcript data tracking them throughout their education for admissions, placement, and financial aid purposes. A College and Career Counselor facilitates these efforts by aligning homeroom lessons with CCGI goals and promoting dual enrollment options. LUHSD offers a broad array of college preparatory, Advanced Placement (AP), and Career Technical Education (CTE) courses across 14 pathways. Built-in intervention supports are implemented to assist students in achieving success, with administration reviewing performance data by student group during Cabinet Meetings for ongoing assessment. At Lemoore High School (LHS), all students, including unduplicated and those with exceptional needs, have access to a diverse curriculum that includes visual and performing arts (VAPA), music, and physical education (PE). There has been a notable increase in student enrollment in music and PE classes, indicating active participation in these subjects. LHS has also seen growth in Career Technical Education (CTE) pathways, with a completion rate of 28.2% in the last academic year. Jamison High School (JHS) is focused on expanding its course offerings, particularly in CTE agriculture courses, to better prepare students for both college and career paths. Currently, JHS offers PE, VAPA courses in drama and art. However, disparities exist among student groups in CTE completion rates. Students with disabilities, socioeconomically disadvantaged, English Language Learners, and homeless students had lower completion rates. Despite these challenges, LUHSD is committed to ensuring equitable access to a broad range of educational opportunities. By closely monitoring enrollment and completion data across different student demographics, LUHSD aims to identify areas for improvement and continue making strides towards equity. LUHSD faces challenges in providing a comprehensive course of study due to several barriers identified through local measures. Mandatory core subject courses limit 9th and 10th-grade students to only one elective, restricting their access to performing arts, agriculture, NJROTC, Career Technical Education (CTE), and other enriching courses. Students with disabilities (SWD) and English Learners (EL) often have fewer elective options due to enrollment in support courses. At Jamison High School (JHS), barriers to completing CTE pathways include prioritizing required courses necessary for graduation, leaving little room for CTE electives. To address these challenges, LUHSD is implementing innovative solutions. Lemoore High School (LHS) is establishing a dual enrollment pathway with Lemoore College for AVID students across all grades, enhancing college readiness and academic enrichment opportunities. Additionally, LUHSD is committed to exploring strategies to expand college and career preparation initiatives at JHS. LUHSD is actively working to ensure all students have access to a comprehensive course of study that prepares them for college and careers. They have focused on Professional Learning Community (PLC) training to improve academic achievement across the district. To support English Learners (EL), LUHSD is enhancing EL supports to ensure they have equitable access to a wide range of courses as they progress through school. Additionally, LUHSD is exploring collaborations with Lemoore College to potentially offer dual enrollment opportunities for students at Jamison High School (JHS). Concurrently, LUHSD is assessing the possibility of integrating Edgenuity CTE courses to broaden educational options for students at JHS. Met 2024-06-27 2024 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 (48%), 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. FLEX Friday, formerly 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 2024-06-27 2024 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. While all students have access to a board course of study, not all students are successful in their courses and have to enroll in credit recovery classes. One area that our staff has seen huge improvements in over the last 2 years is our ""F Rate"". Students who receive an ""F"" get no credit, have to repeat the class, and are at-risk for not graduating on time. In the Fall of 2022, the ""F Rate"" was 18%. One year later, by the Fall of 2023, the ""F"" Rate was only 4.7%. Our staff believe that implementing a mandatory Homeroom class (wherein students got lessons on time management, test preparation, stress management, seeking out support, and the importance of the ""4-year Plan"" and academic success) has helped immensely. Also the format of the weekly Progress Check Meeting has become much more interactive and student-driven wherein students are asked to explain their academic behaviors and choices each week and speak to their growth areas and challenges in terms of the ""Big 4"": Attendance, Grades, Homeroom Attendance, and Progress Check Meeting Attendance." "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. Students 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 Homeroom, weekly student participation in the Progress Check Meeting, 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." As an online, independent study program, 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 coursework 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). Edgenuity is an online, digital learning experience that supports students in their learning and achievement of a high school diploma. This experience is different from most schools because it is somewhat self-paced and online, yet through Lemoore Online, the program can be as interactive as a student needs with access to live teachers in the Learning Center. Coursework includes listening to lectures from online instructors, completing vocabulary activities, practice questions, writing journals/essays, lab activities, multimedia presentation practice, as well as quizzes, tests, other assessments and much more. Met 2024-06-27 2024 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, Pioneer School District has determined that most of our students have access to and are enrolled in a broad course of study. Students at Pioneer Middle School have access to courses in English Language Arts, Mathematics, Science, Social Studies, Physical Education, Fine and Applied Arts, STEM, Health Science Careers, and Yearbook. 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. Additionally targeted grade levels at the elementary schools receive instruction in music from a music teacher and physical education from a PE 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. With the addition of Proposition 28 funding, Arts and Music in Schools, the District is working to expand its fine arts instruction to students. The long-standing District charter has been a guiding force in providing this broad course of study for many years. 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 District will remain vigilant in maintaining this standard of education. Based on student academic performance results, review of the tools listed in item 1, analysis of our curriculum and professional development plans, and the LEA self-reflection tool for Priority 2, the district has determined its priorities for professional development include writing instruction across subject areas, the new math framework, reading instruction based on the science of reading, and implementation of a new science adoption at 3rd-5th grade levels. Additionally, the District is reviewing its cycle of curriculum adoption to ensure that instructional materials are up to date with the current standards. With the strengthening of the District’s Multi-Tiered System of Support (MTSS) and its Response to Intervention (RtI) systems, the District will review and ensure that those students receiving additional supports still have access to a broad course of study. Met 2024-06-13 2024 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, Pioneer School District has determined that most of our students have access to and are enrolled in a broad course of study. Students at Pioneer Middle School have access to courses in English Language Arts, Mathematics, Science, Social Studies, Physical Education, Fine and Applied Arts, STEM, Health Science Careers, and Yearbook. 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. Additionally targeted grade levels at the elementary schools receive instruction in music from a music teacher and physical education from a PE 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. With the addition of Proposition 28 funding, Arts and Music in Schools, the District is working to expand its fine arts instruction to students. The long-standing District charter has been a guiding force in providing this broad course of study for many years. 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 District will remain vigilant in maintaining this standard of education. Based on student academic performance results, review of the tools listed in item 1, analysis of our curriculum and professional development plans, and the LEA self-reflection tool for Priority 2, the district has determined its priorities for professional development include writing instruction across subject areas, the new math framework, reading instruction based on the science of reading, and implementation of a new science adoption at 3rd-5th grade levels. Additionally, the District is reviewing its cycle of curriculum adoption to ensure that instructional materials are up to date with the current standards. With the strengthening of the District’s Multi-Tiered System of Support (MTSS) and its Response to Intervention (RtI) systems, the District will review and ensure that those students receiving additional supports still have access to a broad course of study. Met 2024-06-13 2024 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, Pioneer School District has determined that most of our students have access to and are enrolled in a broad course of study. Students at Pioneer Middle School have access to courses in English Language Arts, Mathematics, Science, Social Studies, Physical Education, Fine and Applied Arts, STEM, Health Science Careers, and Yearbook. 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. Additionally targeted grade levels at the elementary schools receive instruction in music from a music teacher and physical education from a PE 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. With the addition of Proposition 28 funding, Arts and Music in Schools, the District is working to expand its fine arts instruction to students. The long-standing District charter has been a guiding force in providing this broad course of study for many years. 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 District will remain vigilant in maintaining this standard of education. Based on student academic performance results, review of the tools listed in item 1, analysis of our curriculum and professional development plans, and the LEA self-reflection tool for Priority 2, the district has determined its priorities for professional development include writing instruction across subject areas, the new math framework, reading instruction based on the science of reading, and implementation of a new science adoption at 3rd-5th grade levels. Additionally, the District is reviewing its cycle of curriculum adoption to ensure that instructional materials are up to date with the current standards. With the strengthening of the District’s Multi-Tiered System of Support (MTSS) and its Response to Intervention (RtI) systems, the District will review and ensure that those students receiving additional supports still have access to a broad course of study. Met 2024-06-13 2024 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, Pioneer School District has determined that most of our students have access to and are enrolled in a broad course of study. Students at Pioneer Middle School have access to courses in English Language Arts, Mathematics, Science, Social Studies, Physical Education, Fine and Applied Arts, STEM, Health Science Careers, and Yearbook. 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. Additionally targeted grade levels at the elementary schools receive instruction in music from a music teacher and physical education from a PE 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. With the addition of Proposition 28 funding, Arts and Music in Schools, the District is working to expand its fine arts instruction to students. The long-standing District charter has been a guiding force in providing this broad course of study for many years. 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 District will remain vigilant in maintaining this standard of education. Based on student academic performance results, review of the tools listed in item 1, analysis of our curriculum and professional development plans, and the LEA self-reflection tool for Priority 2, the district has determined its priorities for professional development include writing instruction across subject areas, the new math framework, reading instruction based on the science of reading, and implementation of a new science adoption at 3rd-5th grade levels. Additionally, the District is reviewing its cycle of curriculum adoption to ensure that instructional materials are up to date with the current standards. With the strengthening of the District’s Multi-Tiered System of Support (MTSS) and its Response to Intervention (RtI) systems, the District will review and ensure that those students receiving additional supports still have access to a broad course of study. Met 2024-06-13 2024 16739320000000 Reef-Sunset Unified 7 To ensure that all students have access to a broad course of study, we employ a multi-faceted approach that begins with intentional curriculum design and instructional planning. Our curriculum is designed to be inclusive, culturally responsive, and aligned with rigorous academic standards, providing students with a strong foundation in core subject areas such as English language arts, mathematics, science, and social studies. In addition to core academic courses, we offer a variety of elective courses and specialized programs that allow students to explore their interests, develop their talents, and pursue pathways that align with their future goals and aspirations. The staff members that makeup the learning services department are dedicated to implementing the actions in Goal 1 of the LCAP to ensure equity and access. STAR data, CAASSP scores, achievement team data, Schoolzilla, Panorama, AERIES, Beyond SST, California dashboard, A2A, and Special Education data through SEIS among other data sources will be used to identify barriers and track progress for students. "All students have access to and are in enrolled in a broad course of study yet we recognize the importance of providing targeted support and resources to students who may require additional assistance in accessing or succeeding in challenging courses. Through initiatives such as academic counseling, tutoring, mentoring, and enrichment programs, we strive to empower students to overcome obstacles and maximize their potential in pursuit of their educational and career goals.In addition to our efforts to ensure access to a broad course of study we celebrate diversity, value student voice, and foster a collaborative and inclusive learning environment where all students feel supported, engaged, and inspired to achieve their full potential.Progress over time in ensuring equitable access and enrollment may vary across different student groups and school sites. Reef Sunset Middle School is working on the gradual release model that guides teachers in gradually shifting the responsibility for learning from the teacher to the students. Avenal High School's focus has been ""The Profile of a Graduate."" Primary schools within our district (AES, TES, and KCES) are focusing on early literacy and PC33 with five key themes of ELA/literacy and ELD instruction— Meaning Making, Language Development, Effective Expression, Content Knowledge, and Foundational Skills." Our geographic isolation makes it difficult for the LEA to be able to staff extra course offerings that would provide students with a broader course of study. The LEA continues our relationship with our County Office of Education and local Central Valley Credentialing Institutions to recruit high quality teachers, and tutors for both the regular school day and for the Expanded Learning Opportunities program. In response to the results of the locally selected measures, the LEA will increase our implementation for students to take part in academic competitions offered by the state and county such as County Spelling Bee; County Math Bowl; Tulare County Office of Education's Poetry and Prose; TCOE Reading Revolution and TCOE and California National History Day to help broaden student access to additional academic experiences. Met 2024-06-20 2024 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 Edgenuity, 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 2024-25 school year, CCS and Hance will explore art and music classes and more teacher-led lessons in elective fields to provide students with greater access to post-secondary career exploration. Met 2024-06-26 2024 17640140000000 Kelseyville Unified 7 CALPADS End of Year Reports 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. There are no barriers. No revisions, decisions, or new actions that KVUSD will need to be implemented. Met 2024-06-18 2024 17640220000000 Konocti Unified 7 As reported in the Konocti USD 2024-25 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 2024-25 LCAP Annual Update, 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 continues to increase the number of AVID trained teachers and administrators at all district school sites and increase the number of CTE Pathways available for secondary students. Met 2024-06-26 2024 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 academic 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 2024-06-20 2024 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 are limited to offer the courses during an elective period. Additionally staffing is difficult. During the 2023-24 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 2023-24 school year Visual Arts was also offered as an elective. Students explored a variety of artistic styles such as Fauvism, Naturalism and Anime. Performing Arts was also offered as an elective, students are learning guitar. In order to ensure access to a broad course of study for students, we offer elective courses to our 6th through 8th grade students. The offerings include Visual and Performing arts as well as World Language (Dualingo). We are also offering teachers Professional Development in order to improve instructional strategies and best teaching practice that are supportive to language development. We are continuing to work to improve our elective offerings, and are looking for programs to trial for the upcoming 2024/2025 school year. The LCAP includes a budget for the electives that can be utilized to purchase curriculum. Met 2024-06-18 2024 17640550000000 Middletown 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, MUSD 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, math & ELA achievement, EL progress and reclassification rate, and course access for students with disabilities. MUSD has one comprehensive middle school, one comprehensive high school and one alternative high school, 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. 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. High school science is an area that has been a particular challenge for us to maintain offerings. MUSD is always looking for ways to expand its course offerings. We have recently had more of our course offerings qualify for a-g credit. We continue to offer dual enrollment course opportunities with Woodland Community 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 2024-06-26 2024 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. Staffing poses the greatest challenge at this time. However, currently we are lucky to have a full and amazing staff and are not experiencing these barriers. We have been able to secure sufficient staff to cover absences and to offer additional supports to our students as needed. We hope to continue with this practice moving forward. Met 2024-06-26 2024 17640550129601 California Connections Academy North Bay 7 California Connections Academy offers a diverse curriculum to all students, annually reviewing courses to optimize staff expertise and meet student needs. The Board evaluates these offerings. Given our online platform, courses are accessible anytime, eliminating constraints of traditional scheduling or location. Understanding graduation challenges, our high school team introduced Project Success. In 2022-2023, at-risk students achieved a 94.5% pass rate; by 2023-2024, this rose to 96.5%, motivating program expansion. Since 2020, our in-house summer school has replaced third-party programs, enhancing success rates from 77% pass and 85% graduation in 2020 to 83% pass and 95% graduation in 2023. These initiatives combat learning loss, underpinning our commitment to student success and equitable education access. They foster a supportive learning environment, empowering students to excel academically and reach their educational milestones. 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 has developed 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 2024-06-04 2024 17769760000000 Upper Lake Unified 7 Our students in grade span TK-5 have access to a broad course of study in their core, multiple subject, classrooms. We work to bring in “specials” such as library, robotics, SEL, assemblies and provide field trips to enrich and expand the learning experience. Our students in the 6-8 grade span receive core instruction in addition to opportunities to engage with elective choices to expand their learning opportunities. Students have access to all subject areas as evidenced by the master schedule. Our students in the 9-12 grade span have access to A-G aligned courses and college courses through the College and Career Access Pathway (CCAP) agreement. In addition, students have access to Career Tech Education Pathways and a variety of elective opportunities that push our students academically and keep them on track for college and career readiness. Our guidance technician and academic counselor support college and career readiness through the development of 4-year plans in our Aeries student database. All credit recovery is built in the bell schedule to support students staying on track for college and graduation and 100% of students participate in a club because club meetings are built in the school day. Students with exceptional needs are increasing their time in the general education classroom and students are receiving more targeted push in support to meet their individual learning needs. Our teachers collaborate and plan together to ensure that all students are provided a broad course of study. Students at the ULMS rotate through electives which are supported by the secondary program and our high school students are able to follow several CTE pathways and complete their A-G requirements along with concurrent enrollment. ULHS has progressed to provide all of it's courses A-G aligned and all students are enrolled in these rigorous courses with support. ULUSD continues to focus our efforts on our best, first instruction for all broad courses to ensure that our students have access to opportunities and content beyond the small, rural community that we know and love. ULHS runs club meetings during the day to support students in participating in opportunities without barriers. Our students in TK-7 are enrolled in our ELOP (Expanded Learning Opportunity Program) which not only provides homework support and alignment to the school day but also art and cultural enrichment opportunities to round out their broad course of study. The barrier that impacts all of our sites and students is the fact that we are a small district with few personnel and therefore few periods/offerings. We work diligently to increase offerings and expand our broad course offerings despite these limitations. ULUSD annually evaluates course offerings based on highly qualified staff, extra curricular opportunities and stakeholder input in decision making. Based on the feedback from our broad course of study, ULUSD is continuing to expand our appropriate space for our students with exceptional needs, increase mainstreaming support for students and provide support for our ELOP. Met 2024-06-18 2024 18101810000000 Lassen County Office of Education 7 Lassen County SELPA ( Lassen County Special Education) Operates two classrooms for moderate to severe students:(1) TK-8 and (1) 9-12 Classroom which the current enrollment is 8 total students. These classrooms are located on school campuses, allowing for inclusion and integration into general education classes as appropriate per the Individualized Education Program (IEP). Lassen County SELPA ( Lassen County Special Education) Operates two classrooms for moderate to severe students:(1) TK-8 and (1) 9-12 Classroom which the current enrollment is 8 total students. These classrooms are located on school campuses, allowing for inclusion and integration into general education classes as appropriate per the Individualized Education Program (IEP). Lassen County SELPA ( Lassen County Special Education) Operates two classrooms for moderate to severe students:(1) TK-8 and (1) 9-12 Classroom which the current enrollment is 8 total students. These classrooms are located on school campuses, allowing for inclusion and integration into general education classes as appropriate per the Individualized Education Program (IEP). Lassen County SELPA ( Lassen County Special Education) Operates two classrooms for moderate to severe students:(1) TK-8 and (1) 9-12 Classroom which the current enrollment is 8 total students. These classrooms are located on school campuses, allowing for inclusion and integration into general education classes as appropriate per the Individualized Education Program (IEP). Met 2024-06-26 2024 18640890000000 Big Valley Joint Unified 7 The District uses locally selected measures to track the extent to which all students have access to, and are enrolled in, a broad course of study, 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 Big Valley 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 2024-25 Local Performance Indicator Self-Reflection for Big Valley Joint Unified School District Page 15 of 18 superintendent/principal) and career/interests survey, and, when needed, a review of their IEP (by a special education teacher). The academic school counselor, administrator, and/or special education teacher work with school office staff to ensure our students are enrolled in the correct courses and a broad course of study that advances them towards culmination/graduation based on our graduation requirements and course list. At each grading period, the 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, UC Scout, and concurrent offerings which allow students to personalize their learning experience based on their future plans while offering more opportunities for A-G courses. Some barriers that can prevent the District from providing a broad course of study for all students include the fact that our sites are small (to meet the needs of our student population) and with so few teachers at each site, we are only able to offer a limited amount of courses in any given grading period. Another barrier is our students transiency (movement from other districts), which can lead students to earning only partial course credit without the immediate ability to close the partial (and complete the course). A third barrier that we face in providing a broad course of study for all students is the challenge we have with student attendance. Many of our students struggle to attend school consistently due to housing insecurity, mental health challenges, etc., and this leads to challenges with ensuring students are taking and completing the exact courses they need within our broad course of study. The District is seeking to address the barriers we face in the following ways. First, we are updating our curriculum to better meet the needs of our students' diverse transcript needs through consistency in curriculum and professional learning focused on stronger instructional strategies. Second, we are moving our system towards having more broad supplemental course sequences where students can take CTE pathways and thus engage in the career readiness they need based on their skill level and transcripts. Third, we are expanding our Positive Behavior Interventions and Support (PBIS) program to reduce chronic absenteeism, help improve student attendance and offer a broad range of needs that would preclude them from being heavily involved in their school program and thus missing out on the opportunities for them to maximize their time. Met 2024-06-26 2024 18641050000000 Janesville Union Elementary 7 Janesville students have access to CA standards based curriculum, have numerous extracurricular activities that are open to all students and enrichment activities provided during and after the school day. A variety of tools are used to make sure all students including unduplicated students and students with disabilities have access to a broad course of study. Throughout the school year data is collected from a variety of assessment tools to make sure students are progressing through the standards and that students are utilizing the various resources available to them. All students in Janesville can access state standard curriculum and after school programs. Janesville School offers the basic academic courses such as English- Language Arts, Math, Social Studies, Science and Physical Education to all students but also offers extracurricular and enrichment courses to students as well. Students in grades TK-8th grade are offered and have access to the arts and music, in addition students in grades 7 and 8 are offered courses such as coding, computers and technology, basic foreign language, basic photography, drama and dance and many more. Students have access outside of the school day to courses and offerings in garden club, additional music courses, additional and further coding classes, yearbook and student council. There are also courses and support for students who are struggling academically with academic intervention provided during the school day, after school and at home with free one on one online tutoring that is paid for and provided by the school through a contracted service. All students have access to a broad course of study. There are no identified barriers at this time. Students who need technology and computer access have the ability to check out a Chromebook from the school and internet access is not needed for homework. The school recently purchased a van to help with transportation barriers during this school year. All students have access to and are enrolled in a broad course of study at Janesville district. During the next school year the school has plans to further use the Prop 28 funds to further the arts on the campus with contract services and direct arts instruction for all students. The school has also identified areas of intervention needed by all students including unduplicated students and those students with disabilities and moved forward with a TK-8th grade reading and math intervention program for the 2024-2025 school year. The school is also looking at broadening the depth of the student council program on campus to increase student engagement and student activities within that program. Met 2024-06-18 2024 18641130000000 Johnstonville Elementary 7 All students at Johnstonville School are enrolled in a broad course of study that includes the courses specified in the California Education Code (EC) for Kindergarten through eighth grade. This curriculum not only meets the general education requirements, but also includes specialized programs and services designed to support unduplicated students, such as English learners, foster youth, and students from low-income families, as well as those with exceptional needs, including students with disabilities. Johnstonville School's small size and single-grade level classrooms result in every student being enrolled on an equal basis, regardless of whether they are considered unduplicated or have exceptional needs. These courses cover a broad spectrum of subjects, including language arts, mathematics, science, social studies, physical education, and choir/music, ensuring that students receive a balanced and enriching educational experience. Special Education Services are arranged by the Resource teacher in accordance with each student's Individualized Education Program (IEP). These services are tailored to meet the unique needs of each student, providing the necessary support and accommodations to help them succeed academically and socially. Furthermore, the District utilizes the California Dashboard and other data to report progress and outcomes to stakeholders, including parents, teachers, and community members, during public Board of Trustees meetings. As previously discussed, all Johnstonville Elementary School District students have access to a comprehensive and broad course of studies. The curriculum includes all the adopted courses of study as specified in the California Education Code (EC) for Kindergarten through eighth grade. This ensures that every student receives a well-rounded education, covering essential subjects such as language arts, mathematics, science, social studies, physical education, and the arts in the form of choir/music. Furthermore, the Johnstonville Elementary School District and Johnstonville Elementary School share coterminous boundaries. This means that the district and the school operate within the same geographical area. Consequently, there are no variations in the educational offerings across different school sites, as Johnstonville Elementary School is the sole educational institution within the district. This singular focus allows us to maintain a consistent and high-quality educational experience for all our students. The primary barrier to implementing a broad course of study is the increased need for intervention time due to the learning gap. This extra intervention time has reduced the available time for exploratory activities. In addition, Johnstonville School needed to condense 3rd, 4th, and 5th grades into 3rd/4th and 4th/5th combination classes during the 2023-24 school year due to the inability to secure instructional staff. This has required more time dedicated to mathematics, given the varying standards and difficulty levels across these grades, further limiting time for exploratory activities. Moreover, Johnstonville Elementary School’s small size inherently limits access to a broad course of study. Low student enrollment imposes budgetary constraints, preventing the hiring of additional full-time teachers. Consequently, multiple-subject credentialed teachers must teach courses typically reserved for single-subject credentialed teachers. Furthermore, the remote location of Lassen County and Johnstonville makes it challenging to find instructors with expertise in applied arts and world languages. In response to our assessment tools and locally selected measures, Johnstonville School has taken several steps to ensure all students have access to a broad course of study: 1. Schedule Optimization: Johnstonville School staff examines and refines schedules as needed to maximize the variety of courses students can access. 2. Facility Improvements: We are seeking grants and additional funding to modify and expand our facilities, to better enable Johnstonville to support programs being introduced. 3. Funding Acquisition: The district is actively pursuing additional funding sources to supplement LCAP funds, ensuring sustained support for a broad course of study. 4. Community Engagement: We are engaging with the community and stakeholders to gather feedback and make informed decisions about course offerings and instructional strategies, ensuring our programs meet the needs and interests of our students. Through these actions, Johnstonville Elementary School District is committed to providing a comprehensive and diverse education that prepares all students for future success. Met 2024-06-20 2024 18641390000000 Lassen Union High 7 Lassen High School District uses the following tools to determine if the student at our schools have access to and are enrolled in a broad course of study. - PSAT/AP potential - AP equity report - A-G/Pathway completers AP Equity Report - The number of students who have graduated scoring a 3 of higher on an AP Test 2023 - 23% 2022 - 21.8% 2021 - 18.7% 2020 - 12.9% 2019 - 12.6% Summary of Student Demographics - Students who took an AP Testing 2022/23 SY American Indian 3% Asian 3% Black of African American 1% Hispanic or Latino 29% Pacific Islander 1% White 57% 2 or more races 5% California Dashboard College and Career Readiness 2023 - 46.4% 2022 - not reported 2021 - not reported 2020 - not reported 2019 - 40.5% 2018/19 SY 64 students American Indian 0% Asian 5% Black of African American 0% Hispanic or Latino 22% Pacific Islander 0% White 65% 2 or more races 6% Since 2019, Lassen Union High School has seen a large growth in the number of students taking college courses with our local community college and more advanced courses such as AP. During the 2023/24SY 68 graduates had completed 722 college units at Lassen Community College through our dual and concurrent enrollment program. In 2019, our AP program has grown from 64 students taking 89 exams. In 2023, we have 106 students taking 166 exams. This is a 40% increase in the number of students taking an AP exam while we have seen an increase of 47% increase in the number of exams taken. In 2019, 48% of our students scored a 3 or higher. In 2023, 70% of our students scored a 3 or higher. The district uses the PSAT to determine the AP potential of its students to see who should be taking an AP class that had not been previously encouraged to take a higher-level course. The 6 period day limits a student’s ability to retake a class if they score a D or an F in an A - G course. Students are also unable to explore additional opportunities due to the limited number of courses that we are able to offer. The district has prioritized school resources to hire an additional mental/behavioral specialist, a social worker, 1.5 FTE for student support service specialists. These individuals help students who are struggling in their courses to find opportunities for successes and to assist the student in completing the college applications to take courses at our local community college in an area that may engage the student in a possible career path that meets the students’ needs and future goals. Met 2024-06-26 2024 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 2024-06-26 2024 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 2024-06-27 2024 18641880000000 Shaffer Union Elementary 7 SUESD measures student access, including unduplicated student groups and individuals with exceptional needs through the master schedule, lesson plans, and activity logs. All Shaffer students in TK-8, including unduplicated students, have access to English, Math, Social Studies, Science, visual and performing arts, physical education, and health within their self-contained classrooms as measured by the Master schedule, lesson plans, and teacher activity logs. Students in grades 4-8 in addition to all these subjects are currently receiving foreign language through an online program, which they access during computer lab during the school day, before and after school. In past years, we better able to implement elective offerings for students grades 5-8 providing students opportunities for a broad course of study. Due to the need in meeting the need for distance learning students we had to shorten the regular school day and were not able to offer electives provided throughout the year. The prevalent barrier to accomplishing the task of providing a broad course of study is the amount of time available throughout the school day to prepare and provide instruction. Shaffer students also prepare and compete in school and countywide competitions in spelling, writing, geography, and athletics. Shaffer Elementary was able to offer before and after school interventions and distance learning. Shaffer intends to offer a broad course of study for all student through an elective wheel utilizing credentialed teachers and paraprofessional supports. With the additional minutes added to the school day additional electives will be offered. Met 2024-06-25 2024 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 that meets state mandates, but not all students can currently access the class; more opportunities are needed to get access. 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 2024-06-26 2024 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. Additionally, the LEA continues to support the staff in using the foreign language course with fidelity. This includes providing supplemental materials and training. Efforts in creating A-G Project-based courses were made in the 2023-24 school year. Training is the next phase for the teaching staff. Met 2024-06-26 2024 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 the Westwood Jr/Sr High School master schedule. 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 District utilizes locally selected measures to track access to and enrollment in a broad course of study, focusing on grade spans, unduplicated student groups, and individuals with exceptional needs. The master schedule, graduation rates, and A-G completion rates serve as key tools for assessing student access and enrollment. During the enrollment process, each student undergoes a thorough review of their transcript, career interests, and, if applicable, their Individualized Education Program (IEP) by academic counselors, administrators, and special education teachers. This collaborative effort ensures that students are enrolled in courses that align with their academic goals and advance them towards culmination or graduation based on district requirements. Regular reviews of student transcripts are conducted by the administrator and registrar to ensure that students continue to be enrolled in a broad course of study throughout their academic journey. This ongoing monitoring helps identify any potential barriers to access or enrollment and allows for timely interventions to support student success. Overall, the district has systems in place to ensure that all students, including those from unduplicated student groups and individuals with exceptional needs, have equitable access to a broad course of study that prepares them for post-secondary education and career opportunities. This approach promotes inclusivity and fosters academic growth for all students. Based on the identified barriers, several challenges prevent the District from providing access to a broad course of study for all students within the school campus: Limited Course Offerings: The small size of school sites and a limited number of teachers restrict the variety of courses available to students during any given grading period. This limitation hampers the district's ability to provide a diverse range of educational opportunities that cater to the diverse interests and needs of students. Student Transiency: The transient nature of the student population, with students frequently moving from other districts, poses a challenge to providing a broad course of study. Student mobility results in interrupted learning experiences, partial course credits, and difficulties in aligning course offerings with students' educational needs and goals. Student Attendance Challenges: Many students face barriers to consistent school attendance due to factors such as housing insecurity and mental health challenges. Poor attendance hinders students' ability to access and complete the necessary courses within the broad course of study, impacting their academic progress and attainment of graduation requirements. Addressing these barriers will require comprehensive strategies that prioritize resource allocation, student support services, and collaboration with community partners. By mitigating these challenges, the district can enhance access to a broad course of study for all students. To ensure access to a broad course of study for all students, the District has implemented several revisions and new actions: Course Enrollment Review: Academic counselor, registrar, and the superintendent/principal conduct regular reviews of course enrollments to ensure access to all required classes. This information is shared with teachers, students, and families, promoting transparency and informed decision-making regarding course selections. Course Offerings: The district offers a variety of core and elective courses, including ELA, math, agricultural science, social studies, PE, art, and music. Additionally, drivers education and foreign language courses are available online, providing students with flexibility and access to a broad range of educational opportunities. Career Technical Education (CTE) classes are closely monitored to support students' progress along career pathways, and high school students are encouraged to complete the A-G sequence of coursework. The District is working with Lassen Community College, Feather River College and Butte College to expand Dual Enrollment opportunities for our high school students. Addressing Barriers: The District acknowledges barriers to success in foreign language and participation in A-G courses, including a lack of credentialed staff and students not meeting minimum grades for A-G credit. To address these barriers, the district plans to work with Lassen College to encourage students to enroll in foreign language, etc. Met 2024-06-20 2024 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 Standard met, all students have access to, and are enrolled in, a broad course of study including the programs and services developed and provided to unduplicated students and individuals with exceptional needs. the district is fully staffed and the district uses edgenuity to add courses as student need or desires for more options. 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. 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 2024-06-26 2024 18750360121657 Mt. Lassen Charter 7 MLCS uses a number of system to track student access to, and enrollment in, a broad course of study for grade spans, unduplicated student groups, and individuals with exceptional needs including Aeries (SIS), Alexandria (Inventory Management) and Edgenuity (LMS), as well as supplemental programs such as iXL, Reading Eggs and Math Seeds. All MLCS students have access to all programs associated with a broad course of study without exception. Based on the results of the tool or locally selected measures, barriers preventing the LEA from providing access to a broad course of study for all students, especially unduplicated students, include equity issues including lack of resources to transport students to learning center for support, insufficient student support such as counseling, and lack of cultural responsiveness. MLCS will be adding new actions within the goals to added appropriate resources for transportation including purchasing an additional vehicle, adding counseling services and professional development and instructional support in the area of cultural responsiveness. Met 2024-06-26 2024 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 2024-06-26 2024 19101990000000 Los Angeles County Office of Education 7 LACOE schools provide all students access to core instruction in all content areas. Schools utilize Star Renaissance or NWEA, and CAASPP Interim Assessment scores to monitor student growth, ensuring that all students are provided the support they need to access the curriculum and meet the content state standards. At the site level, schools utilize performance data and student work samples (as defined by Professional Learning Communities) to ensure alignment and integration of resources, staffing, and scheduling so that various student subgroups such as at-promise students, English Learners, homeless, low-income, incarcerated, foster youth and students with disabilities receive focused academic support in meeting academic goals. LACOE specialized schools use a-g course completion, graduation rates, college acceptance and enrollment data to track student access to a broad course of study. School Master Schedules outline the broad course of study and allow for the monitoring of equity and access by generating multiple reports based on student subgroup demographics. Reporting functions include checking for assessment data, course completion data, demographic enrollment data, and tracking graduation cohort plans for high school students. Throughout LACOE's Juvenile Court and Community School programs, Educational Passport System provides individual learning plans for each student. Professional Learning Communities utilize data from intervention programs and formative assessments. 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 restrictions inherent in operating programs in secure facilities with necessary restrictions to ensure safety of students and staff. 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 2024-06-18 2024 19101990106880 Jardin de la Infancia 7 Not Met 2024 19101990109660 Aspire Antonio Maria Lugo Academy 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 19101990112128 Aspire Ollin University Preparatory Academy 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 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 dual enrollment courses. We have seen a great progress in dual enrollment. 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 had a graduation rate of 94%. 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, 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 2024-06-17 2024 19101990115212 Magnolia Science Academy 2 7 MSA-2 ensures all students access a comprehensive course of study through: Master Schedule and Support: Designing schedules aligned with core subjects and electives, offering 4-year plans and support for graduation requirements. Special Education Focus: Regular meetings and interventions support students with IEPs, ensuring progress toward goals. Data-Driven Actions: Using assessment data to track progress, set accountability measures, and review goals midyear. Professional Development and Accountability: Aligning staff goals with school standards, conducting performance reviews, and providing ongoing support. Diverse Course Offerings: Providing a range of courses including interventions, AP classes, dual enrollment options, and programs for college readiness and career pathways. Future Enhancements: Planning to expand offerings based on resources, including additional electives, arts programs, and experiential learning opportunities for a well-rounded education. MSA-2 ensures equitable access to a comprehensive curriculum for all students through proactive measures: Master Schedule and Support: Designing schedules inclusive of core subjects and electives aligned with graduation requirements and charter petition. Graduation Support: Offering 4-year plans, credit recovery classes, and individual graduation plans for timely completion of UC/CSU requirements. Special Education Focus: Conducting regular meetings to review IEP progress, implement interventions, and provide accommodations. Data-Driven Accountability: Reviewing CAASPP, NWEA MAP, and other data to monitor student progress and develop action plans. Professional Development Alignment: Aligning staff goals with school standards, conducting performance reviews, and fostering accountability. Diverse Program Offerings: Providing AP courses, dual enrollment opportunities, and college readiness programs for all students. Future Enhancements: Planning to expand offerings based on resources, including elective courses, arts programs, and experiential learning opportunities. By continuing these efforts, MSA-2 ensures a college-preparatory, STEAM-focused education, fostering the success of all students. MSA-2 has no barriers hindering access to a comprehensive curriculum for all students, thanks to these proactive steps: Master Schedule Alignment: Designing schedules inclusive of core subjects and electives aligned with graduation requirements. Graduation Support: Offering 4-year plans, credit recovery classes, and individual graduation plans to meet UC/CSU requirements. Special Education Focus: Regular meetings and interventions ensure progress aligned with IEP goals and needs. Data-Driven Accountability: Reviewing and monitoring data on student performance and progress across various assessments. Professional Development Alignment: Aligning staff goals with school standards and ensuring accountability through performance reviews. Program Offerings: Providing AP courses, dual enrollment opportunities, and college readiness programs to all students. Future Enhancements: Striving to offer additional programs based on available resources for a more well-rounded education experience. MSA-2 remains committed to providing a college-preparatory, STEAM-focused curriculum to prepare all students for college and career success. MSA-2 ensures comprehensive education for all students through: Master Schedule Design: Offering core subjects and electives aligned with charter requirements. Graduation Support: Providing 4-year plans, credit recovery, and individual graduation plans to meet UC/CSU standards. Special Education Focus: Regular meetings ensure progress aligned with IEP goals and needs. Data-Driven Accountability: Reviewing student performance data and developing action plans for improvement. Professional Development Alignment: Aligning staff goals with school standards and holding them accountable. Program Offerings: Providing AP courses, dual enrollment opportunities, and college readiness programs. Broad Course of Study: 100% of students access core subjects and electives as per charter petition. Additional Programs: Striving to offer more elective courses and experiential learning opportunities. MSA-2 remains dedicated to preparing students for college and career success with a holistic educational approach. Met 2024-06-17 2024 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 2024-06-20 2024 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 2024-06-20 2024 19101990128025 Lashon Academy 7 Lashon Academy uses locally selected measures such as enrollment data, course offerings analysis, student schedules, and participation rates to track the extent to which all students, including unduplicated student groups and individuals with exceptional needs, have access to and are enrolled in a broad course of study across different grade spans. These tools help ensure equitable access to a diverse range of academic and elective courses. Lashon Academy has determined that all students, including unduplicated student groups and individuals with exceptional needs, have equitable access to and are enrolled in a broad course of study. We are a 1 school LEA, so there are no disparities across different school sites. There are no barriers preventing Lashon Academy from providing access to a broad course of study for all students. Lashon Academy will continue with measures such as enrollment data, course offerings analysis, student schedules, and participation rates to make sure all students, including unduplicated student groups and individuals with exceptional needs, have access to and are enrolled in a broad course of study across different grade spans. Met 2024-06-19 2024 19101990132605 Valiente College Preparatory Charter 7 Not Met 2024 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 2024-06-05 2024 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 131 students in grade 6-8 of with student demographics that include: 64 % Hispanic, 34 % African American, 1.5% Pacific Islander, .7% other, 31% English Learners (EL), 16% Students with Disabilities (SWD), 0% Foster Youth, and 85% 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. 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 a 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 2024-06-13 2024 19101990135368 Alma Fuerte Public 7 Alma Fuerte is taking proactive measures to ensure that all students have equal access to a wide range of courses. We are using locally selected tools and measures to track student enrollment and analyze data across grade spans. One of these tools is a comprehensive enrollment tracking system, which allows Alma Fuerte to monitor and analyze student enrollment data across different grade levels. This helps them 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 different student groups. These tools enable them 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. Additionally,Alma Fuerte has implemented individualized tracking mechanisms for students with exceptional needs. These mechanisms allow us to closely monitor the enrollment and course selection of students who require specialized educational support. By doing so, Alma Fuerte can ensure that these students have access to the appropriate courses and resources they need to succeed. 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, culinary arts, and Spanish. In addition, Alma Fuerte has instituted SEL (social emotional learning), gardening and nutrition programming. Alma Fuerte has been very fortunate to be able to offer a broad course of study to our students. We utilize community partnerships and our community ideology to expose our students to as many opportunities as possible. Space continues to be a serious barrier to our offerings. We are currently exploring options to expand our outdoor space to meet the needs of all of our students. Met 2024-06-24 2024 19101990135582 Westbrook Academy 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 172 students in grade 9-12 of with student demographics that include: 84% Hispanic, 16% African American, .6% American Indian, 33% English Learners (EL), 20% Students with Disabilities (SWD), 0% Foster Youth (FY), and 91% 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 2024-06-13 2024 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 courses will be reviewed and approved in the 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 homelessness 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 2024-06-28 2024 19101990137166 Soleil Academy Charter 7 Soleil Academy serves 331 students in grades TK-5, providing a rigorous standards-aligned educational program. Our student demographics include 92% Hispanic, 5% African American, 2% White, 1% Pacific Islander, 22% English Learners (EL); 11% Students with Disabilities (SWD), 1% Foster Youth; 1% Homeless, and 81% Socio-economically Disadvantaged (SED). 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, the principal will verify this during classroom observations to ensure classroom schedules are followed. An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study. At Soleil 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 an Art and Science Lab course during the instructional day, and Photography is provided after school. 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 that no barriers arise to change access. Due to Soleil Academy's current success 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 2024-06-22 2024 19101990137679 Magnolia Science Academy 5 7 MSA-5 creates its master schedule to address the needs of all students, ensuring that academic content areas are accessible to every student, including those in subgroups. Core subjects such as English, Mathematics, Social Sciences, and Science, along with electives, are offered in alignment with our charter petition and graduation requirements. This commitment is evident in the school master schedule, elective forms, class rosters, student schedules, and transcripts, demonstrating MSA-5's dedication to providing a comprehensive education. Additionally, MSA-5 supports students with 4-year plans and various programs to ensure they graduate on time. We offer credit recovery classes and individual graduation plans that outline the courses students will take throughout high school to meet UC/CSU requirements. "As evidenced by our master schedule, elective forms, class rosters, student schedules, and transcripts, 100% of students have access to a comprehensive 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 specified in our charter petition, tailored to student needs and interests. For instance, we offer CCSS-aligned ELA and math intervention classes to students requiring additional support. Designated and integrated ELD instruction, support, and intervention are available to ELLs and immigrant students. We closely monitor student progress in ELA/Literacy, math, and ELD using interim assessments such as MAP and IAB. Additionally, every student has access to a computer in class to utilize instructional software like myON, StudySync, Khan Academy, GIMKIT, Gizmos, etc. We offer students opportunities to take Advanced Placement (AP) courses based on their needs and interests. This year, AP courses include AP Spanish Language and Culture, AP Environmental Science, and AP US Government. All students have access to ""Advisory"" classes, which include college planning and career exploration programs. For example, high school students took a counseling class through the LAVC Dual Enrollment program in Fall 2022 and now continuing with Pierce College. MSA-5 also offers credit recovery classes and individual graduation plans." Some of our newcomers are behind in their expected coursework, so the MSA-5 administrative team adjusts their schedules to help them stay on track to culminate or graduate. However, due to facility constraints, offering a wider range of elective courses and lab-based science classes is challenging. MSA-5 will continue to provide access to a college-preparatory, STEAM-focused broad course of study for all students, ensuring they graduate ready for college and careers. To offer a more well-rounded education, MSA-5 will strive to add more programs, such as additional elective courses aligned with career pathways, ongoing health and physical education, diverse arts programs, and increased civics, digital citizenship, and SEL programs. We will also provide experiential learning opportunities, including instructional field trips, internships, community service programs, and clubs. These additional programs depend on the availability of financial and human resources. MSA-5 will maximize its resources to provide students with a comprehensive educational experience. Met 2024-06-17 2024 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 2024-06-20 2024 19101990139170 Lashon Academy City 7 Lashon Academy City uses locally selected measures such as enrollment data, course offerings analysis, student schedules, and participation rates to track the extent to which all students, including unduplicated student groups and individuals with exceptional needs, have access to and are enrolled in a broad course of study across different grade spans. These tools help ensure equitable access to a diverse range of academic and elective courses. Lashon Academy City has determined that all students, including unduplicated student groups and individuals with exceptional needs, have equitable access to and are enrolled in a broad course of study. We are a 1 school LEA, so there are no disparities across different school sites. There are no barriers preventing Lashon Academy City from providing access to a broad course of study for all students. Lashon Academy City will continue with measures such as enrollment data, course offerings analysis, student schedules, and participation rates to make sure all students, including unduplicated student groups and individuals with exceptional needs, have access to and are enrolled in a broad course of study across different grade spans. Met 2024-06-19 2024 19101990139345 We the People High 7 Not Met 2024 19101990140681 Environmental Charter High - Gardena 7 ECHSG tracks graduation progress internally and on PowerSchool, as well as the component measures of the California Dashboard’s College/Career Indicator (CCI) to monitor the broad course of study that students have access to, and are enrolled in. According to the CDE, a high school diploma represents the completion of a broad and rigorous course of study and the CCI was designed to encourage high schools to provide all students with curriculum that will lead to likely success post high school. Therefore, the CCI model contains both college and career measures that allow for comparisons across all LEAs/schools serving high school students and evaluates the percentage of graduates in the four-year cohort as “Prepared,” “Approaching Preparedness” and “Not Prepared”. The CCI measures include: - CTE Pathway Completion - Advanced Placement (AP) Exams - International Baccalaureate (IB) Exams - Dual Enrollment - UC A-G Completion Although the model includes a fourth level of readiness, “Well Prepared,” only three levels are currently defined due to the absence of valid and reliable career criteria for the “Well Prepared” performance level. 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 2024-06-20 2024 19101990140772 KIPP Poder Public 7 Not Met 2024 19101990140798 Bridges Preparatory Academy 7 Bridges Preparatory Academy (BPA) provides all students with a rigorous college preparatory education program using a “whole child approach.” Bridges Preparatory Academy currently serves 134 students in grades 6-8, which reflects the demographics of the community we serve: 89% Hispanic, 8% African American, 1% White, 1% Pacific Islander, 1% Two or More Races, 25% English Learners (EL), 1% Homeless, 15% Students with Disabilities, and 90% Socioeconomically 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, Film & 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 that no barriers arise to change access. Due to Bridges Preparatory Academy's current success 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 2024-06-17 2024 19101990140962 The SEED School of Los Angeles County 7 Currently, SEED School of LA County (SEED LA) completed its second year of operation, serving 178 students in grades 9-10, with the following student demographic: 49% Hispanic, 46% African American, 3% White, 2% American Indian, 35% Students with Disabilities (SWD), 8% English Learners, 3% Homeless, 3% Foster Youth, and 74% Socioeconomically Disadvantaged. Our school will expand by one grade level annually, serving grades 9-11 in the 2024-25 school year 9-12 in 2025-26, with its first graduates in June 2026. SEED LA believes that to prepare all students for post-secondary education and the careers of the 21st century, our school must provide all students with access to a broad course of study in alignment with CA. Ed Code 51220, as applicable, includes courses in English, Math, Social Science, Science, VAPA, Foreign Language, Career Technical Education (CTE), and Physical Education, including unduplicated students and Students with Disabilities (SWD). 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 student groups, 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 Disabilities (SWD), have access to a broad course of study. At SEED LA, 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 Courses, Foreign Language, Fine Arts, Concurrent Enrollment (College credit), and complete an internship as part of the school’s high school graduation requirements. Additional courses will be offered as SEED LA expands by one grade level annually. 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 SEED LA’s current success 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 will be made, with implementation as needed. Met 2024-06-27 2024 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 2024-06-18 2024 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 state standard-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, in grades 9-12. MSA-1 offers credit recovery classes and individual graduati 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 2024-06-17 2024 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. Despite the challenges of continuing to support the various needs of student groups, the A-G completion rate was increased to 62%. 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. The District continuation school site, Tracy High School, will have newly updated board policies and structures to increase the partnership with comprehensive high school sites to truly ensure that students receive on-time support with credit recovery using the Aeries Watch list and other data tracking tools. 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 2024-06-18 2024 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." Our goal last year was to enhance our efforts in the Reclassification of English Learners, ensuring a higher rate of successful transition for these students. Second, we sought to address the completion rates of our Special Education population, focusing on supporting their successful completion of the programs rather than solely providing access. As a result of those goals, we saw a significant increase in the number of students reclassified (410 total) and we have also made progress in developing an alternative path to graduation for our most severe SPED populations. 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 introducing and incorporating a district-wide Core Instructional Model (CIM) this year. The data collected so far indicates an important increase in student engagement as a result of this implementation. Qualitative data from students indicates that they have seen a significant shift in teaching strategy from the beginning of the year to the end. The continuing implementation of Promethean boards in every classroom, provision of complete class sets of Chromebooks, and utilization of virtual platforms like Google Classroom has continued to substantially improve 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. Met 2024-06-11 2024 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." In 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. In a joint effort along with AVUHSD, the Academies of the Antelope Valley also made significant strides in introducing and incorporating a district-wide Core Instructional Model (CIM) this year. The data collected so far indicates an important increase in student engagement as a result of this implementation. Qualitative data from students indicates that they have seen a significant shift in teaching strategy from the beginning of the year to the end. Met 2024-06-11 2024 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 2023-24 for the first three quarters. 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, Ethnic Studies, 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. We noticed that our 11th grade math interventions and 12th grade ELA interventions had no students assigned at this time. 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 will promote 11th grade math interventions and 12th grade ELA interventions. Additionally 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 2024-05-30 2024 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 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. Counselors work with students and families to appropriately place students in the secondary level. 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. Accommodations and modifications are also available through eligibility through the 504 process. Additionally, students with IEPs are often supported by related services 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 TK-5 receive markings on their report cards to show their progress in each standard. Students with disabilities are given a progress report focusing on their individual education plan goals. Students in grades TK-5 have access to Visual and Performing Arts opportunities. 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 who meet minimum requirements. AUSD schools continue to prioritize the participation of students with disabilities in general education through collaborative classes. According to the CALPADS annual report, 61% of students with disabilities spent 80% of their school day in a general education setting, almost meeting the state target of 64%. AUSD also offers an independent study program for students. Offerings include basic high school graduation courses of study. 94.3% of graduating students are attending a four- or two-year college, while 5.7% are pursuing other options. Those other options include enlisting in the military, attending a trade school, starting employment, and taking a gap year. The 2023-24 data shows that Arcadia Unified provided a broad course of study to all students at all levels. Home situations such as poverty, lack of language or academic support, and transient living conditions can be barriers for some students. We continue to monitor the data in regards to scheduling students with disabilities in their least restrictive environment while ensuring their needs are appropriately met. AUSD will continue to evaluate our processes and make necessary revisions. Educational Services continues to work closely with schools to provide professional development opportunities for the implementation of MTSS for all teachers, including tier 1 strategies. At the elementary level, we restructured our Visual and Performing Arts to include art education for grades TK-5 and music classes for grades 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 two of the middle schools in AUSD, a zero-period PE continues to be 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 have more choices for scheduling at the middle school level. At Arcadia High School, CTE offerings increased to give more options to students. Proposition 28 continues to show promise for future added funding to arts education, particularly in the area of adding instructors in art, music, theater, etc. (80% of funding). The Special Education department will continue to work with all staff to continue to provide educationally beneficial environments for students with disabilities, thereby expanding the range of options for students’ least restrictive environment. Met 2024-06-25 2024 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 2023-2024 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, Career and Technical Education (CTE) pathways, or advanced placement courses. Over time, AUSD has increased the number of options students have in selecting specific courses that meet the broad course of study parameters. For example, a mariachi program has been funded through the LCAP and enrolls interested students in grades 4 through 12; for high school students, this program meets a-g requirements for visual and performing arts. Programs such as this also allow secondary students who are English learners to access courses during a 7th or 0 period in the school day. Barriers 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 and ongoing analysis of enrollment in a broad course of study courses helps to inform the District as it makes decisions on offerings and in using LCAP Supplemental and Concentration funds to support Priority 7. AUSD will continue to conduct regular and ongoing analysis of enrollment in a broad course of study to ensure continued access for all students. Met 2024-06-13 2024 19642870000000 Baldwin Park Unified 7 Baldwin Park Unified School District employs standardized processes and procedures to efficiently and effectively track the extent to which all students have access to and are enrolled in a broad course of study based on grade spans, unduplicated student groups, and individuals with exceptional needs. Regularly scheduled Curriculum Council meetings review all course requirement needs, appropriate pathways, and new course proposals. A district sub-committee analyzes the entire course catalog to ensure access to a broad course of study. A review of reports from the district’s student information system summarizes access and enrollment based on grade spans, unduplicated student groups, and students with special needs. Course catalogs are available to all students and parents. Course catalogs outline offerings at all high schools, course options, college preparatory courses, prerequisites, a-g requirements, and graduation requirements. An administrative review of master schedules ensures a balance of offerings and equity for all courses. All Baldwin Park Unified School District students in grades TK-5 are enrolled in a broad course of study. Elementary programs offer access and enrollment in the areas identified as a broad course of study for grades 1-5. Some schools are or have received grants in visual and performing arts to expand offerings. Local Control supplemental and concentration funds are utilized to provide students with opportunities. Secondary students are provided a broad course of study that includes all of the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive of Section 51220, as applicable (Course Access). In addition, through supplemental and concentration funds, students are provided supplemental resources to increase access to instrumental music, visual and performing arts, and STEM programs. Identified barriers include: -Time limitations are present during the regular school day. -Need to have additional time to acquire and apply academic language, necessitates requirements to continue English Language Development courses. High school administrators and counselors will inform students and parents about course offerings, A-G, and graduation requirements. Counselors and case carriers will meet with students regularly throughout their four years of high school. The high schools’ A-G grant plans will include actions to ensure a broad course of study for all students, with parents playing a valued and integral role in this process. Met 2024-06-25 2024 19642871996479 Opportunities for Learning - Baldwin Park 7 Our program equips all students with personalized plans to support their academic and career goals, engaging them in a rigorous curriculum aligned with academic, college readiness, and schoolwide standards. Upon enrollment, services are promptly provided to English Learners and Students with Disabilities, ensuring access to appropriate courses, accommodations, and FAPE. Diagnostic assessments are conducted three times a year to guide course placement and refine instructional strategies. Our intervention staff offers targeted support, while teachers and counselors regularly adjust academic plans based on students' progress. Instruction includes independent study workbooks, direct instruction, and online learning, ensuring alignment with CCSS and NGSS. Edmentum guarantees courseware compliance with state standards. As of the 2023-24 school year, all English and Math courses conform to CCSS, and Science courses, including Biology, adhere to NGSS. Students can choose from over 60 core and 100 elective courses, with 90% UC A-G approved and 96% featuring SDAIE strategies. All students have access to a comprehensive course of study. Planning guides help identify necessary courses to address educational gaps. Our blended learning model provides Direct Instruction, Independent Study through Student Activity Workbooks, and online curriculum via Edmentum LMS, available charter-wide. All core subjects are A-G approved and meet NCAA standards. For students interested in Advanced Placement (AP) courses, discussions between the teacher, student, and parent/guardian assess the suitability of enrollment in AP courses. Direct Instruction is available to provide structured support in core subjects and is also integrated into our online learning options. Course offerings are tailored based on student course completion and analysis of RenStar ELA and Math benchmark data. For students needing tailored support, Response To Intervention (RTI) curriculum through Exact Path is available. Additionally, the iLit program, an ELD reading intervention, is implemented across the charter to enhance reading comprehension and literacy for English Learners. The Ramona center faces physical space constraints for direct instruction classes. The online program faces constraints with class size limitations to allow for effective student support in each class. Both the Ramona center and the online program prioritize student needs in planning direct instruction, so course offerings are based on overall student need. Reliable internet access can also pose a challenge for the online program students, though the LEA supplies computers and hotspots for students to borrow. However, delays in requests and supply delivery can hinder consistent access. Between the administration of our fall and spring LCAP/School Climate surveys, students’ view on our school rigor expectations increased by 3% to 70%. Based on student feedback and the California Dashboard performance indicators, we are adding additional tutoring to our SGI/DI classes to help close the achievement gap among student subgroups. We also have a dual enrollment cohort plan to help increase the number of students completing dual enrollment, which should help the College and Career Indicator. We will continue to provide various family engagement opportunities in order to collaborate and get input from families. Similarly, we will continue to provide students with ample opportunities to participate in SEL curriculum, programming, and activities. Met 2024-06-24 2024 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. Sunkist Elementary offers a Dual Immersion program. Torch Middle School, Spanish I and Spanish Speakers I (beginning Fall 2024) is offered to 8th grade students for high school credit BHS offers a Dual Enrollment program in partnership with Mt. SAC BHS offers AP courses BHS offers three CTE pathways – Health Academy, Engineering, and Business Barriers preventing the District from providing access to a broad course of study include: Master schedule limits access for ELs to enroll in electives due to enrollment in the required ELD course 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 2024-06-25 2024 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 have implemented the California Colleges Guidance Initiative (CCGI) 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 disparity of student groups is apparent with advanced and 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 struggling students in the advanced academic classes. To remove the barrier of limited classes during the school day, both comprehensive high schools have 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 elementary 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 2024-06-20 2024 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 2024-06-18 2024 19643290000000 Bonita Unified 7 When tracking the extent to which all students have access to and are enrolled in a broad course of study, the Local Educational Agency (LEA) employs several measures and tools, specifically targeting various grade spans, unduplicated student groups, and individuals with exceptional needs. The key tools used are: Aeries Student Information System (SIS): Aeries SIS manages student data across all grade levels. It helps track enrollment patterns, course completions, and student demographics. By analyzing data from Aeries, the LEA can identify trends in course enrollment and ensure that all student groups, including those with exceptional needs, have equitable access to the full curriculum. California College Guidance Initiative (CCGI): This tool supports students in planning their educational pathways by integrating data from K-12 systems with higher education institutions. CCGI allows the LEA to track students’ preparedness for post-secondary education and ensure that students enroll in necessary college preparatory courses. It also helps in advising students based on their academic profiles and college aspirations. Master Schedule Analysis: The master schedule is reviewed to analyze course offerings, scheduling conflicts, and availability of classes across all grade levels. This analysis ensures that there are no systematic barriers that prevent any student group from enrolling in a diverse array of courses. 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. Bonita Unified has chosen 4 metrics to watch to maintain and grow our broad course of study. In the 2023-24 school year Bonita USD had 2,210 Advanced Placement student placements, 103 Dual Enrollment students, 1,585 Career Technical Education student opportunities, and 2,184 Secondary Visual and Performing Arts seats. 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. Community feedback consistently supports a desire to maintain our rigorous curriculum while also providing greater access to career pathway options. We will continue to implement expanded pathway options as well as industry partnerships/ certificates. Regular analysis of enrollment and achievement in all courses helps to inform the district as it makes decisions on offerings and uses LCAP Supplemental Funds to support Priority 7. Met 2024-06-26 2024 19643370000000 Burbank Unified 7 The Burbank Unified School District employs a variety of tools to monitor student access to a broad curriculum. By analyzing data from the student information system, the district gains insights into student enrollment and course offerings. The district continues to monitor and bolster strategic changes in the past few years to allow for a broad course of study. Students are able to self-select into Honors and AP courses, provided they have earned a minimum grade of C in the prerequisite class. Additionally, the district has continued its Music and Career Technical Education (CTE) pathways, including recent Engineering and Medical programs. These pathways align with the nationally recognized NAF program and emphasize internships and real-world experience. Dual enrollment courses are available at both high schools, allowing students to access college-level coursework. The district has also maintained K12 Strong Workforce grants to support CTE pathways to community colleges. School sites also develop their master schedules around our unduplicated students, to make sure their needs are taken care of first. Extra measures are taken for EL students and special education students in order to provide opportunity for them to earn initial credit courses and stay on track for graduation. Overall, the Burbank Unified School District prioritizes student success, equity, and access to a well-rounded education. Based on recent data, the district prioritized credit recovery to special education students during the during the summer program to meet 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. The local benchmarks, grades and state CAASPP data showed limited growth in both ELA and Mathematics, but also revealed an achievement gap for our foster youth, homeless students, English Language Learners, and Students with Disabilities. English Learners- have access to all programs in the district, including honors and AP. Reclassified Els are excelling and have access to the broadest program. Special Education students have access to the core curriculum and also have access to higher-level coursework when appropriate. 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. A key piece of the District efforts to address disparities in access to a broad course of study involves stabilizing revenue streams. For example, the CTE pathways have been bolstered with grant funding. With the uncertainty of state revenues, district programs have either expanded or contracted but have not been negatively impacted long-term thanks to other funding. However, budgetary shortfalls do create pressure when attempting to augment and continue to grow programs. The District is committed to reallocating existing resources to address the specific concerns revealed in the data or that need to be addressed in the budget. Additionally, 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 as well as increasing participation in expanded learning opportunities. 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 success 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 and our math departments to reduce the D & F rate in math and at the same time increasing the number of students who complete the A-G math requirement. This work now includes the scaling of best practices to our middle school math departments as well. The PLC process and collaboration has continued to expand to include collaboration with other district and locally in our math instruction at the elementary level. We have also initiated plans to move forward with PLC Collaboration in elementary grades to focus on English Language Arts and reading proficiency. This includes the purchase and deployment of supplemental curriculum in elementary to support emerging readers. Met 2024-06-20 2024 19643450000000 Castaic Union 7 We have identified essential grade level standards and all teachers have been trained on how to teach and assess the standards. We have a standards based report card. This past year we began implementing the CAASPP Interim Assessment. English Learners are provided support each day and our students with exceptional needs as well as struggling learners are supported in elementary school through our learning centers and at the middle school in co-taught classes. All students at all our schools have access to the same programs. There are no barriers. We will continue to provide training and support in standards based instruction, ELD, and support for students with exceptional needs. Universal Design for Learning is our key professional development for the upcoming school year. Met 2024-06-27 2024 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. CV 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; are enrolled in a 4th year of Math, Science, and World Languages. The District also utilizes an internally developed tool to track the number of 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 implement career academies and pathways and the co-teaching instructional model. 99.4% of all students were enrolled in coursework necessary to meet A-G requirements, including 99.4% of English Learners, 100% of Foster Youth, 97.5% of Students with Disabilities, 99.4% of Hispanic students, and 99.5% of African American students. 36.6% of all students were enrolled in a CTE course, including 20.4% of English Learners, 37.9% of Foster Youth, 30.9% of Students with Disabilities, 36.9% of Hispanic students, and 36.4% of African American students. Enrollment in A-G courses for each student group either held steady or increased from the prior year, however, the CTE course enrollment rate declined for all students and student groups listed. 40.6% of all graduates completed A-G requirements, 16% of graduates completed a CTE pathway, and 9.9% of graduates completed both A-G requirements and a CTE pathway. 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. Annually, the percentage of students with disabilities included fully in general education courses has increased as measured by local SELPA and CDE data. In prior school years, 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. The above data is reflective of the 2022-23 school year, the final year of the 8-period day. The District will need to carefully analyze student outcomes in terms of access to a board course of study from the 2023-24 school year given this data will reflect the first year of our return to the traditional 6-period day at all schools. We anticipate the need to continue to strategically provide access for students to Period 0 and Period 7 classes, as needed, for credit recovery and access to courses that allow them to participate in an academy or program while also meeting all A-G requirements. In the 2024-25 school year, 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 2024-06-27 2024 19643520128488 Family First Charter 7 Not Met 2024 19643520128496 New Opportunities Charter 7 Not Met 2024 19643780000000 Charter Oak Unified 7 The district uses several locally selected measures to track the extent to which all students have access to and are enrolled in a broad course of study. These measures include course enrollment data, master schedules, and student information systems that track enrollment by grade spans, unduplicated student groups (e.g., English learners, low-income students, foster youth), and individuals with exceptional needs. Additionally, surveys and feedback from educational partners, such as parents and teachers, provide qualitative insights into the accessibility and enrollment in various courses. Based on the locally selected measures, the district has found that most students across all school sites have access to and are enrolled in a broad course of study. This includes core academic subjects and elective courses in the arts, physical education, and career technical education. However, there are differences in access and enrollment between school sites and among student groups. Additionally, unduplicated students and individuals with exceptional needs sometimes need help enrolling in advanced courses or electives due to scheduling conflicts or a lack of tailored support. Several barriers that prevent the district from providing equal access to a broad course of study for all students have been identified. Schedule conflicts can make it difficult for students, particularly those with exceptional needs or those requiring additional support, to enroll in desired courses. Another barrier is the need for tailored support services for unduplicated students, which can hinder their ability to participate fully in a broad range of courses. In response to the identified barriers, the district has implemented several revisions and new actions to ensure all students have access to a broad course of study. This includes enhanced support services for unduplicated students and individuals with exceptional needs, such as additional counseling services. Furthermore, partnerships with community organizations and local colleges are being established to offer more diverse course options and extracurricular activities. These efforts aim to create a more equitable and inclusive educational environment for all students. Met 2024-06-20 2024 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. Spanish and German are both offered at El Roble Intermediate School. 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’s (Grades 7 & 8) daily bell schedule includes a “zero period” which helps 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 failure rates in Integrated Math I, a two-year course (Integrated Math IA and IB) is offered. CUSD offers the International Baccalaureate Middle Years Program (IBMYP) in Grades 7-10 which is inclusive by design, i.e., students of all interests and academic abilities can benefit from their participation. During 2023-2024, CUSD offered professional development during the school day as well as after school (virtual and in-person) which centered on reading fluency, culturally relevant teaching, building/strengthening student-teacher relationships, leadership development, and technology integration. At the secondary level, vertical articulation among academic departments was provided to better prepare students for course advancement. At the elementary level, articulation among grade level teachers across sites in order to ensure the fidelity of curriculum integration was reinstated. For 2024-2025, professional development will focus on integrated ELD to ensure that all ELs can access core content effectively as well as on effective instructional strategies in mathematics. Articulation among elementary grade level teachers across sites will continue. Secondary teachers will also have time to analyze longitudinal student achievement data to better inform their review of course prerequisites which directly affects access to introductory and, in turn, advanced UC/CSU A-G approved courses. Student focus groups will continue to ensure student voice is heard. Met 2024-06-24 2024 19644360000000 Covina-Valley Unified 7 C-VUSD is committed to providing each student with the necessary support to achieve high levels of learning. The district employs a comprehensive array of measures and tools to ensure that all students have access to a broad course of study, including Aeries, CALPADS, UC/CSU readiness metrics, College Board data, District benchmarks and assessments, and the California Dashboard. These tools provide a detailed and comprehensive view of student access across different grade spans and student groups, ensuring that all students receive the support they need to succeed. This commitment is reflected in annual meetings with counselors to develop, review, and revise individualized academic plans for secondary students. This ensures that all students, including unduplicated students and those with exceptional needs, have access to a comprehensive course of study. Counselors play a pivotal role in guiding students through available courses and extracurricular opportunities, encouraging them to challenge themselves with classes that prepare them for college and careers and align with their personal interests. Additionally, counselors introduce various career technical pathways. Across all grades, students benefit from a core curriculum delivered by high-quality teachers who prioritize effective first instruction. This instruction is grounded in standards, curriculum, assessment, differentiation, evidence-based instructional practices, and social-emotional learning. C-VUSD has steadily improved access to a comprehensive course of study for all students. Utilizing state indicators and local performance measures, the district has seen notable achievements and progress. Publicly released 2023 data reveals that the district's Four-Year Adjusted Cohort Graduation Rate is an impressive 95.8%, significantly higher than the statewide rate. Graduation rates for specific student groups also show positive trends: 86.3% for English Learners, 73.3% for Foster Youth, 91.3% for Homeless Youth, and 95% for Socioeconomically Disadvantaged students, with most rates surpassing the LA County average. Additionally, the percentage of high school seniors meeting the a-g requirements for UC and CSU admissions has risen to 65.1%, which is 13.3% above the state average. The 2023 California School Dashboard reports that 50.1% of Covina-Valley's English Learners are making progress toward English language proficiency, which is 1.4% above the state average. The district's co-teaching program, Dual Immersion and AVID programs, CTE pathways, arts education, and the rigorous support provided through Pre-Advanced Placement, Advanced Placement, and International Baccalaureate courses are accessible to all student groups and equip them with essential skills for college and career readiness. To ensure timely interventions and support, the district’s Multi-tiered Systems of Support (MTSS) ensure that every student receives the necessary academic and emotional assistance. Barriers to providing access to a broad course of study for all Covina-Valley Unified School District students are identified through regular data analysis and efforts to mitigate access issues. Identified barriers include limited time during the school day and the specialized credentialing requirements for specific programs, particularly in Career Technical Education (CTE) pathways, dual immersion programs, and special education. These barriers can restrict the ability to offer diverse courses and adequately staff them with qualified instructors. For instance, CTE programs often require teachers with industry-specific credentials and may limit the number of available courses. Similarly, dual immersion programs necessitate bilingual educators who meet both language proficiency and teaching certification standards, while special education requires teachers with specialized training to meet diverse student needs. Addressing these barriers is crucial for ensuring all students have equitable access to a comprehensive and varied educational experience. To ensure all students have access to a broad course of study, C-VUSD uses regular data analysis to inform decisions about course offerings. Supported by LCAP Supplemental and Concentration Funds, the district increases and improves access to college and career coursework, enrichment activities, intervention strategies, and consistent support systems. A significant initiative is implementing a seven-period day for all secondary students, allowing for a broader range of courses and pathways. The district uses Multi-Tiered Systems of Support to provide timely interventions, narrowing the achievement gap. Co-teaching courses ensure that Students With Disabilities access a comprehensive curriculum. Additionally, C-VUSD expands its Dual Language programs annually to promote bilingualism, biliteracy, academic achievement, and cross-cultural competencies among students. The district also enhances parent education to support their student's course of study and the benefits of rigorous academic pathways. To ensure access to a broad course of study for all students, C-VUSD invests in STEM education, strengthens its Visual and Performing Arts programs, expands AP coursework and exam participation, and provides free SAT, PSAT, and PSAT 8/9 testing. Additional efforts include increasing participation in the State Seal of Biliteracy, expanding Dual Immersion programs, and ensuring access to summer enrichment, afterschool programs, extracurricular activities, and sports. Met 2024-06-28 2024 19644440000000 Culver City Unified 7 In 9-12 CCUSD is monitoring AP enrollment and AP assessments taken. We have an 87% passing rate (3 or better) for all AP assessments taken. Additionally, at middle school and elementary CCUSD monitors the number of students enrolled in GATE and those who enroll in the Pathway to Biliteracy. CCUSD offers many options na dwe monitor student interest and engagement. CCUSD has one high school, one middle school, a continuation high school, and 5 elementary schools. We closely monitor CTE completers, AP enrollment, advanced math courses, art courses, and dual language programs. We have done work to communicate all our offerings to our affinity group families and we have recruitment and adverting events during the instructional day for students. We have open access for all our courses. Our elementary school sites have broad access to an Arts and Innovation program to support their broad access in secondary grades. We do not have barriers to providing broad access. Our AP enrollment numbers are increasing. We are monitoring and supporting our data to ensure that we continue to offer a broad access to a course of study. Met 2024-06-25 2024 19644510000000 Downey Unified 7 In Downey Unified School District (DUSD), elementary schools, including three dual language schools, provide equitable access to a comprehensive curriculum. Core subjects such as English Language Arts, Mathematics, Science, and Social Studies are taught alongside integrated technology use, fostering critical thinking and creativity through apps and online resources. Eight schools are Apple Distinguished Schools, recognized for their high level of technology integration, enhancing students' critical thinking, communication, collaboration, and creativity skills. All elementary schools participate in STEAM education through STEAMworks, featuring engineering tasks, arts integration, robotics, and coding. Innovation labs further enrich learning experiences across all schools. Additionally, dedicated music teachers provide biweekly music instruction, and formal art lessons based on famous artists occur twice per semester. In secondary schools, DUSD tracks student access to a broad course of study using metrics such as A-G course completion, graduation rates, UC/CSU eligibility, AVID college acceptance, and CTE course enrollment. Schools use tools like Master Schedules, Academic Guidance Reports (AGRs), and formative assessments to ensure alignment of resources and support student success. AGRs in the Student Information System aid counselors in developing individualized learning plans and monitoring progress toward providing diverse student groups with intervention. "The secondary schools (grades 6-12) offer a wide array of courses tailored for college and career readiness, with over 90% meeting UC/CSU ""a-g"" requirements. Students have access to 26 Advanced Placement (AP) courses spanning English, math, science, social science, foreign language, art, and music. Specialized programs address academic and non-academic needs, including Designated ELD courses for English Learners' reclassification, AVID support for low-income students aiming for college, and Career Technical Education (CTE) pathways offering 23 career options at the high school level. Project Lead the Way (PLTW) Gateway electives at middle schools provide project-based learning in areas like Green Architecture, Medical Detectives, and Computer Science. Ongoing curriculum enhancements include the addition of 20 new elective courses meeting a-g criteria last year, guided by Academic Guidance Reports (AGRs) and aligned formative assessments to optimize resource integration and scheduling. In addition, the district previously implemented an eight-year plan requiring that all students complete three years of math, two years of a world language, and one year of a visual performing arts class." Utilizing our Master schedules, 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. "Downey Unified has implemented several changes based on data analysis to better serve secondary students: 1. Barrier 1: Increasing ""a-g"" Completion Rate • Expanded summer school with more Apex Online and traditional courses. • Introduced ""a-g for all"" initiative for high school class of 2027 with the class of 2030 requiring a ""C"" or better in 15 required courses. • Focus on quality instruction and interventions in core classes. 2. Barrier 2: Credit Deficiencies and Course Options • Added a third term of summer school to address credit deficiencies and offer original credit for Health, Art, and PE. • Introduced zero period options for AVID, CTE, and AP courses during the regular school year. • Modified instructional day at some schools to 8-period and 7-period schedules to expand course options. • Planned implementation of 7-period day at additional middle school for IB program and elective course access. 3. Barrier 3: Access to Elective Courses in Middle School • Modified schedules at two middle schools to a seven-period day, allowing for both intervention and elective courses. • Successful implementation at one middle school in 2022-23, with plans for the second in 2023-24. • Added zero and 7th-period PE and elective options across all middle schools to increase course choices. These changes aim to enhance ""a-g"" completion rates, broaden course offerings, and improve access to diverse educational pathways for all students in Downey Unified." Met 2024-06-25 2024 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 expanded by utilizing high school teachers to teach these high interest courses on the middle school campuses. 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 2024-06-27 2024 19644690128736 Opportunities for Learning - Duarte 7 Our program equips all students with personalized plans to support their academic and career goals, engaging them in a rigorous curriculum aligned with academic, college readiness, and schoolwide standards. Upon enrollment, services are promptly provided to English Learners and Students with Disabilities, ensuring access to appropriate courses, accommodations, and FAPE. Diagnostic assessments are conducted three times a year to guide course placement and refine instructional strategies. Our intervention staff offers targeted support, while teachers and counselors regularly adjust academic plans based on students' progress. Instruction includes independent study workbooks, direct instruction, and online learning, ensuring alignment with CCSS and NGSS. Edmentum guarantees courseware compliance with state standards. As of the 2023-24 school year, all English and Math courses conform to CCSS, and Science courses, including Biology, adhere to NGSS. Students can choose from over 60 core and 100 elective courses, with 90% UC A-G approved and 96% featuring SDAIE strategies. All students have access to a comprehensive course of study. Planning guides help identify necessary courses to address educational gaps. Our blended learning model provides Direct Instruction, Independent Study through Student Activity Workbooks, and online curriculum via Edmentum LMS, available charter-wide. In addition, students have access to BrightThinker curriculum in both modalities of paper based and online curriculum. All core subjects are A-G approved and meet NCAA standards. For students interested in Advanced Placement (AP) courses, discussions between the teacher, student, and parent/guardian assess the suitability of enrollment in AP courses. Direct Instruction is available to provide structured support in core subjects and is also integrated into our online learning options. Course offerings are tailored based on student course completion and analysis of RenStar ELA and Math benchmark data. For students needing tailored support, Response To Intervention (RTI) curriculum through evidence based intervention programs. Additionally, the iLit program, an ELD reading intervention, is implemented across the charter to enhance reading comprehension and literacy for English Learners. Students' preferences between online and in-person learning modalities continue to present challenges. Many students prefer the flexibility of an online curriculum to work from home, but the most effective support is often available in-person or through proactive engagement with the school's virtual support services. Social engagement remains a significant hurdle, requiring ongoing efforts to enhance social-emotional learning and coping skills within our school. To address these issues, we regularly reassess and adjust our methods of engaging with students both in-person and online, aiming to create an optimal learning environment while ensuring an efficient workflow for staff. Additionally, ensuring the availability of sufficient specialized instructional support staff for targeted math and English Learner interventions remains a challenge. To address these barriers, we have set the following goals and actions to mitigate their impact on our students' academic success. LCAP- Goal 2 Action 3, Quality of Instruction, Goal 3 Action 4-Student Wellness, Goal 3 Action 5- Comprehensive Student Support and Staff Training Initiative (LREBG) The LEA provides students with the opportunity to access the curriculum through virtual platforms, workbook-based classes, and direct instruction classes. In the 2023-24 school year, the school will expand its A-G curriculum offerings by partnering with a new curriculum vendor who offers both virtual and physical workbook options for all classes. The LEA will continue to support Foster Youth and youth experiencing homelessness by having our Post-Secondary Counselors meet with them immediately upon enrollment. These meetings will inform them about the services available at our school and in the community. During these sessions, we will intentionally plan and address resource needs such as transportation, shelter, technological solutions, and provide information about programs available in the surrounding community. The LEA will continue to offer various resources and opportunities to support the social emotional health of students. Counseling is available to students with school psychologists when needed. Opportunities offered to students to support social emotional well being are but not limited to student interest groups, sports, career exploration workshops and trips, local field trips, overnight experiential learning trips, and community partner volunteer opportunities. These efforts are aligned with our LCAP: Goal 1 Action 4 Experiential Learning, Goal 2 Action 2 Resources to Access a Broad Course of Study, Goal 3 Action 4- Student Wellness. Met 2024-06-27 2024 19644690134858 California School of the Arts - San Gabriel Valley 7 We utilize a series of ongoing data tracking measures to make sure students have access to the full spectrum of course offerings. To do this, we utilize data from Aeries and use reports and shared Google sheets to track course enrollment. We track student group enrollment in AP and honors classes. All students meet with their school counselors regularly and use Naviance as a tool to plan for college and career. There are no barriers to accessing AP and honors classes per our board policies and curriculum handbook. Grade and achievement data is also tracked regularly and committees such as Operations Committee, Equity Committee, LCAP Committee, and Restorative Practices Committee meet with all stakeholder groups to review the data and set goals for further access and opportunities for students. Our AVID program is also a way for students to find support in accessing these broad offerings. Additionally, we have a variety of community college courses that are available to all students. This past school year, 725 of our 935 students were enrolled in at least 1 AP, CCC, or honors course. Students with disabilities make up 20% of the total enrollment in AP, CCC, or honors classes. This is double the rate of our population of students with disabilities on our campus. 22% of enrollees are Asian (Asian students make up 12% of the total demographic breakdown), 4% are African America or Black (African American or Black students make up 2% of the population), 3% are Filipino (2%), 1% are American Indian or Alaska Native (1%), 23% are White (23.5%) , 31% are Hispanic or Latino (39%), 7% Two or More Races (11%), and 10% left blank (10%). Looking at these numbers, Asian students are overrepresented in advanced classes while Hispanic or Latino students are slightly under represented. Remarkably, 100% of our unhoused students participated in at least one AP, honors, or CCC class last year and 50% of our foster youth population. Our college going rates are proof that students graduate ready to do well. The class of 2024 had a 100% graduation rate, with 70% going to a four-year university, 28% going to a two-year college, and 2% entering the work force or taking a gap year. 85% of the Class of 2025 took at least one AP course while at our school and our UC/CSU A-G readiness rate has consistently been in the high 80% - low 90% for our graduates since our school was founded. All students take, on average, 8-10 CTE courses per year as a part of their arts education. One of the greatest barriers is that as a regional school that largely depends on a commuting population, students come to us from 100+ different cities and previous educational backgrounds. We need to do a better job of educating students and parents to the open access policies that we have for advanced classes, particularly with our new families. That way, students can know their options and opportunities earlier than when they first meet with their school counselors. More education about the incredible choices they have and how that will impact their life post high school is a goal of ours. This is the same for community college classes as well. Next steps also include further analyzing the AP and honors data to see if there are certain topics or classes that have different gaps in their enrollment demographics. Additionally, as many schools are, we are experiencing heightened levels of chronic absenteeism. This impacts our students achievement and performance and must be addressed. Our LCAP goals include a focus on improving chronic absenteeism with funds for incentive programs and more early intervention methods per our school counseling team. Additionally, we have set aside more funds for professional development for teachers and staff. They are focusing on Standards Based Grading and cross-curricular collaboration in efforts to vertically and horizontally align their assessments. We also developed and rolled out a Parent Onboarding Series that works to further help educate families as to their curricular options when coming to our school. This series also helps new families acclimate to our unique school environment. Another one of our LCAP and WASC goals is to provide more CTE courses. We have done this as well as have begun and funded, through grants, an expanded computer science program. Finally, we have devoted funds to professional development for our school counselors as they set aside time to become a RAMP certified school - looking at data, evaluating our gaps, and coming up with strategic goals to help all students have access to a broad course of study in preparation for college and career. In this work, they continue to focus on subgroups of students who need this support the most. Met 2024-06-24 2024 19644690139535 Options For Youth - Duarte, Inc 7 Our program equips all students with individualized plans that support their academic and post secondary career goals. By engaging students in a rigorous standards aligned curriculum, college readiness, and schoolwide standards. Upon enrollment, services are promptly provided to English Learners and Students with Disabilities, ensuring access to appropriate courses, accommodations, and FAPE. Diagnostic assessments are conducted three times a year to guide course placement and refine instructional strategies. Our intervention staff offers targeted support, while teachers and counselors regularly adjust academic plans based on students' progress. Instructional modality includes: independent study workbooks, direct instruction, and online learning. All modalities are aligned with CCSS and NGSS. Edmentum guarantees courseware compliance with state standards. As of the 2023-24 school year, all English and Math courses conform to CCSS, and Science courses, including Biology, adhere to NGSS. Students can choose from over 60 core and 100 elective courses, with 90% UC A-G approved and 96% featuring SDAIE strategies. All students have access to a broad course of study. Planning guides help identify necessary courses to address educational gaps. Our blended learning model provides Direct Instruction, Independent Study through Student Activity Workbooks, and online curriculum via Edmentum LMS, available charter-wide. All core subjects are A-G approved and meet NCAA standards. For students interested in Advanced Placement (AP) courses, discussions between the teacher, student, and parent/guardian assess the suitability of enrollment in AP courses. Direct Instruction is available to provide structured support in core subjects and is also integrated into our online learning options. Course offerings are tailored based on student course completion and analysis of RenStar ELA and Math benchmark data. For students needing tailored support, Response To Intervention (RTI) curriculum through Exact Path and Achieve 3000 is available. Additionally, iLit program, a designated ELD curriculum, is implemented across the charter to improve reading comprehension, writing, listening and speaking for English Learners. Barriers preventing enrollment in a Broad Course of Study vary due to transportation barriers and modality preferences between independent study, online curriculum and small group instruction. Some smaller sites may not have the physical square footage to offer direction instruction classes and this could be a barrier to access. In response to the barriers in a Broad Course of Study the charter has embedded actions within 2024-27 LCAP to address socioeconomic barriers for the charter’s unduplicated student count including Students with disabilities and EL students. Goal 1 Action 1: Targeted Interventions Goal 1 Action 2: Evidence Based Interventions (EBI) Goal 1 Action 3: EL Language Acquisition Program and EBI Goal 1 Action 6: IEP service delivery Goal 2 Action 2: Academic and Postsecondary Planning Goal 2 Action 5: Small Group Instruction Goal 3 Action 3: PL for Instructional Staff Goal 3 Action 4: LTEL Research based language acquisition program (ALD) Goal 4 Action 1: MTSS and Experiential Learning Goal 4 Action 3 Social Emotional Learning Goal 5 Action 1:Targeted Intervention and Support - Academic Intervention Specialist - Title I Goal 5 Action 3:Targeted Student Support and Learning Recovery - LREBG Goal 5 Action 4: Education Partner Liaison - Title I Goal 5 Action 5: Student Initiatives - Title I Goal 5 Action 6: Parent and Family Engagement -Title I Actions in the 2024-27 LCAP and designed to align together and provide unduplicated students with increased and improved access to a Broad Course of Study. Met 2024-06-26 2024 19644770000000 Eastside Union Elementary 7 EUSD monitors access to a broad course of study through the review of the following: 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 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. Students have the option for the following electives: band, choir, art, theater, yearbook, and STEM. In addition, 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 a recently implemented 7-period school day. Students self-select their electives from: band, guitar, choir, art, theater, yearbook, and STEM. We have had success in staffing our VAPA courses, but our courses are limited by the challenges to hire teacher in other areas, such as world language, bilingual education, or engineering. 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 career tech teaching positions and attends recruitment fairs 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 2024-06-26 2024 19644850000000 East Whittier City Elementary 7 East Whittier City School District offers a broad course of study program to all students enrolled in grades K-8. EWCSD utilizes our local SIS(Student Information System to monitor course offerings and master schedules for all students.In addition, our district also tracks student course assignment through the usage of our CALPADS system.School and District administrators collaborate on student course offerings across all schools so that students have the opportunity to access a variety of courses. Our student information system is also used to identify the different student sub groups (English Learners, Socioeconomically Disadvantaged Students, Students will Special Needs, and Reclassified Fluent English proficient students).This identification guides District and school site administrators with the ability to place students in various groups, including intervention, GATE in order provide students with more targeted support in their courses or classes. Students are also assessed using multiple measures of assessment in order to fully capture a student’s ability level. All students at EWCSD have access to our broad course of study program. This includes all required content areas (English Language Arts, English Language Development, Mathematics, Science, HIstory-Social Science, and Physical Education.Students attending elementary grades K-5 will have access to receiving instruction by certificated employees in the areas of STEM, Art, PE, and Music throughout the school year.In addition, students in grades fourth and fifth will have access to violin instruction throughout the school year These programs are all build on the Visual and Performing Arts Content standards and are grounded on the California Art Education Framework. This program model is consistent throughout our ten elementary schools. Students at all elementary schools also have access to a variety of After School program offerings which complement our during the day instruction such as coding, robotics, music, and STEM. Each elementary school has a designated intervention specialist that supports schools by providing academic intervention to students in need. Gifted students also received differentiated and enrichment activities during the school day at all schools. Students in grades sixth through eighth attending our middle schools participate in an elective wheel that provides a variety of content such as Art, Music, STEM, and Foreign Language that rotates each quarter. Elective course offerings are based on student interest. Our Music in Arts grant and Prop 28 All EWCSD schools will provide a broad course of study to all students in the 2024-2025 school year. There are barriers at the school level that prevent students from fully accessing course offering. If a student has an IEP(Individual Education Plan), this may limit access to a student’s broad course of study class based on the time of day that the course is being offered. Students in our middle schools that have limited language proficiency will also have less access and will be placed in a designated ELD(English Language Development) course instead of an elective course of their interest. Students will have greater access once they have RFEP(Reclassified Fluent English Proficient). Another barrier at the middle school level is identifying staff that have the qualifications and interest of teaching elective courses each year. During the 24-25 school year, EWCSD will be hiring an additional Art teacher at each middle school to support students with Art.In addition, we will be hiring an additional violin teacher at the elementary school in order to ensure that our larger schools receive the same amount of instruction as our smaller schools. We are also hiring more instructional aides to support our STEM and Art teachers in our elementary schools that require additional support based on their instructional activities.Our District will continue to build a strong pathway from our elementary schools to middle school so that students have a solid understanding of our broad course of study offerings. We will also continue to build our local partnerships with our High Schools District schools to help students transition from middle school to High School. Met 2024-06-12 2024 19645010000000 El Monte City 7 For the 2023-24 academic year, the El Monte City School District continued to ensure that every student had access to a comprehensive curriculum in accordance with California Education Code 51210. This broad course of study includes English Language Development (as needed), English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education. To track student enrollment in these subjects, the district used a student information system and a master schedule. This process ensured that all students were placed in the required courses. The district then analyzed the enrollment data, breaking it down by grade level, specific student groups (like English language learners, low-income students, and foster youth), and students with special needs. This disaggregated analysis helps identify any gaps or disparities, allowing the district to ensure equitable access to a broad course of study for all its students. During the 2023-24 academic year, every student from kindergarten through eighth grade in the El Monte City School District had access to and was enrolled in a comprehensive course of study as defined by California Education Code 51210. This curriculum encompasses English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education. Students who are classified as English learners received additional support through the district's English Language Development program, which provides 45 minutes of targeted instruction daily. This helps English learners improve their language skills while keeping pace with the core curriculum. The district offers additional opportunities for seventh and eighth-grade students, allowing them to interview for Advancement Via Individual Determination, a program designed to prepare students for college readiness and success. These initiatives ensure that students have a well-rounded education and tailored support to meet their individual needs. Furthermore, a variety of elective courses were made available to seventh and eighth-grade students, enhancing their educational experience with diverse learning opportunities beyond the core subjects. This commitment ensures that students receive a well-rounded education tailored to their needs and interests. All students in the El Monte City School District enjoy access to a comprehensive curriculum based on locally chosen measures. However, English learners in sixth through eighth grades who haven't met reclassification criteria are labeled as Long Term English Learners until they achieve proficiency. Despite their enrollment in a diverse curriculum, they are unable to participate in elective classes like Visual and Performing Arts and Music during the instructional day. Recognizing the critical importance of language fluency prior to high school, the district intensifies efforts to break down this barrier. This involves enhancing professional development opportunities for English acquisition and fostering the exchange of innovative and effective practices among educators. In its Local Control Accountability Plan, the El Monte City School District addresses barriers to English language acquisition for Long Term English Learners by implementing actions that enhance and expand services for this student subgroup while dismantling obstacles. Staff receive professional development, coaching, and modeling to equip them with strategies for rigorous standards-based language instruction tailored to LTELs. Professional Learning Communities facilitate ongoing collaboration among staff to enhance primary language support and foster academic language proficiency crucial for success across all content areas. Additionally, teachers on special assignment, intervention teachers, instructional support specialists, and counselors are a few of the many staff groups that provide layered and inclusive support for these students. Furthermore, the district involves students, staff, and families in exploring factors beyond English language proficiency that impact students’ educational journeys, seeking to leverage strengths and jointly develop goals to support their achievement. Additionally, supplemental materials are provided to enhance English Language Development courses. Met 2024-06-17 2024 19645190000000 El Monte Union High 7 Synergy, the Student Information System (SIS) is used, along with 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 ESP page allows staff to review reports outlining what classes students are enrolled in, on track towards graduation and a-g completion status, attendance and suspension data, along with academic progress data (grades). All data is reviewed district-wide but is also disaggregated by grade level and student subgroups. Each school's master schedule is housed in Synergy and 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 show that all students district-wide have access to and are enrolled in a broad course of study. This is achieved through collaborative efforts among staff to ensure appropriate student placements in classes, with ongoing reviews throughout the school year. The District also provides alternative programs such as Career Technical Education (CTE) pathways and Online and Personalized Learning courses, accessible to all students, including English learners and those with an Individualized Education Plan (IEP). The data indicates an increase in student enrollment in dual enrollment courses at one high school, attributed to the availability of a greater number of such courses throughout the day. Similarly, data reveals higher enrollment and success rates in AP classes and exams at other comprehensive high schools where fewer dual enrollment courses are offered, affirming that all students have opportunities to complete and earn college credits across all high schools. All students have access to a broad course of study. Online and Personalized Learning (OPL) courses provide additional opportunities for students to complete courses throughout the school year, thereby expanding their access to a diverse curriculum. Priority access to these courses is given to upperclassmen, 12th and 11th grade students. The District has also expanded the number of Career Technical Education (CTE) pathways across the district, although each school offers different pathways. An ongoing challenge is ensuring that students have access to pathways of their interest offered at other schools. Progress is being made as facilities are being developed to support new pathways, but students are provided with the opportunity to transfer to the school that is offering the CTE pathway of their interest. EMUHSD continues to expand its array of district-wide programs to ensure all students have access to a broad course of study. The district is actively enhancing its offerings in Career Technical Education (CTE) and online courses. Additional teachers have been hired for the Online and Personalized Learning (OPL) program to support students in accessing a broad curriculum and completing A-G requirements, thus minimizing the need to retake courses during the regular school year. Students now have the opportunity to enroll in additional courses outside of regular school hours, with support available from OPL teachers or through tutor.com, an online platform offering academic assistance around the clock. Each student is equipped with a Chromebook for completing online assignments independently, and Mifi devices are also accessible to ensure internet access. CTE courses are strategically scheduled throughout the day to facilitate enrollment for students from other schools, either after lunch or after school. The district is providing transportation for students interested in attending courses at other sites after school hours. Met 2024-06-26 2024 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 ERUSD students will receive standards-aligned instruction and access to a broad course of study from highly qualified teachers in safe, clean, and welcoming facilities.” The metrics included in this goal are the number of students enrolled in dual enrollment, the number of students enrolled in Career Technical Education, and the number of students enrolled in honors/Advanced Placement/International Baccalaureate, and Standards Aligned Instructional Materials. A summary of the differences across school sites and student groups having access to and enrolled in a broad course of study are: a-g Completion Rate: During the 2021-22 school year, the a-g completion rate was 44.2%. There was a slight 1% increase for the 2022-23 school year, to 45.2. Graduation Rate: There was .85% decrease from 94.37% 2021-22 graduation rate to 93.52% for the 2022-23 school year. AP Pass Rate: The 2021-22 AP Pass Rate was 40.5%, showing a 6.72% increase from 2021-2022 to 47.22% in 2022-2023. CTE Pathway Completion Rate: The CTE Completion Rate for 2021-22 was 18.5% and 13.3% for the 2022-23 school year. Standards Aligned Instructional Materials: All students have had access to Standards Aligned Instructional Materials for the 2023-24 school year. CAST Scores: The Met and Exceeded rate for the California Science Test (CAST) in 5th, 8th and High School for the 2022-23 school year are 22.51%, 19.97%, 21.05% respectively. CAASPP Scores (ELA): The percentage of 11th grade students Meeting/Exceeding Standards in the ELA CAASPP assessments is 46.84% for 2022-23, 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 assessments is 16.47% for 2022-23, indicating students measure Ready for College in the EAP. Existing barriers for our students include the chronic absentee rate of students. The district chronic absenteeism rate for 2022-2023 school year was 27%. Student absenteeism impacts their ability to have access to instruction and curriculum daily. Absenteeism represents a barrier in the respect that 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. We also know that scheduling conflicts and class size limitations may restrict the range of courses offered or limit students' ability to enroll in desired classes. 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 extracurricular 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. * Implement flexible scheduling options, such as block scheduling or online courses, to allow students more opportunities to take a variety of courses that fit their interests and needs. * Continue to ensure that all students have access to a wide range of courses and extracurricular activities. Met 2024-06-25 2024 19645350000000 El Segundo Unified 7 ESUSD has dedicated counselors and staff that are provided ongoing professional development to ensure that all students have access to and enroll in a broad course of study. Course enrollment is done with an identified academic counselor and guidance is provided through our college and career counselor and AVID teachers. 100% of students have access to all AP courses, four different pathways and a wide range of electives at the secondary level. Our elementary students have access to additional enrichment through Project Lead the Way, Garden, Music, art, and others. All unduplicated students and individuals with exceptional needs are supported and monitored by our school site teams to ensure access to a broad course of study. 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 (local and state academic data) and meeting with the student individually. 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 to ensure access. All unduplicated elementary families meet with their classroom teacher at least two times in the school year and all families meet in the fall and other times as needed. 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. Counselors meet with the families to map out a plan so that access to a broad course of study can met. 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 2024-06-25 2024 19645500000000 Garvey Elementary 7 Garvey School District uses the following local measures to assess the extent to which all students, including English Learners, low-income students, foster students, and students with disabilities, have access to and enrolled in a broad course of study. 1) Course Offerings (for TK-6 and Grades 7-8) Course offerings are reviewed to assess the extent to which the required core subjects for each grade span are offered by all district schools. 2) Class Daily Schedules (for TK-6) Class Daily Schedules for TK-6 schools are reviewed to assess the extent to which the required core subjects are provided to all students, including the unduplicated students and students with exceptional needs in SDC and RSP settings. 3) Master Schedules & Student Class Schedule (for Grades 7-8) Master Schedules and individual Student Class Schedules for Grades 7-8 schools are reviewed to assess the extent to which the required core subjects are provided to all students, including the unduplicated students and students with exceptional needs in SDC and RSP settings. "Grades 1-6 All required courses are provided by all district elementary schools for all grades 1-6 students, including English learners, low-income students, foster students, and students with disabilities. The courses include: ? English ? Math ? Social Science ? Science ? Visual and Performing Arts ? Health ? Physical Education Grades 7-8 All required courses are provided by the District intermediate schools with the exception of Foreign Language. All Grades 7-8 students, including English learners, low-income students, foster students, and students with disabilities in SDC and RSP settings, have access to the currently adopted courses which include: ? English ? Math ? Social Science ? Science ? Visual and Performing Arts ? Physical Education ? Career Technical Education & Applied Arts (Course Title: 21st Century Learning) " All required courses are provided by all district schools for all students, with the exception of foreign language in Grades 7-8. Foreign Language will be added to the Elective Course Offerings in Grades 7-8 as an extension to the Dual Language program offered in elementary schools. Met 2024-06-27 2024 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 review of District and school course offerings and schedules. 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 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 California public colleges/universities. Career Technical Education (CTE) involves a multi-year sequence of courses that integrates core academic knowledge with technical and occupational skills to provide students with pathways 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, and most receive an honors designation. In 2023-2024, 100% of Glendale Unified School District students had full access to a broad course of study as defined by California Education Code 51210 and 51220. GUSD instituted a seven period, block schedule at all secondary schools starting in the 2021-2022 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. GUSD has increased the number of elective courses and CTE offerings. Career Technical Education (CTE) programs have been developed to connect students to college, careers and life. GUSD CTE offers 27 high school pathway courses across 12 industry sectors and 18 middle school pathway courses that align to high school pathway programs. 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 and are A-G approved. 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. GUSD was able to begin the implementation of block scheduling in 2021-2022 for secondary schools with the addition of a 7th period in order to increase options for course access for students. However, future funding for this initiative is a major limitation and represents a barrier to continued implementation. GUSD adopted ELA/ELD curriculum/pathways to support increased access to core instructional programs for all students, specifically English learners. The goal is to provide access to intervention, enrichment and acceleration options for all students. 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 support is available for school teams to monitor access to broad courses of study with individual student level and student group data. GUSD continues to implement GATE identification procedures in which all 3rd grade students are assessed using a universal screener. This nationally recognized nonverbal assessment ensures that all students, including English learners and students with special needs, have greater access to the enrichment afforded within the GATE programs and services. Met 2024-06-25 2024 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. In 23-24 we expanded our intervention programs and added an Aviation Pathway at our comprehensive high school. For the 24-25 school year we have exciting plans: inaugural Dual immersion kindergarten class, STEAM labs, and elementary ART We have ROP courses and opportunities for concurrent enrollment with our local community college.GUSD will use the District College and Career Indicator and both high schools' College and Career Indicator form 2023 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 97.2%. We had 81% of our students score 3 or higher on at least 1 AP exam. 56% 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 7% who completed both the 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 and enrichment opportunities to increase student learning. Expanded summer school and after-school programs will continue to be provided during the 2024-2025 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 our CCI indicator through increased CTE pathways access to STEM experiences through dedication to STEAM labs, and a focus on elementary cultural and language experiences through Dual Immersion and MEG are a few of the areas the GUSD has been implementing to increase access to a broad course of study. Met 2024-06-20 2024 19645840000000 Gorman Joint 7 Coding, music, and art are provided to all K-8 grade students. Additionally, FFA and FFA Club is offered to all students in grades 6 - 8. All students are enrolled in a broad course of study. Because our students are in a small rural setting, it is important to offer opportunities for the arts and coding during the school day. Therefore, these programs are provided to all students. One barrier is our size. As a school with an enrollment of 97 students, there are only so many opportunities we can offer. We are looking at doing a wheel course of electives, so older students in grades 4-8 can do an elective once a week that rotates to offer more support in different areas. We will continue to offer coding and music to all students in grades K-8. We're looking to add dance to the after-school program for those who attend tutoring. Met 2024-06-25 2024 19645841996305 Gorman Learning Center 7 GLC uses a Student Information System in order to track the extent to which all students have access to and are enrolled in a broad course of study. Through this system, each student has a developed Master Agreement that specifies the courses of study and instructional materials being used. This system allows the school to track student access through reports that identify course of study for each of the following groups: student grade spans 1-6 and 7-12, Unduplicated Pupil groups and students with exceptional needs. All students have access to independent study courses and corresponding standards-aligned instructional materials, including a-g courses, CTE pathways, and AP/Honors courses. All students have access to credentialed teachers who develop a plan including how direct instruction will be provided, in what learning environment, and with what frequency. There is also a high baseline of parent engagement, in that the personalized learning model requires daily oversight of the student’s work completion and regular direct instruction and support provided by the parent. Many students have access to additional options for courses and materials, but this access varies depending on the student’s geographical distance from and ability to acquire transportation to the school’s facilities-based resource centers, on the student’s family income as it impacts home internet access, and on the student’s English Learner status as it impacts school staff’s and third party vendors’ ability to work with the family effectively. Students from low income families experience barriers regarding transportation to school 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 managing the additional services provided to those students. Met 2024-06-27 2024 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. While some middl 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. However, this year there was a higher interest of incoming 6th graders interested in attending the Bussiness Academy therefore there is no shortage of access to fine art courses. Students' interests in STEM, Fine Arts, and business vary from year to 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 with our Prop 28 school-wide plans. 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 gaming development. We plan to continue to increase these offerings every year. Met 2024-06-26 2024 19645920100354 Hawthorne Math and Science Academy 7 The Hawthorne Math and Science Academy (HMSA) monitors progress in meeting Priority 7 standards by completing a quantitative and qualitative review of course offerings, class schedules, and school master schedules to assess the extent to which all students have access to and are enrolled in a broad course of study that is designed to meet the A-G Course Requirements. Additionally, course enrollment reports developed in the District’s student information system, PowerSchool, and school site counselors work to identify access and enrollment based upon grade spans, unduplicated student groups, and students with special needs. Quantitatively, 100% of HMSA students had full access to a broad course of study as defined by the California Education Code and met A-G Course Requirements. All HMSA students are enrolled in a broad course of study that exceeds the A-G Admission requirements. HMSA provides access through both board-adopted programs and UC-approved courses by enrolling students in the seven areas identified as components for a broad course of studies, English Language Arts, mathematics, history- social science, science, visual and performing arts, health, and physical education. HMSA also participates in the AP College Board program and currently offers 12 approved AP courses. According to the College Board Equity and Excellence report, 70.7% of HMSA’s 2024 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 2024, 164 students took 251 AP exams and 116 students had a score of 3 or better. The biggest challenge is the school size and building structure which limits the number of teachers and course offerings. In the 2023-24 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 2024-25 school year, a Math Support Invention Specialist will be hired to support students needing remedial math support. HMSA also has two 12th grade teachers who will continue to deliver the curriculum for College and Career Preparedness. This course allows HMSA to expand A-G-approved elective options for one semester. These teachers will also be teaching Ethnic Studies to all Seniors during the second semester. Met 2024-06-26 2024 19646000000000 Hermosa Beach City Elementary 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 PowerSchool Student Information System. All students, including those who are in the unduplicated group and individuals with special needs, are monitored using the PowerSchool Student Information System. For the 2023-24 school year, Hermosa students had full access to a broad course of study as defined by California Education Code 51210 and 51220(a)-(i). In addition to the broad course of study, all Transitional Kindergarten through 8th grade students had access to Chromebooks and were taught how to use various software platforms. To ensure students can access all courses, sites offer various supports, including school counselors, an Assistant Principal, Learning Center Teachers, an English Learner Coordinator, Transitional Kindergarten instructional aides, and Registered Behavior Technicians (RBTs). These resources are especially crucial for supporting unduplicated pupils and students struggling academically, behaviorally, and/or socially and emotionally. Additionally, STAR Education provides before and after-school programming and enrichment classes for students in TK-6th grades. All schools offer intervention programs either during the school day or before/after school for students not meeting grade-level expectations. 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 2024-25 school year, Hermosa Schools will add: 1. Fundations implementation for 3rd grade 2. Reading intervention/instructional support with literacy coach 3. AI professional development for staff and develop student access to instruction 4. Embed digital literacy into the 6th grade curriculum 5. Expand reading intervention and instruction support with the literacy coach 6. Provide additional elective opportunities to students 7. Expand Spanish for all-access at middle school and 3rd grade level 8. Provide a zero period/after school PE course to allow students to participate in two electives 9. Provide elementary music on a weekly basis Met 2024-06-24 2024 19646260000000 Hughes-Elizabeth Lakes Union Elementary 7 The Hughes-Elizabeth Lakes Union Elementary School District has a current enrollment of 200 students in grades Tk-8. All students, including socio-economically disadvantaged, Hispanic, and students with exceptional needs, are provided and have access to a broad course of student through state-approved adopted curriculum in core subject areas, as well as access to intervention and enrichment curriculum in english-languages arts and math. Local measures include regular adoption cycle updates to curriculum, review of lesson plans, and data from core and supplemental curriculum programs. Additionally, students in grades 6, 7, 8 have additional opportunities for enrichment through a modified middle school schedule, choice of electives, and daily established intervention periods. Hughes-Elizabeth Lakes Union Elementary School District is a one-school, small rural LEA. All students, including socio-economically disadvantaged, Hispanic, and students with exceptional needs, are provided and have access to a broad course of student through state-approved adopted curriculum in core subject areas, as well as access to intervention and enrichment curriculum in english-languages arts and math. Additionally, students in grades 7 & 8 are enrolled in pre-algebra and algebra 1. As the Hughes-Elizabeth Lakes Union Elementary School District has a current enrollment of 200 students in grades Tk-8, the limits to further increase providing additional access come from enrollment and staffing. Students matriculate through the grades primarily as a single class, with a total of 9 teachers in the district. The district continues to ensure all students have access to a broad course of study by regularly revisiting policies, procedures, and curriculum. The tools include reviewing student performance and assessment data, soliciting student input, and the local grading system. Met 2024-05-14 2024 19646340000000 Inglewood Unified 7 The district provides student courses, access and support as needed for all students to meet the high school graduation requirements of the state, the UC and CSU systems. The district has implemented a process of collaboration of the Master Schedule and the added process of student choice. Students work with their counselors to complete the 4-year plan ensuring access to relevant and required courses. The Educational Services Department continues to monitor and evaluate the master schedules to ensure availability of courses, equity in the system, and the availability of courses to meet the A-G requirements. Students have the opportunity to request courses and various elective courses. In addition students are given access to college courses during the school year. All IUSD secondary students have access to a broad course of studies within their school offerings as well-off site and off schedule. Opportunities and services include: Dual Enrollment, Early College Program, 4-yr plans, CTE K-12 with 4 major career pathways with internships, College Advisors, College Fairs, A-G for all students to be UC/CSU prepared, and Collaborative Master Scheduling. 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 students continue to have access to The National Equity Lab for courses offered by top tier universities. The district has created time for teacher collaboration by implementing Banked Time once per week for teachers to collaborate and analyze student need for growth and achievement, and implementing block schedules at the high school level. The shortage of teachers nationwide continues to be a barrier. However the district has sought to remedy the shortage by securing credentialed teachers from other sources.. Most recently, the district has attempted to fully staff the schools prior to the start of the school year that includes securing competent and credentialed teachers through synchronous online teachers for hard to staff courses and credit recovery as needed. Based on the analysis of results from the diagnostic tools and locally selected measures, Inglewood Unified School District (IUSD) is committed to ensuring that all students have access to a broad course of study. This includes implementing new strategies and actions to address identified disparities and enhance educational opportunities across various subjects. For the upcoming year, IUSD will focus on key areas such as implementing Ethnic Studies, expanding access to Career Technical Education (CTE) K-12, and providing robust support for students with specific needs. In addition, Dual Enrollment courses are available through various colleges for all students at the 9-12 grade level.. Implementation of the Block Schedule at the high school level provides opportunity for rigorous instruction and or support in the academic program. IUSD is committed to ensuring that all students have access to a broad and inclusive course of study. By implementing the Ethnic Studies curriculum, expanding access to CTE, and providing robust support for students with specific needs, the district aims to create an equitable and enriching educational environment. These actions, combined with ongoing monitoring and evaluation, will help ensure that all students are well-prepared for college, career, and life. Met 2024-06-26 2024 19646340101667 Wilder's Preparatory Academy Charter 7 We take 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 (at home and in the classroom), leadership, and we are continuing to grow our science and arts programming within the regular school day. Barriers that could prevent us 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 2024-06-17 2024 19646340116822 Wilder's Preparatory Academy Charter Middle 7 We take 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 (at home and in the classroom), leadership, and we are continuing to grow our science and arts programming within the regular school day. Barriers that could prevent us 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 2024-06-17 2024 19646340120303 ICEF Inglewood Elementary Charter Academy 7 ICEF Inglewood Elementary Charter Academy (IIECA) serves approximately 402 students in grades TK-5 with the following demographics: 74.1% African American, 23.4% Hispanic, 1.7% Two or More Races, 8.7% Students with Disabilities (SWD), 8.2% English Learners (EL), 0.7% 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 2024-06-20 2024 19646340128991 Grace Hopper STEM Academy 7 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. Our staff size and the need for an EL teacher limit our ability to provide additional course offerings and is our primary barrier. GHSA is seeking an EL teacher to provide needed course offerings for students. Met 2024-06-28 2024 19646341996529 City Honors International Preparatory High 7 Student climate surveys: City Honors conducts surveys that gather information on students' perceptions of their academic experiences, including questions about academic expectations, support, and college readiness. Course enrollment data: City Honors counselors track enrollment in various courses, including honors and advanced placement courses, to ensure students have access to a broad curriculum. College readiness metrics: The survey includes questions about students' awareness of UC/CSU entrance requirements and their post-high school plans, indicating the school tracks these aspects of college readiness. Counselor interaction: Students meet with counselors to discuss academic performance, 4-year plans, course requests and student wellbeing. Academic support tracking: City Honors counselors track the provision and utilization of academic support services. "Based on the information provided in the CA Dashboard data for City Honors International Preparatory High School, we can summarize the extent to which all students have access to, and are enrolled in, a broad course of study as follows: Access to a Broad Course of Study: The school has met the standard for this local indicator, as indicated by ""STANDARD MET"" on the CA Dashboard for 2023. This suggests that City Honors is providing students with access to a broad course of study as required by the state. Master Schedules and Course Enrollment Data: While specific percentages are not provided in the given data, the ""STANDARD MET"" designation implies that a high percentage of students have access to a broad course of study as measured by master schedules and course enrollment data. College/Career Readiness: The data shows that City Honors has a ""Very High"" rating for College/Career readiness, with 76.2% of students prepared. This indicates that a significant majority of students are enrolled in courses that prepare them for post-secondary education and careers. Academic Performance: The school's performance in English Language Arts (Green) and Mathematics (Orange) suggests that students have access to core academic subjects, though there may be room for improvement in mathematics instruction or support. Graduation Rate: The Blue rating for Graduation Rate, with 98.4% of students graduating, further supports that students have access to and are completing a broad course of study" N/A "Mathematics Improvement Plan: Given the Orange performance level in Mathematics, City Honors will: - Review and enhance the math curriculum to better align with state standards - Provide targeted professional development for math teachers - Implement additional math support programs, such as tutoring or intervention classes - Analyze math course enrollment patterns to ensure equitable access to advanced math courses College Readiness Support: To maintain and improve the ""Very High"" College/Career readiness rating: - Develop a comprehensive, grade-specific college readiness program starting from 9th grade - Increase counselor-student interactions focused on college planning across all grade levels - Implement regular college readiness workshops for each grade level - Create a tracking system to ensure all students receive consistent college planning support English Learner Support: - Provide additional training for teachers on supporting English Learners in content area classes Broad Course Offerings: To maintain the ""Standard Met"" for Access to a Broad Course of Study: - Regularly review and update course offerings to ensure alignment with student interests and post-secondary goals Academic Support Systems: To support student success across all subject areas: - Implement a comprehensive Multi-Tiered System of Supports (MTSS) - Enhance the peer tutoring program to provide additional academic support - Offer study skills and time management workshops for students Data Monitorin" Met 2024-06-26 2024 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 courses will be reviewed and approved in the 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 homelessness 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 2024-06-28 2024 19646346014518 La Tijera K-8 Academy of Excellence Charter 7 Inglewood Unified School District and La Tijera 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 to assess the extent to which students have access and are enrolled in a broad course of studies. La Tijera also utilizes several practices to ensure students have course offerings that allow them to experience a broad course of study. Our elementary and middle school students are offered educational opportunities that enhance the core instructional program. Students are surveyed to ask about their interests. Standards-aligned educational and content offerings are developed to align with students’ interests. 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. 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 and La Tijera 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 La Tijera and IUSD as it makes decisions on offerings and using LCAP supplemental and concentration funds to support Priority 7 Students with exceptional needs have access to core curriculum via the general education classroom and their specialized Instruction classrooms. All students with exceptional needs have core curriculum books and supports assigned to them. Mild Moderate teachers attend all core curriculum PD and are held to the same accountability and evaluation process as general education teachers. Moderate / severe students receive rigorous instruction through an alternate curriculum that is aligned to Ca Essential Standards. Student educational benefit is measured by IEP goal progress, informal assessment, curriculum assessments, observations and statewide assessments including the California Alternate Assessment. Met 2024-06-26 2024 19646420000000 Keppel Union Elementary 7 Keppel Union School District monitors the progress of course offerings, class schedules, and school schedules using Aeries, our student information system. Aeries enables us to generate course enrollment reports, which help us assess access for our unduplicated student groups and those with exceptional needs. Additionally, we can review enrollment across different grade spans and ensure access to a diverse range of courses. 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. 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. Keppel Union faces several obstacles that hinder its ability to offer a comprehensive curriculum to all students. These challenges include insufficient staffing and funding, complications with the master schedule, and the imbalance between the number of intervention teachers and the students requiring support. Currently, students have access to foreign languages through a program rather than direct instruction from a teacher, although this program does allow them to earn high school credits. Furthermore, staffing constraints prevent the implementation of dual-language courses. Keppel Union offers students opportunities to participate in engaging learning experiences across a diverse curriculum. The District utilizes data from the Student Information System (AERIES) to ensure that every student is enrolled in these courses. Additionally, the District has appointed intervention teachers at each site and allocated funds for after-school intervention programs through RISE, including pre-teaching and reteaching initiatives. A dedicated Teacher on Special Assignment has been brought on board to manage the district’s Induction Program and support new teachers, including interns and holders of Provisional Internship Permits/Short-Term Staff Permits, helping them to effectively deliver a broad curriculum. Furthermore, Program Specialists have been hired and trained to assist school sites in implementing Project-Based Learning strategies, ensuring access to a wide range of courses. Met 2024-06-25 2024 19646420136127 Sage Oak Charter School- Keppel 7 "The teacher/EA, parent, and student develop a personalized educational plan for each student. The Counselor, EL Coordinator, Homeless and Foster Youth Liaison, 504/SST Coordinator, and Special Education Case Managers join the development of each plan as needed. This plan includes a broad course of study chosen from a school-approved curriculum that is aligned with the California standards and graduation requirements. It is updated as students' interests and abilities change to reflect the students' changes and needs 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. All core curriculum is chosen from a school approved standards aligned list. "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. The school has also added new pathways that can be taught in a virtual environment and is working to provide more professional development to teachers on the existing CTE options so they can encourage students to sign up for those. " "By the end of the 2026-27 academic year, we plan to offer 200 Career Technical Education (CTE) aligned courses across K-12, supporting career readiness with practical skills and industry knowledge. To enhance college and career indicators, we aim to increase the CCI by 2% annually, focusing on metrics that reflect successful preparation for post-secondary pathways. Further, we are encouraging an increase in student enrollment in A-G courses, aiming to ensure that more students are eligible for UC and CSU admissions. Alongside this, we are dedicated to maintaining a high standard of excellence in advanced coursework, with a target of keeping our AP exam pass rate at 72% or higher. These initiatives are designed to ensure comprehensive access to a diverse and challenging curriculum that prepares students for a variety of future academic and career paths. " Met 2024-06-20 2024 19646590000000 La Canada Unified 7 LCUSD monitors its progress in meeting the expectations of Priority 7 by analyzing both quantitative and qualitative data related to course offerings. This includes a review of course offerings, class and school schedules, and responses from educational partner surveys to determine the extent 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, collects feedback from students in grades 4-12 regarding their school experience and attitudes towards learning. The survey results are segmented into three grade spans: 4th-6th, 7th-8th and 9th-12th. Additionally, the School Accountability Report Card (SARC) serves as an effective tool to demonstrate that LCUSD students have access to and are enrolled in a broad course of study. The district also utilizes data from its student information system, Aeries, with enrollment numbers and course offerings reported to the California Department of Education via Dataquest for the 2023-24 school year. An analysis of student pass rates across all grades of successful enrollment in courses that meet the criteria of a broad course of study. Collectively, these measures confirm that LCUSD students are enrolled in a broad course of study as defined by California Education Code 51210 and 51220(a)-(i). During the 2023-24 school year, all students in LCUSD schools had access to and enrolled in a broad course of study as defined by Priority 7 guidelines. At the elementary level, students had access to music, art, STEAM, and Computer literacy classes with a dramatic arts program available to students in grades 4-6. At the middle and high school levels, LCUSD offered core courses at various levels: resource, college preparatory, Advanced Placement (AP) courses, and dual enrollment opportunities through Pasadena City College (PCC). LCHS’ Career and Technical Education (CTE) offerings included Sports Medicine, Culinary Arts, Digital Photography, Dramatic Arts and Theater Arts, Computer Science courses, and fine art courses in both visual and performing arts. A Single and Multi-Camera Video Production course is offered through the dual enrollment program at PCC. LCUSD students in grades 7-12 continue to have access to World Language courses in Korean, Spanish, French, and German, with Mandarin available through the dual enrollment program at PCC. All student groups including English learners, low income students, foster and homeless youth have access to a broad course of study in all subject areas including AP, Honors, dual enrollment and CTE pathways for students who meet the course prerequisite. 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 formed 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 limitations created by the instructional schedules across the district. At the secondary level, having only six periods during the instructional day inherently limits the number of elective courses students can take. While some similar schools have addressed scheduling constraints by offering zero-period classes, LCUSD’s secondary school implemented a late-start bell schedule during the 2018-19 school year based on student survey data, child development research, and in recognition of the growing field of sleep science. Consequently, LCUSD’s secondary students have limited options for zero-period classes as the district prioritizes student wellness, sleep, mindfulness, and school/life balance. These barriers are less prominent at the elementary schools, where students enjoy access to and participate in robust core and enrichment programs including art, music, dramatic arts, and STEAM. At the secondary level, students continue to have open access to core and elective courses, through some advanced or honors classes and capstone elective courses that require students to complete prerequisite or co-requisites before enrolling in advanced subjects. Each year, administration and faculty evaluate course offerings and seek opportunities for innovation. In grades 1-6, students continue to have access to core and elective offerings in music, art, drama, STEAM, and computer literacy. Spanish classes for interested students in grades 3-6 and the Gifted and Talented program for qualifying students in grades 4-6, also remain available. Ongoing analysis of enrollment and feedback from educational partners informs site and district decisions about the courses LCUSD offers. Responding to student survey data and feedback from educational partners, LCHS has added new courses. In an effort to enhance the Career and Technical Education (CTE) offerings, two new Culinary Arts courses - Advanced Culinary Arts and International Cuisine - will be introduced. Additionally, data indicates that several students are opting to take Physical Education (PE) outside LCUSD. To address this, LCHS will offer two specialized PE courses; Yoga and Aerobics and Strength and Agility. Furthermore, in response to feedback from educational partners, an additional Advanced Proficiency (AP) course - AP At History - will be added to the 2024-25 list of course offerings. Met 2024-06-25 2024 19646670000000 Lancaster Elementary 7 How We Monitor Student Access to a Broad Course of Study The Lancaster School District uses several tools to ensure that all students have access to a wide range of classes and are enrolled appropriately: PowerSchool: This is our Student Information System. We use it to track and review student enrollment across the district, helping us see which courses students are taking. Lancaster Interactive Dashboard: This tool provides real-time data and visualizations about student enrollment and course participation, making it easier to analyze trends and patterns. We also focus our reviews on master schedules at all sites through our departments at the district office to ensure that there is access to the many systems we have for students. Targeted Reviews: We conduct focused reviews to understand the specific needs of certain student groups. This includes students who are foster youth, homeless, have disabilities, come from low-income backgrounds, or are English learners. These reviews help us ensure that these students also have access to the full range of courses. The Lancaster School District has encountered a notable challenge regarding the breadth of course offerings accessible to English learners. This issue stems from recent modifications to the middle school schedule, where we have reduced the number of periods in the school day to extend instructional time in English and Mathematics. While this change is intended to enhance core academic subjects, it has inadvertently limited the variety of courses available to students. In response to this, we have outlined several strategies for the 2024-25 academic year to mitigate these effects. We will implement comprehensive programming focused on English language development and provide targeted support through designated English Language Development (ELD) sessions. To ensure that students retain exposure to a diverse curriculum, we are committed to offering at least one elective per student. Moreover, all elementary schools will continue to provide visual and performing arts opportunities through our extended learning opportunities program and expanded learning opportunities grant. We’ve identified several key barriers to providing students with a wide range of course options within the California Department of Education: Academic Performance: Many students are performing below grade level on both formative and summative assessments. This disparity affects their readiness for a diverse curriculum, as they may require additional support to reach proficiency levels. Elective Availability: At the middle school level, we are actively working to expand elective offerings. However, challenges in master scheduling limit our capacity to accommodate the desired variety and number of elective courses for all students. Scheduling Constraints: Limited time in the school day restricts opportunities for students to enroll in non-core classes, making it challenging to provide a comprehensive educational experience that includes arts, physical education, and other enrichment courses. After-School Programs: To address limitations within the standard school schedule, we are placing a greater emphasis on after-school programs. These programs are essential in providing additional learning opportunities and experiences that may not fit within the regular school day. Teacher Workforce: Our teaching staff includes many new educators who are still completing their credentials and earning advanced certifications. This impacts our ability to offer a full range of courses due to the limited availability of qualified instructors for specialized subjects. We have determined several key revisions to enhance our educational offerings: Enhanced Electives via Master Scheduling: At the middle school level, we have optimized master scheduling to provide elective courses for as many students as possible. This aims to expand their educational experiences and foster a more well-rounded curriculum. Emphasis on After-School Programming: We are placing significant emphasis on after-school programs that cater to diverse student interests, particularly in the arts. These programs will offer additional opportunities for creative expression and skill development beyond the regular school day. Community Partnerships: To enrich our after-school offerings, we will partner with various outside community organizations. These partnerships will bring valuable resources and expertise to our programs, enhancing the quality and breadth of student experiences. Funding Opportunities: We will continue to actively seek funding opportunities to support our initiatives. Specifically, we will utilize: AB 181/185 - Arts, Instructional Materials Grant: This grant will enhance music and arts instruction, providing students with improved access to high-quality materials and experiences. Proposition 28: Funds from this proposition will support hiring personnel dedicated to arts education. Additionally, we will collaborate with the Los Angeles County Office of Education (LACOE), Disney, and Soundtrap to provide students with real-world arts learning opportunities. Met 2024-06-18 2024 19646670123174 Life Source International Charter 7 We engage yearly in the Williams visits which ensure that all students have access to curriculum and a broad course of study. In addition we utilize the assessment from the curriculum and local benchmark assessments to track the growth of students. Students engage in grade level learning utilizing the appropriate curriculum for the grade level and subject area that they are in. We ensure that students are meeting grade level standards through the use of curriculum assessments and grade level milestones as identified by the stae standards. There are no barriers to report. We will continue to monitor and evaluate our current curriculum in order to determine if future changes and adoptions of new curriculum is warranted in the future. Met 2024-06-13 2024 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 2024-06-25 2024 19646830000000 Las Virgenes Unified 7 LVUSD has an annual Student Data Student Study Session with the Board of Education where we collectively review CAASPP, RENSTAR, California Healthy Kids, PSAT, AP, A-G completion, D/F data, CTE Pathways 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 60 new A-G courses within the past 8 years. With the Local Control Funding Formula, LVUSD is funded in the lowest 15% of per pupil funding, and has limited access to Federal and State grants. This has forced our district to prioritize, consolidate and focus our instructional programs over the past few years. LVUSD will continue to evaluate subgroup achievement data, while enhancing broader access to higher-level courses and dual-enrollment opportunities. LVUSD will continue to review prerequisites on higher level courses as well as grading practices that might prevent access to a broad course of study for all students. Met 2024-06-18 2024 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, Advisory, Study Skills, 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 2023-24 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 students have access to Makerspaces and STEM programming during the school day as well as during lunch and afterschool. The GATE program expanded this school year and is providing accelerated math courses for elementary students matriculating into middle school. 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. Summer school programming allows all students to participate in academic as well as a variety of courses and experiences. 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 elementary teachers in the process of vetting science and social studies curriculum that is aligned to the CDE Frameworks and is relevant to our student needs and demographics. In addition, we invested in upgrades to student text available in our school libraries in order to provide our students with the most updated print and digital material 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 Technology Robotics Engineering Coding (TREC) program. Our middle school students are benefitting from the new Science curriculum that better supports access Next Generation Science Standards (NGSS). Our RAP program collected stakeholder input, including students, in order to implement an improved and relevant program. The district continues to explore and provide access to a broad course of study during recess and lunch in order to maximize opportunities. Art, clubs, and PE has been added to elementary and middle school lunch times. Met 2024-06-27 2024 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 2024-06-20 2024 19647090000000 Lennox 7 At Lennox School District, our commitment to providing a comprehensive curriculum ensures that every student has access to a diverse array of educational opportunities. Beyond core subjects, we empower students with choices in Visual and Performing Arts, Dual Language, Applied Arts, and Career Technical Education programs throughout middle school. We believe in fostering creativity and skill development, extending our commitment beyond regular school hours through enriching after-school programs that allow students to explore music and the arts. Each year, our district conducts a review of course offerings, master schedules, elementary classroom setups, report card systems, and Individualized Education Plans (IEPs). Utilizing a robust student information system, we meticulously monitor and ensure that all students, including those in historically underrepresented groups and those with special needs, can engage fully in a comprehensive educational experience. Our principals collaborate with teachers to compile schedules and oversee the implementation of educational standards through regular classroom observations and benchmark assessments. This hands-on approach ensures that our curriculum meets high standards of quality and relevance, tailored to support every student's academic growth and personal development. Our dedication to providing a rich educational journey for all students remains steadfast as we continue to innovate and expand opportunities within our district. At Lennox School District, our commitment to a comprehensive and enriching course of study extends to integrating technology into our educational programs. Elementary students engage in a broad curriculum encompassing English Language Arts, mathematics, history-social science, science, visual and performing arts, health, and physical education. They also participate in courses like Visual and Performing Arts, Technology, and STEM, both during regular school hours and through after-school programs, providing diverse learning experiences tailored to their needs. Over the years, we've expanded our educational offerings to ensure all students have access to diverse opportunities. Increased funding has strengthened after-school arts programs and facilitated professional development sessions. These efforts reflect our dedication to preparing students for future success. Recognizing the importance of technology, we've equipped every student with at least one device. This initiative ensures that technology is seamlessly integrated into our standards-aligned programs, fostering 21st-century skills vital for their future. In middle school, students benefit from a comprehensive curriculum aligned with the California’s components of a broad course of study, empowering them to explore their passions and develop essential competencies across various disciplines. Our goal is to nurture their academic and personal growth, equipping them for challenges and opportunities of today's world. At Lennox School District, we ensure every student has unrestricted access to a comprehensive course of study tailored to their individual needs. Our commitment revolves around eliminating any barriers that might impede students from accessing the appropriate courses, materials, or coursework crucial for their educational journey. However, despite our dedication to equitable access, a significant challenge persists as some students are performing below grade level due to learning gaps exacerbated by disruptions caused by the pandemic. Acknowledging the impact of these challenges, we are resolutely focused on addressing learning gaps and supporting students in their academic recovery. Our strategies include targeted interventions, personalized support, and enhanced resources designed to alleviate the effects of interrupted learning experiences. By placing a priority on student well-being and academic growth, we strive to ensure that all learners have the necessary support and opportunities to excel and achieve success in their educational pursuits. At Lennox School District, collaboration with educational partners ensures that students have access to a broad spectrum of learning opportunities. From the district office to our middle school, we consistently evaluate courses, schedules, teacher qualifications, and funding allocations to provide diverse educational options that meet the varying needs of our students. We are dedicated to enhancing our programs through evidence-based practices and addressing any challenges that could impact student achievement. Our aim is to foster an equitable learning environment where all students can excel and reach their full potential. To further support our students, we are strengthening our Multi-Tiered System of Support (MTSS), which is designed to provide personalized interventions and supports to meet the academic, behavioral, and social-emotional needs of every student. This framework ensures that students receive the appropriate level of assistance and resources they need to succeed academically and thrive in all aspects of their development. Additionally, we are intensifying our focus on social-emotional learning initiatives to promote positive mental health and well-being among our student body. Through these efforts, we are committed to nurturing a supportive school community that empowers every student to succeed both academically and personally. Met 2024-06-11 2024 19647090100602 Lennox Mathematics, Science and Technology Academy 7 The locally selected measures or tools Lennox Academy has identified to track student enrollment in a broad course of study are: master schedule, Reading Inventory (RI) Lexile, Math Inventory (MI) Quantile, NWEA Map Growth assessments, A-G completion progress, Credit Status Report, Individualized Education Program (IEP),Reclassification Evaluation Progress Form, and English Learner Progress Reports. 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), ELPAC score, and NWEA Map Growth assessments 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. In the last three years, at least 76% 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. Additionally, an English Learner Progress report helps place students in the appropriate ELD course based on their performance level. 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 an auto shop to offer an automotive technology course. 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. For the last three years, Lennox Academy has continued to refine and add English Language Development courses to better address the language needs of English learners. These courses will not only assist in the development of students’ English foundational and literacy skills but also provide support in their core academic courses. 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. In addition to AP Physics and Human Anatomy & Physiology courses, seniors at Lennox Academy now have a third science course option, AP Environmental Science, in order to complete four years of core science. Lennox Academy is also working on adding more offerings in CTE as a result of student/parent interest and industry needs. Met 2024-05-30 2024 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 2024-05-15 2024 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 courses will be reviewed and approved in the 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 homelessness 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 2024-06-28 2024 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. Met 2024-06-25 2024 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. In the most recent year, 100% of students had full access to a broad course of study as defined by CA Ed Code and 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. 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 CA colleges and universities, as well as attain entry-level employment skills. As a part of the LCAP’s “equity flashlight”, metrics in the LCAP exist regarding improving A-G and Graduation Rates, including Black students (M2.1 and M2.2), Students with Disabilities (M4.3), English Learners (M3.6), and Foster and Homeless Youth (M5.3, M5.4 and M5.6). In addition, the LCAP includes two new metrics that address Priority 6- Access to a Broad Course of Study. Namely, the percentage of enrolled 5th graders from Title I schools attending Outdoor Science Camp- Hi Hill at Camp Oakes will increase by 5% yearly (M7.11). Metric M7.12 is the percentage of grade 9-11 students who are on track for meeting A-G. "At the high school level, in conjunction with LBUSD’s Linked Learning Initiative, each pathway program, including Career-Technical Education pathways, is organized around a major industry sector. Different sites offer different pathways. For example, comprehensive high schools have certain programs 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. And, all pathways have built in A-G compliance coursework. Over time, LBUSD has increased access to Advanced Placement courses by, for example, subsidizing test fees, offering a wider variety of college-level classes and dual-enrollment opportunities. LBUSD has also developed Graduate and A-G ""on track"" systems to allow for early warning interventions for students grades 9-12 " Among the barriers that prevent maximum access to a broad course of study can be a master scheduling issue. LBUSD is in the midst of studying the secondary school master scheduling process in an effort to review access to courses and pathways. 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 LCAP. LBUSD is in the midst of studying the secondary school master scheduling process in an effort to review access to courses and pathways. This includes an analysis of current state, determination of current courses and student preferences, dual enrollment expansion and pathway design and development. One of the major tasks is to continue revisions of pathway course sequences in order to ensure that an equitable set of courses that all students are guaranteed access to, anchored to meaningful tier I supports, is available and aligned to pathway selection. The analysis and any decisions that come are intended to make improvements in access for all students. As a part of the LCAP’s “equity flashlight”, metrics in the LCAP exist regarding improving A-G and Graduation Rates, including Black students (M2.1 and M2.2), Students with Disabilities (M4.3), English Learners (M3.6), and Foster and Homeless Youth (M5.3, M5.4 and M5.6). Met 2024-06-18 2024 19647250127506 Intellectual Virtues Academy of Long Beach 7 IVA uses the Aeries student information system as our main 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. No barriers identified. N/A Met 2024-06-05 2024 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. Met 2024-07-01 2024 19647330000000 Los Angeles Unified 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. At the secondary level, English Learners and students with disabilities frequently need to enroll in supplementary courses beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder English Learners and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, English Learners must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. Met 2024-06-25 2024 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 2024-06-26 2024 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 or 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 2024-06-25 2024 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 2024-06-18 2024 19647330100743 Accelerated Charter Elementary 7 Accelerated Charter Elementary School (ACES) is a dual-language (Spanish/English) immersion program serving 517 students in grades TK-6 with the following demographics: 99% Hispanic, 1% African American, 36% English Learners (EL), 12% Students with Disabilities (SWD), and 99% Socioeconomically Disadvantaged (SED). 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 its 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: 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, the principal will verify this during classroom observations to ensure classroom schedules are followed. An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study. At 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, all students have access to the following enrichments: Dance (TK-3); and Public School Science (Gr 1, 3-6). There are no differences in course accessibility across Accelerated Charter Elementary School student groups. Currently, 100% of the students have access to a broad course of study. Accelerated Charter Elementary School will continue to monitor this to ensure that no barriers arise to change access. Due to Accelerated Charter Elementary School's current success 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 2024-06-20 2024 19647330100750 Wallis Annenberg High 7 Currently, WAHS serves 461 students in grades 9-12 that include the following demographics: 99% Hispanic, 1% African American, 14% Students with Disabilities (SWD), 20% English Learners (EL), 0.4% Foster Youth, 1% Homeless, and 99% 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: 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, the principal will verify this during classroom observations to ensure classroom schedules are followed. An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study. At Wallis Annenberg High School, all students are enrolled in ELA, mathematics, science/lab science, History, and 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 high school graduation requirements. WAHS also offers CTE Arts, Media & Entertainment Pathways, and Concurrent enrollment through LA Trade Tech College and Arizona State University. There are no differences in accessibility to courses across student groups at Wallis Annenberg High School. Additionally, WAHS has partnered with CSULA’s MESA Program to provide students with STEM-based learning opportunities. 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 that no barriers arise to change access. WAHS has embarked on a transformative journey to address academic needs and accelerate learning, marked by strategic changes and implementations. Transitioning to a 4x4 block schedule has provided new opportunities for students, especially in addressing credit deficiencies and expanding access to diverse Career and Technical Education Pathways (CTE). Our focus on incoming freshmen, particularly in mathematics, involves leveraging tools like NWEA assessments and analyzing students' performance history to provide targeted support. A notable change includes transitioning away from the SUMMIT Platform for credit recovery to APEX Learning, which is seamlessly integrated into our school schedule, along with Spring Intersession and Summer School programs for credit recuperation. Tutoring opportunities are embedded within the school day, ensuring academic support without disrupting regular learning schedules. Additionally, our Summer Bridge Program, now condensed to a single day based on stakeholder feedback, remains pivotal in facilitating the transition from middle to high school and fostering a successful high school experience. These actions reflect our dynamic and responsive approach to education, aimed at continually enhancing methods to meet the evolving needs of our students and community. Met 2024-06-20 2024 19647330100800 Central City Value 7 Students at Central City Value School are required to enroll in a broad course of study for grades 9th-12th in English, Mathematics, Social Sciences, Science, Physical Education, Art, and Language Development class. Students who 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 Central City Value School students have access to a broad course of study. In addition, the school has curricular focus areas which ensure additional opportunities for students in our school. In addition to a broad course of study. The school offers structured English immersion class for newcomers and LTELs, an English Enrichment class for newcomers. . For students who are struggling academically and have not been identified as a student with disabilities are placed in a multi tiered system of support program. Students with disabilities use a full inclusion model where Resource Specialist teachers push in or pull out English and Math courses. For newcomer English learners, the school 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 Central City 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 school has provided professional development and support to classroom teachers through meetings and observations. In 2024-25, the school will receive support from an academic team from the network office composed of a Chief Academic Officer, a Math Director, a Special Education Director, new principal, and continuing cluster leads. Met 2024-06-07 2024 19647330100867 KIPP Los Angeles College Preparatory 7 Not Met 2024 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 354 students in grades 9-12 with the following demographics: 90.68% African American, 7.34% Hispanic, 16.6% Students with Disabilities (SWD), 1.1% English Learners (EL), 1% Foster Youth (FY), 0.5% Homeless Youth (HY), and 97% 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 2024-06-20 2024 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 Academy of Opportunity 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. 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 Opportunity. 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 2024-06-21 2024 19647330101659 CATCH Prep Charter High, Inc. 7 At CATCH Prep, we utilize a comprehensive counseling tool called the CATCH Plan to track students' progress toward achieving A-G access and completion. Starting in 9th grade, students collaborate with their Guidance Counselor to create a personalized CATCH Plan that sets goals for high school graduation and 100% A-G completion. Our governing board has deliberately aligned our high school graduation requirements with the Cal State/UC A-G expectations, ensuring that all CATCH Prep graduates have complete access to California's four-year public university system. This approach enables students to pursue their academic and career aspirations without any limitations. Our broad course of study mirrors the adopted courses specified in the California Education Code for grades 9-12, covering essential subjects such as: * English * Social sciences * Foreign language or languages * Physical education * Science * Mathematics * Visual and performing arts By providing a well-rounded education and guidance support, CATCH Prep empowers students to achieve their academic goals and prepare for successful futures. At CATCH Prep, we are committed to providing a comprehensive education that prepares our students for success. To achieve this, we offer a wide range of Advanced Placement (AP) and Honors courses for students in grades 9-12. We are dedicated to monitoring student learning over time and utilizing various data sets to inform our instructional practices. This includes publishing, sharing, and analyzing data on AP Exam Results, SAT scores, California Assessment of Student Performance and Progress (CAASPP) results in English Language Arts, Mathematics, and Science, as well as course access data. By examining these metrics, we ensure that all student subgroups at CATCH Prep have equal access to our most challenging course offerings and are well-prepared for post-secondary opportunities. CATCH Prep's access barriers generally exist within the surrounding community of the school. South Central Los Angeles remains an under-resourced neighborhood of Los Angeles, and the distractions that come with community marginalization impact our students' grit, perseverance and other non-cognitive skills that impact student achievement across rigorous learning targets. In response to the results of the tool or locally selected measures, CATCH Prep will implement the following revisions, decisions, or new actions to ensure access to a broad course of study for all students: -CATCH will continue to increase opportunities for parent involvement in school decision-making processes through regular meetings with the School Site Council, DELAC, and WASC Committee. This will enable parents to provide input on curriculum development and financial planning. -CATCH will continue to conduct a comprehensive review of our curriculum to identify areas where students may be underserved. Based on this review, CATCH willrevise our curriculum to ensure it is inclusive, culturally relevant, and meets the needs of all students. -CATCH will provide ongoing professional development opportunities for teachers to enhance their knowledge and skills in teaching diverse student populations. This will help ensure that teachers are equipped to support students with varying learning styles, abilities, and needs. By implementing these revisions, decisions, and new actions, CATCH Prep is committed to ensuring that all students have access to a broad course of study that prepares them for success in college, career, and beyond. Met 2024-06-26 2024 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 courses will be reviewed and approved in the 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 homelessness 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 2024-06-28 2024 19647330101683 Renaissance Arts Academy 7 "a. All RenArts students participate in accelerated academics, mixed-age instructional groups, integrated curriculum, and disciplined arts training. b. Mixed-age groups implement a depth and complexity instructional design that engages all students in high-level thematic inquiry, maximizing full inclusion in LRE for students with special needs and language development instruction and support for English learners. c. A shared curriculum and schoolwide arts participation create a cohesive culture that supports success for all students. d. Multi-year instructional framework acknowledges “jagged growth” patterns and provides students multiple opportunities to access concepts, build skills, and contribute to the learning community. e. All RenArts graduates complete University of California A-G requirements. Coursework includes math, science, history, English and Latin every year for every student. f. All graduates complete a CTE pathway. g. Arts curriculum includes music or dance focus, plus music theory, sight singing, percussion, movement lab, and visual aesthetics every year for every student. h. In addition to its in-school music and dance curricula, RenArts provides a tuition-free afterschool Conservatory with multiple orchestras, choirs and dance companies. Music students have unrestricted use of school-purchased instruments. i. An experienced faculty of artists trained at Juilliard, IU Jacobs, USC Thornton, CalArts, and UCLA guides students from diverse ethnic, economic, cul" "a. 100% of students, including all subgroups, have access to, and are enrolled in, a broad course of study. b. The most authentic measures of school accountability are graduation rates and post-graduation options for college and career success, particularly for under-served populations. RenArts has a strong history of success for all students, maintaining a 100% graduation rate, 100% completion of A-G requirements, 100% completion of UC-approved Career-Technical (CTE) pathway, and 100% acceptance at four-year universities. RenArts graduates have been 66% economically disadvantaged; 77% under-represented minorities; 49% first-generation college; and 18% Special Education. c. RenArts faculty responds on a case-by-case basis to fully address the educational needs of all students and ensure that appropriate student learning is achieved. The past success of this approach for economically disadvantaged students, students with disabilities, and English learners is evident in RenArts’ multiple Title 1 Academic Achievement Awards, EAP results, interventions that supports academic achievement while preserving access to high-level learning experiences in an inclusive environment, 100% graduation rate, 4-year college acceptance rate, and ongoing graduate support through RenArts’ innovative alumni apprenticeship program. d. Measurable arts outcomes include: i. 100% of RenArts students participate in high-level arts training ii. 100% of RenArts students participate in at least 1 annual per" There are no barriers to providing a broad course of study for all students. Currently, 100% of students, including all subgroups, have access to, and are enrolled in, a broad course of study. "As RenArts expands in enrollment, the school leadership will continue to analyze and adjust the program, working to ensure academic success for all students while introducing new approaches to enrich their artistic experiences and engagement. The following rubric represents a thumbnail overview of RenArts’ mission-aligned criteria for internal analysis and assessment of organizational growth, coherence, achievement and accountability in all relevant areas of operation. Criteria were adapted from multiple sources, incorporating program research and development over the past 16 years: a. Academic inquiry, close observation, and collaborative analysis of program elements, student response, and measurable performance data; b. Organizational relationships and interactions with foundations, institutions of higher education, international arts organizations, and community partners; c. Faculty, student, board and community self-reflection focused on RenArts’ mission, vision and goals." Met 2024-06-18 2024 19647330102335 Ocean Charter 7 OCS ensures that all students in all grade levels and in all unduplicated groups as well as students with exceptional needs have access to a broad course of study. All students participate in all courses, including specialty courses and electives. As a single, relatively small school, OCS ensures that all students (1st - 8th grades, unduplicated students, 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. OCS is not experiencing barriers to providing access to a broad course of study for all students. OCS will continue to offer a broad coarse of study to all students. Met 2024-06-27 2024 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 in 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 their interests 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 2024-06-13 2024 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 courses will be reviewed and approved in the 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 homelessness 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 2024-06-28 2024 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 ranges 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 2024-06-13 2024 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 2024-06-26 2024 19647330102491 Dr. Theodore T. Alexander Jr. Science Center 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses or receive additional instruction beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, (INSERT NAME OF SCHOOL) is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647330102541 New Designs Charter 7 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. Analysis of enrollment into rigorous honors and AP classes also serves to provide data or evidence of how students are equitably accessing these courses. 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 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 offered by the Los Angeles Trade Tech College (LATTC), with whom the school partners. 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. While there are no barriers to accessing a broad course of study, the school is in the 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. The school is also improving in ancillary areas like improved school climate, safety and environment as well as increased and improved positive student engagement. Met 2024-06-08 2024 19647330106351 Ivy Academia 7 The school uses schedule monitoring to ensure that all students have access to a broad course of study. Course content assessments, lesson plans, and data tracking ensure all students have access to a broad course of study. IEP's are regularly reviewed to ensure all SWD are engaged in a broad course of study. All students have access and are enrolled in a broad course of study appropriate for their grade spans. All students in unduplicated groups and those with exceptional needs have the same opportunities and course of study as all other students. There are no barriers for any students to access a broad course of study. We will continue with fidelity to monitor schedules, lesson plans, and course content to ensure all students have access to a broad course of study. Met 2024-06-07 2024 19647330106427 Synergy Charter Academy 7 Synergy reviews multiple measures, including the School Accountability Report Card (SARC) data from the previous year, as well as the percentage of K-5 students who participate in enrichment programs, such as art and STEM, during the school day. 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. Additionally, all K-5 students participate in enrichment programs, such as art or STEM, during the regular school day. There are no differences across student groups and resource teachers often push into the classrooms to assist with providing access to students with special needs. K-5 students use highly reviewed curriculum in English Language Arts, Math, and Science. The 2024-2025 school year marks our fourth year of implementing iReady mathematics and our third year of Amplify Science. Grades 3-5 will be in year two of adopting Wit & Wisdom as their ELA curriculum. Further professional development SCA focus on will be building capacity among staff and creating a schedule of peer observation and feedback cycles. All students and student groups will continue to 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 2024-06-15 2024 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 courses will be reviewed and approved in the 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 homelessness 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 2024-06-28 2024 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 courses will be reviewed and approved in the 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 homelessness 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 2024-06-28 2024 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 2024-06-05 2024 19647330106872 Bert Corona Charter 7 All students have access to the broad course of study as described in the current charter petition. Our English learners receive the required ELD instruction to support their acquisition of English language mastery over the course of their enrollment. Students with Disabilities have full access to the core instructional program to prepare them for the rigors of high school/post secondary goals in alignment with their respective IEPs. These students also receive push-in support in their core courses, as well as designated supports from the RSP Teacher. Access to the broad course of study is monitored by review of the master schedule during the summer and winter prior to student programming using the SIS. 100% of students have access to/are enrolled in a broad course of study described in the charter petition. We do not have any barriers to providing access to all students to the broad course of study described in the charter petition. All students have access to the broad course of study. We do not require any revisions or additional actions. 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 for individuals with exceptional needs are provided as outlined in students’ IEPs. Metric/Method for Measuring: Student transcripts/grades, Master Schedule, Push-in schedule Met 2024-06-24 2024 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 Career/CTE Counselor, the English Language Learner Coordinator, as well as four 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: Marine Transportation; Construction; Welding; Graphic Design; Digital Photography; and Video Production. 2023-2024 CTE Enrollment: 272 students Completion of CTE Programs: 201 students were certificated by June 2024 Marine Transportation: Marine Transportation students participate in sequential courses, which included classroom instruction, boat building workshops, experiential sail training, internships, and men 2023-24: POLAHS maintained six CTE pathways with 272 students enrolled. 2023-24 CTE EL Enrollment: 01% (5/272 students) 2023-24 CTE Low Income Enrollment: 49% 2023-24 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, PreCalculus Spanish Department: Spanish 2023-24 Number of Students Participating in AP Classes: 155 2023-24 Number of AP Exams: 242 2023-24 Number of Low Income Students Participating in AP Classes: 62 (40%) 2023-24 Percentage of AP students with 3+ Exams total: N/A 2023-24 Number of 3+ Exams by Low Income Students: N/A 2023-24 Professional Development and AP Collaboration Includes: College Board Summer Institute • PD centered on rigor and differentiation between general classes, Honors classes and AP classes • Master Schedule Development 2023-2024 AP Enrichment Opportunities: • AP Bootcamp 2023-2024 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 considered a testing site for all pathway certifications. 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 the standard curriculum. POLAHS will continue the following Actions/Plans in order to ensure access to a broad course of study: • Full-time Career Advisor (LCFF) • Expanding Academic Counseling Department from three Full-time Academic Counselors to four (Title I) • College Credit Courses • 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. • Foundational Math • Coding • Statistics • EL and RSP participation in scheduling of unique populations • AP Honors Coordinator New for 2024-25 • Ceramics curriculum Met 2024-06-12 2024 19647330108878 CHAMPS - Charter HS of Arts-Multimedia & Performing 7 At student registration, each student and their family meets individually with counselors to review and plan their academic schedule. Student progress is tracked by the counseling team utilizing an Individualized Graduation Plan for each student. This tracks progress on A-G completion as well as progress to Graduation and individual test scores such as PSAT/SAT/ ACT etc. Note that course access is open to all at CHAMPS; Honors and AP courses have no prerequisites or restrictions to enrollment. CHAMPS is a single school site with access for all students to a rich, diverse and fully accessible visual and performing arts and design program. As indicated previously, counselors meet with all students, including unduplicated students and their families/guardians, to ensure they are provided complete information and support throughout the process of course selection. At monthly Academic, Counselor and SEAT meetings, team members also review any struggling and all unduplicated students’ schedules to monitor their engagement and performance. There are no barriers in this regard. 1. Counselors will continue to track student access to a broad course of study by reviewing A-G course completion rates and/or progress on graduation via student IGPs. 2. All students have access to a broad course of study. Some students choose not to pursue the UC A-G route because they are going out of state, to a private college, or will be admitted to college on the strength of their art portfolio. 90% of our students were accepted to college with another 5% pursuing career CTE pathways or military experience. Met 2024-06-17 2024 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 2024-06-24 2024 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 2024-06-05 2024 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 2024-06-11 2024 19647330108928 Larchmont Charter 7 The school collects and analyzes course enrollment data to ensure students from all groups are enrolled in various subjects, including core academic courses, arts, physical education, and electives. This data helps identify gaps and trends in enrollment across different grade levels and student demographics. Larchmont uses a comprehensive PowerSchool to monitor student enrollment, course schedules, and academic progress. PowerSchool allows for disaggregation of data by grade span, unduplicated student groups (e.g., English learners, low-income students, foster youth), and students with exceptional needs. The school maintains detailed records from academic counseling sessions, ensuring that students receive course selection guidance that supports their interests, needs, and post-secondary goals; this information is for grades 5-12. For students with exceptional needs, Larchmont tracks the implementation of Individualized Education Plans (IEPs) through the Welligent system to ensure these students have access to the courses and support they need. Regular reviews of IEPs help monitor progress and adjust educational plans as necessary. Achievement data, including grades, standardized test scores, and other assessments, are analyzed to determine whether students across all groups are benefiting equally from the broad course of study. This data helps the school identify and address any disparities in academic outcomes. Based on locally selected measures and tools, Larchmont Charter School demonstrates a strong commitment to ensuring all students have access to a broad course of study. The school offers a diverse array of courses across core academic subjects, arts, physical education, and electives, catering to the varied interests and needs of its student body. Analysis of course enrollment data indicates that the majority of students are enrolled in a wide range of courses, with consistent access across different grade spans. This includes access to advanced placement (AP) courses, STEM subjects, humanities, and extracurricular programs. Data from PowerSchool reveals that enrollment patterns are generally equitable across unduplicated student groups, including English learners, low-income students, and foster youth. However, there are some disparities in enrollment in advanced courses and specialized programs, which are being addressed through targeted interventions. Counselors work closely with students, particularly those from underrepresented groups, to navigate course options and align them with their academic and career goals. For students with exceptional needs, IEPs are thoroughly implemented, ensuring these students have access to the necessary courses and support services. Initiatives such as increased counseling support, enhanced outreach to underrepresented groups, and continuous review of program effectiveness have contributed to this progress. Based on the results of the locally selected measures and tools, several barriers have been identified that prevent Larchmont Charter School from providing equitable access to a broad course of study for all students. Limited resources in both funding and staffing continue to be challenging for Larchmont. Limited financial resources restrict the ability to offer a wider range of courses, particularly advanced placement (AP) courses, STEM programs, and specialized electives. There are not enough qualified teachers to cover all desired subjects, especially in specialized areas such as advanced sciences, math, arts, and technology. There are disparities in Enrollment as well. English learners face language barriers that can limit their enrollment in advanced courses and electives that require high proficiency in English. Students with exceptional needs often require additional support to access the full range of courses, and there may be insufficient resources or specialized staff to meet these needs. Like many other small TK-12 schools, accessibility and scheduling are complex and difficult. Conflicts in scheduling may prevent students from enrolling in certain desired courses, particularly if they need to take required support classes or interventions. Small schools often only have one or maybe two options for courses. As a charter school, we also have limited facilities to offer certain programs, such as advanced laboratory sciences, performing arts, and vocational training. Larchmont Charter is implementing several revisions, decisions, and new actions to ensure access to a broad course of study for all students. Larchmont continues to increase Funding and Resources. Larchmont actively seeks grants and additional funding sources to support the expansion of course offerings, particularly in STEM, arts, and advanced placement (AP) courses. We prioritized budget allocations to hire qualified teachers and provide necessary materials and resources for a broader range of courses, especially in specialized subjects such as advanced sciences, math, arts, and technology. Larchmont’s school leaders offer professional development opportunities focused on inclusive teaching practices and culturally responsive pedagogy to ensure all teachers can effectively support a diverse student body. Expanded academic counseling services provide more personalized guidance to students, particularly those from underrepresented groups, helping them navigate course options and make informed decisions. In addition, Larchmont has enhanced support for English Learners and students with exceptional needs through targeted support programs. Larchmont has also been developing inclusive and culturally relevant curricula, ensuring all students feel represented and engaged in their learning. Larchmont aims to ensure that all students, regardless of background or needs, have access to a comprehensive and inclusive course of study that prepares them for future success. Met 2024-06-04 2024 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 2024-06-05 2024 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. Each year for the last several years, we have noticed that the incoming 6th grade students have very weak academic skills and enter the 6th grade year with significant academic gaps. James Jordan Middle’s 2023 California School Dashboard report on the school’s performance in English Language Arts (ELA) indicates that the school has earned a performance level of Yellow for All Students, which is above the state’s level of Orange. Similarly, our Yellow performance level for math was higher than the Orange level for the state. Although many students arrive at JJMS with CAASPP scores that are significantly below the proficient level, we continue to have great success in moving students to higher performance levels even within their first year at JJMS. In the most recent year, our i-Ready diagnostic results showed that 68% of students made typical growth in ELA and 71% of students made typical growth in math from the fall to spring test administrations. Additionally, 37% of students achieved their stretch growth goals for ELA and 36% achieved their stretch growth goals for math. We believe that over the next three years, we will see a steady increase in achievement as students accelerate their learning. Still, when students arrive at our school unprepared to tackle grade-level standards, that is a challenge that reverberates through the school because it impacts classroom instruction, remediation, and intervention services. We offer a 6th grade Summer Bridge program to help overcome the lack of academic skills in our incoming 6th grade class. Our extended learning opportunities during school breaks (Winter, Spring, Summer) as well as our Saturday school and afterschool extended learning opportunities are equally important in providing students with more personalized attention and remediation. 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 and we offer professional development to support ELD instruction across the campus. Met 2024-06-27 2024 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 who 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 2024-06-26 2024 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 240 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 2024-05-28 2024 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. Met 2024-06-19 2024 19647330111484 New Village Girls Academy 7 New Village Girls Academy currently serves approximately 85 students in grades 9-12 with the following demographics: 92% Hispanic, 6% African American, 1% Asian, 1% White, 15% Students with Disabilities (SWD), 22% English Learners (EL), 6% Foster Youth (FY), 20% Homeless Youth (HY), and 99% Socioeconomically Disadvantaged (SED). Our students develop an individual learning plan designed to meet college acceptance requirements, and each student explores her 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. Learning Through Internships (LTI) provides real-world learning opportunities in a professional setting, providing academic enrichment and professional experience. Over the past few years, New Village Girls Academy has expanded and strengthened the LTI program to focus on the individual career interests of each student. The LTI coordinator conducts outreach efforts to local community-based organizations and businesses to find a suitable match for each student participant. During the Advisory course, students and their Advisor also review academic grades, course enrollment, and progress toward 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 that no barriers arise to change access. Due to New Village Girls Academy's current success 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 2024-06-26 2024 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 2024-06-05 2024 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 2024-06-05 2024 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 2024-06-05 2024 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 courses will be reviewed and approved in the 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 homelessness 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 2024-06-28 2024 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 courses will be reviewed and approved in the 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 homelessness 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 2024-06-28 2024 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 courses will be reviewed and approved in the 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 homelessness 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 2024-06-28 2024 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 2024-06-05 2024 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 2024-06-05 2024 19647330112060 Hesby Oaks Leadership Charter 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses or receive additional instruction beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Hesby Oaks is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 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 2024-06-13 2024 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. 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 and Performing 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. 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 2024-06-25 2024 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 or 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 the 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 High Schools, Foreign Language. Honors and/or Advanced Placement courses may have prerequisites that consist of successful completion and a grade of C or better in any prerequisite course. Access to these Honors and AP courses are 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 or 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 2024-06-25 2024 19647330114884 Aspire Junior Collegiate Academy 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 19647330114959 Monsenor Oscar Romero Charter Middle 7 All students have access to the broad course of study as described in the current charter petition. Our English learners receive the required ELD instruction to support their acquisition of English language mastery over the course of their enrollment. Students with Disabilities have full access to the core instructional program to prepare them for the rigors of high school/post secondary goals in alignment with their respective IEPs. These students also receive push-in support in their core courses, as well as designated supports from the RSP Teacher. Access to the broad course of study is monitored by review of the master schedule during the summer and winter prior to student programming using the SIS. 100% of students have access to/are enrolled in a broad course of study described in the charter petition. We do not have any barriers to providing access to all students to the broad course of study described in the charter petition. All students have access to the broad course of study. We do not require any revisions or additional actions. 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 for individuals with exceptional needs are provided as outlined in students’ IEPs. Met 2024-06-24 2024 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 2024-06-28 2024 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 2024-06-13 2024 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 2023-24 school year gave a score of 100%. The self evaluation tool for the 2023-24 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 7.00 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 2024-05-16 2024 19647330115139 Center for Advanced Learning 7 NA NA NA NA Met 2024-06-27 2024 19647330115253 Discovery Charter Preparatory #2 7 Given the size of the school, the administration can verify and track access to a broad course of study through the Master Schedule and observations According to the Master Schedule, the school can verify that 100% of students, including all student groups, have access to and are enrolled in a broad course of study, including equitable access to all Advanced Placement, Honors, CTE, VAPA, and dual enrollment courses in addition to their core subjects. No barriers prevent the school from providing access to a broad course of study for all students. In addition to the core subjects and existing classes, the school plans to provide Career/Technical Education Pathways in Media, Cybersecurity, and Administrative Justice. Met 2024-06-25 2024 19647330115287 ICEF Vista Middle Academy 7 ICEF Vista Middle Academy established in 2008 is a tuition-free, public charter school and serves approximately 204 students in grades 6-8 with the following demographics: 94.61% Hispanic, 2.94% African American, 1.47% White, 0.49% Asian, 14.71% Students with Disabilities (SWD), 17.65% English Learners (EL), 0.98% Foster Youth, 2.94% Homeless Youth (HY), and 97.06% 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 2024-06-20 2024 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 2024-06-05 2024 19647330117036 Enadia Way Technology Charter 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. At the secondary level, Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Enadia Way Technology Charter is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 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 2024-06-05 2024 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 2024-06-05 2024 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 Los Angeles Charter School serves approximately 325 students in grades 6-8 with the following demographics: 87% Hispanic, 11% African American, 2% White, 17% Students with Disabilities (SWD), 21% English Learners (EL), 1% Homeless Youth (HY), and 83% Socioeconomically Disadvantaged (SED). New Los Angeles Charter School provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of New Los Angeles Charter School’s educational program. New Los Angeles Charter School uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include master schedule, student course schedule (semester), report cards, student schedules, transcript analysis, and parent/conference reports. In addition, this will be verified by the principal during classroom observations 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 Wellness. 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 2024-06-24 2024 19647330117622 Magnolia Science Academy 4 7 MSA-4 meticulously designs its master schedule to cater specifically to the diverse needs of our student body, ensuring that all academic content areas are accessible to every student, including various student groups. We provide a robust curriculum that includes core subjects such as English, Mathematics, Social Sciences, and Science, all of which are aligned with our charter petition and graduation requirements. Our commitment to offering a well-rounded education is evident through the detailed organization of our school master schedule, elective forms, class rosters, student schedules, and transcripts. Additionally, MSA-4 supports our students' educational journeys by providing comprehensive 4-year academic plans and tailored support programs aimed at promoting timely graduation from high school. We also offer credit recovery classes and develop individualized graduation plans for each student. These plans detail the specific courses students need to take throughout their high school years to meet and exceed the requirements for UC/CSU eligibility, ensuring that every student is well-prepared for post-secondary success. At MSA-4, our meticulously crafted master schedule, elective forms, class rosters, student schedules, and transcripts demonstrate that 100% of our students have access to a comprehensive course of study. This includes core subjects such as English, Mathematics, Social Sciences, and Science, along with a range of electives, all aligned with the specifications outlined in our charter petition. In addition to the standard curriculum, we provide tailored academic programs and services based on specific student needs and interests, as detailed in our charter. For instance, we offer CCSS-aligned ELA and Math intervention classes for students requiring additional support. Our EL and immigrant students receive both designated and integrated ELD instruction and intervention to bolster their academic proficiency. We monitor progress in ELA, Math, and ELD through our interim assessments, including MAP and IAB tests. MSA-4 also offers AP courses, which this year included Spanish Language and Culture and Biology, selected based on student interests and academic goals. Furthermore, all students from grades 9-12 have access to our Advisory classes, which focus on college planning and career exploration. This program includes preparation for college readiness, such as ACT/SAT test preparation. To ensure that our students meet and exceed UC/CSU requirements, we provide credit recovery classes and individual graduation plans that outline the specific courses students need to take. MSA-4 proudly offers a comprehensive, college-preparatory curriculum with a strong emphasis on STEAM (Science, Technology, Engineering, Arts, and Mathematics) to all our students. This program is designed to equip students with the critical thinking and technical skills necessary for success in higher education and future careers, fostering a broad-based educational experience that emphasizes interdisciplinary learning and innovation. MSA-4 is committed to continuing our provision of a college-preparatory, STEAM-focused broad course of study to ensure all our students graduate ready for college and careers. We are dedicated to enhancing our curriculum to provide a more holistic education that includes a wider array of elective courses aligned with career pathways. Our comprehensive approach also incorporates ongoing health and physical education, diverse arts programs, and expanded civics, life skills, and social-emotional learning (SEL) programs. To further enrich our students' educational experiences, we offer a variety of experiential learning opportunities. These include instructional field trips, internships, community service programs, and clubs, all contingent on the availability of financial and human resources. MSA-4 is committed to maximizing our resources to deliver a well-rounded educational experience that prepares our students for future success. Additionally, we have established a dual enrollment partnership with West LA College, offering a variety of college courses that allow students to earn college credits while still in high school. We are also excited to announce the establishment of a STEAM-focused Career Technical Education (CTE) track, designed to provide hands-on learning in fields that integrate science, technology, engineering, arts, and mathematics, further preparing our students for the demands of the modern workforce. Met 2024-06-17 2024 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 2024-06-17 2024 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 language arts, mathematics, social sciences, and science) and specials as outlined in our charter petition such as Computer, PE/Health, and Life Skills (SEL). 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 and support/ intervention to ELs, including Newcomer 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 become 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 & physical education, diverse art & music programs, sports programs, 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, school site-based community events, clubs, academic competitions, 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 2024-06-17 2024 19647330117846 Para Los Niños Middle 7 Not Met 2024 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. School leadership also reviews annual student enrollment data, including enrollment in STEM lab classes. 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, Visual Arts, Music, and Advisory (SEL lessons and independent practice opportunities) are offered to students across grade levels. 93% of SKA students enrolled in STEM Lab during the past school year. 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 into the classrooms to assist with providing access to students with special needs. All students and student groups have access to a rigorous curriculum at SKA which includes a broad course of study in core subject areas, as well as regular physical activity, college and career STEM courses, and exploration in the arts. 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 will continue to monitor student enrollment data and 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 2024-06-15 2024 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 Raíces Academy 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 Raíces 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 KIPP Raíces. 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 2024-06-21 2024 19647330117911 New Millennium Secondary 7 Every NMSS student has access to the curriculum provided in their 4 years. 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. There is a time frame given for the college class that will allow students to be successful. 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 as they come back to in person learning again. The results will determine what math classes and what English support classes the students will have access to. The interest surveys will also help to increase a broad course of study for college classes. All students have access to college classes. The number of sections for English and math classes has been expanded. 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. 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. Focus Groups will be assembled to tackle the data from the Climate Surveys given each semester. Met 2024-06-24 2024 19647330117937 ICEF Vista Elementary Academy 7 ICEF Vista Elementary Academy (IVEA) established in 2008 is a tuition-free, public charter school and serves approximately 266 students in grades TK-5 with the following demographics: 96.62% Hispanic, 2.26% African American, 12% Students with Disabilities (SWD), 32% English Learners (EL), 0.4% Foster Youth (FY), 6.8% Homeless Youth (HY), and 100% 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 2024-06-20 2024 19647330117952 ICEF Innovation Los Angeles Charter 7 ICEF Innovation Los Angeles Charter School currently serves 254 students in grades TK-5. Our student demographics include: 39.4% African American, 59.5% Hispanic, of which 14.57% are Students with Disabilities (SWD); 31.5% English Language Learners (EL); 1.97% Foster Youth (FY); 13.39% Homeless Youth (HY), and 97.24% 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. Our school’s vision is to provide a positive learning environment where students have access to a rigorous and innovative academic program that engages all stakeholders. We are proud that our school community is engaged and supportive of the collective work that positions us for continued academic and emotional growth. ICEF 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. 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 2024-06-20 2024 19647330117978 Goethe International Charter 7 Goethe International Charter School is a WASC-accredited tuition-free public school serving approximately 440 students in grades K-8 with the following demographics: 38% White, 27% Hispanic, 14% Two or more Races, 15% African American, 5% Asian, 1% Filipino, 9% Students with Disabilities (SWD), 14% English Learners (EL), 1% Foster Youth (FY), and 24% Socioeconomically Disadvantaged (SED). These skill sets empower students to take on challenges, 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 its 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. These tools include a master schedule, a student course schedule (semester), report cards, student-led conferences, and parent/conference reports. In addition, the school Directors will verify this during classroom observations and ensure classroom schedules are followed. An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study. At Goethe International Charter School, all students in grades K-8 are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, all 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. Goethe International Charter School will continue monitoring this to ensure no barriers to change access arise. Due to Goethe International Charter School's current success 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 2024-06-24 2024 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 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 2024-06-28 2024 19647330119982 Equitas Academy Charter 7 "All schools are given the same educational experience regardless of need or student group, and therefore are given the same opportunity for a broad course of study. This does not mean they are not given extra supports when necessary for English Language Development and/or IEP needs. This means that no student is limited and will be given supports and ""extras"" should they need them to support their needs in meeting the demands of the state standards." All students are given the same educational experience, and therefore are given the same opportunity for a broad course of study. No barriers identified. None necessary. Met 2024-06-20 2024 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 Endeavor College Preparatory 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 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 Endeavor. 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 2024-06-21 2024 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 or 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 2024-06-25 2024 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 2024-06-05 2024 19647330120071 New Designs Charter School-Watts 7 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. Analysis of enrollment into rigorous honors and AP classes also serves to provide data or evidence of how students are equitably accessing these courses. 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 New Designs Charter School-Watts. All students are enrolled in ELA, mathematics, science/lab science, social studies, and physical education (with a nutrition component). In addition, our Middle School students also have access to and can enroll in Technology and ACE Math and/or ACE English. Our High School students have access to and can enroll in college preparatory electives, Lab Science, CTE Pathways (Law & Diplomacy, Information Technology, Finance Academy, and Engineering), AP courses, Naviance Career Planning, and UC A-G approved courses. New Designs-Watts’ 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. While there are no barriers to accessing a broad course of study, the school is in the 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. The school is also improving in ancillary areas like improved school climate, safety and environment as well as increased and improved positive student engagement. Met 2024-06-08 2024 19647330120097 Academia Moderna 7 Williams Sufficiency Report Master Schedule Teacher Unit Plans All students have access to a broad course of study. The International Baccalaureate framework provides opportunities to develop both disciplinary and interdisciplinary understanding that meet rigorous standards set by institutions of higher learning around the world. IB programmes offer curriculum frameworks and courses that are broad and balanced, conceptual and connected. The IB curriculum is structured to include a range of subjects across six core areas: Language and Literature, Language Acquisition, Individuals and Societies, Sciences, Mathematics, and the Arts. This ensures that students engage with a diverse set of disciplines. Tracking the enrollment and participation of unduplicated student groups, such as English Learners, socioeconomically disadvantaged students, and students with disabilities is of high priority at AMCS. Students receive the necessary support in order for them to be successful. A shortage of qualified teachers in certain subjects hinders AMCS ability to provide a broad course of study. We are actively advertising, searching, and interviewing possible teacher candidates to fill the current vacant positions with a qualified credentialed teacher Met 2024-06-26 2024 19647330120477 Aspire Titan Academy 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 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 2024-06-26 2024 19647330121079 Ararat Charter 7 All students who attend the LEA have access to a broad course of study with Spanish language instruction, Armenian language instruction, music, computer literacy, art, and physical education. This is one school/LEA. Not applicable. Not applicable. Met 2024-06-06 2024 19647330121137 Ingenium Charter 7 Teachers at Ingenium Charter have a daily schedule with clearly identified time blocks for all core subjects including ELD. Calendars and schedules for art and PE are also monitored for access. Individual student groups are monitored throughout the year for involvement in intervention opportunities to ensure access and supports to increase academic success. This is monitored through flexible grouping rosters that change throughout the year based on need. All students have access to and are enrolled in a broad course of study. This includes all required content areas (mathematics, English Language Arts, Science, History/Social Science, PE) and support opportunities throughout the day. All students across the school are provided time with a certificated teacher at the elementary level. With Chromebooks for all grades, students have access to technology for the purposes of developing keyboarding skills and learning how to become good digital citizens in addition to its integration into rigorous learning in developing 21st century skills. All students receive a broad course of study. Additional personnel would certainly allow us to increase offerings and time allotted for various programs (art, music, etc.) 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 to offer more variety of activities that interest students. 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. 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 school to hire additional personnel to support the expansion of some offerings and the development of different programs. Not Met 2024 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 2024-06-05 2024 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 2024-06-05 2024 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 Empower Academy 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 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 KIPP Empower 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 2024-06-21 2024 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 Comienza Community Prep 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 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 Comienza. 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 2024-06-21 2024 19647330121848 Crown Preparatory Academy 7 All students at Crown Prep Academy 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. Our SPED department has increased their reading supports with the adoption of Wilson Reading to provide access to high quality reading support. All students at Crown Prep Academy, 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 Academy 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. Lastly, Crown Prep Academy and STEM Prep have developed more reobust systems of data so that it can be accessed in real-time without technical barriers. This has made it easier to use data to inform professional development, grade level meetings, and Home Office check ins. Met 2024-06-26 2024 19647330122242 TEACH Academy of Technologies 7 At TEACH , we understand that a strong academic foundation in core disciplines is essential for accessing a broad course of advanced level study. When reflecting upon data related to this indicator, TEACH has identified this as an area for growth. In recent years, several advanced level courses have been added and students have been encouraged to enroll in these classes but end of year exam results indicate that many students lacked the academic foundation necessary to access the material in a meaningful way. The exception to this has been AP Spanish, where an overwhelming number of students in the course have qualified for college credit based on the AP Exam taken at the end of the year. To address this area of growth, the emphasis in 2024-2025 and beyond will be to focus on addressing learning gaps and building a rock-solid foundation of essential skills and knowledge that are needed to engage in higher and more complex thinking within each discipline. As background: At the high school, students access a broad scope of study that is aligned to and organized by the A-G Requirements that are designed to provide students with the scope and sequence of courses they need to be successful in a California State University and the University of California System. Progress in these courses is measured through the state assessment SBAC (CAASP) results, as well as interim assessments such as the NWEA and IAB. These formative assessments measure mastery of skills acquired through the A-G approved courses and provide teachers with specific student-level data that is used to make adjustments to instruction and trigger student interventions. The Board receives detailed reports on student key measures for all grade levels at relevant times throughout the school year. The high school is implementing the strategy of ability grouped classes in math. Grouping by ability allows for students without learning gaps to accelerate through the curriculum and access advanced courses such as AP Stats or AP Calculus in greater numbers and with a stronger foundation that will enable them to succeed in the course. Middle and Elementary School students take a battery of diagnostic and formative assessments for the same purposes. Those include iReady, SmartyAnts, NWEA and IAB assessments. These assessments provide individual student progress data that also acts as a predictor for end-of-year SBAC (CAASP) results. The Elementary school is using the strategy of teacher looping- where the same teacher stays with the same group of students for two years (two grade levels). This provides students with more continuity and teachers have greater flexibility in approaching remediation strategies that are needed to get students up to grade level. Met 2024-06-18 2024 19647330122481 Animo Jefferson Charter Middle 7 The school has chosen the following metrics to track that all students have access to, and are enrolled in, a broad course of study: 100% of teachers will be fully credentialed in the subject areas and for the pupils they teach; 100% of ELA and Math teachers will use standards-aligned materials; 100% of courses will be reviewed and approved in the 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 homelessness 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 2024-06-28 2024 19647330122556 Citizens of the World Charter School Hollywood 7 Citizens of the World – Hollywood is a WASC-accredited serving approximately 478 students in grades TK-5 with the following student demographics: 35% White, 40% Hispanic, 7% Asian, 10% 2+ Races, 7% African American, 1% Filipino, including 12% Students with Disabilities (SWD), 17% English Learners (EL), 3% Homeless Youth (HY), and 44% 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, the principal will verify this during classroom observations to ensure classroom schedules are followed. An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study. At 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 enrichment (specials): Music and Visual Art. There are no differences in course accessibility 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 changing 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 will be made, with implementation as needed. Met 2024-06-30 2024 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. A robust college counseling program aimed at enrolling all students in a-g courses b. The collection of multi-subjects teachers’ schedules at the TK-5 level, with a review by administrators to look for all core subjects c. 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. We are currently 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 2024-06-18 2024 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 2024-06-13 2024 19647330122614 Aspire Gateway Academy Charter 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 19647330122622 Aspire Firestone Academy Charter 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 19647330122630 Para Los Niños - Evelyn Thurman Gratts Primary 7 Not Met 2024 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 2024-06-11 2024 19647330122721 Aspire Pacific Academy 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 19647330122739 Vista Charter Middle 7 VCMS uses State approved curriculum such as i-Ready and Amplify. All of the assessments given at VCMS are aligned with the common core standards and the SBA. SWD all receive push in supports in our fully inclusive SPED model. Based on the diagnostic data used from i-Ready, the majority of our students make their median growth goal throughout the year. The indicators let is know that our ELs are still needing growth. Because of this we are putting more focus on this next year. The barriers we face is that 98% of our students come from low income families with not much educational background. Additionally, our chronic absenteeism rate is high making it challenging to meet the needs of some of our subgroups. VCMS has implemented at SART team to target chronic absenteeism. VCMS has hired a community school coordinator to work as a bridge between families, the school, and community partners.VCMS has also created a robust intervention system where we can track students data more directly. Met 2024-06-10 2024 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. 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. Here are some other factors that are being explored and implemented to ensure a rigorous academic program that adapts to the needs of the community: Our Assistant Principal in charge of Discipline will start a task force which will include all educational partners to help identify the next steps for our school to improve our safety and discipline concerns shared by all educational partners. At the start of the year, the leadership will put a greater emphasis on educating students on the importance of wearing uniforms and using technology appropriately. The staff will use the summertime to prepare a cohesive plan for teaching students at the beginning of the year why uniforms are important and the benefits that it has on students and the school community. To build a more inclusive and positive school culture, the leadership will put greater emphasis on the home visit program and ensure we do this earlier in the school year. Work with History, elective teachers, and other staff to bring awareness to diverse cultures that are embedded in the lesson plans. Continuing to build on the supervision map that has been created to improve our supervision during unstructured times (break, lunch). Cones are being used to create boundaries for our students. Ensure that weekly supervision huddles are implemented to facilitate communication on needs. Effectively lead school Psychologists to develop workshops for families to support adolescent changes on how families can support student MSA Bell has executed extensive plans to ensure and provide ongoing connectivity. 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 outreach to support in various areas such as educating with online tools: Infinite Campus 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 the decision-making process. - 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 2024-06-17 2024 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, all 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 utilize a part-time art teacher to focus time in TK and Kindergarten classrooms, as well as plan and execute several arts projects each semester in the other grade levels that align with PBL. Met 2024-06-27 2024 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 offered a world language 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 2024-06-27 2024 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. A robust college counseling program aimed at enrolling all students in a-g courses b. The collection of multi-subjects teachers’ schedules at the TK-5 level, with a review by administrators to look for all core subjects c. 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. We are currently 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 2024-06-18 2024 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 2024-06-05 2024 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 2024-06-05 2024 19647330123158 Arts In Action Community Charter 7 The school uses the Student Information System PowerSchool in conjunction with Welligent and additional school specific tools to create and review schedules and course access for all students based on grade spans, supports for English Language Learners and Students with Disabilities and unduplicated student groups. In addition, schoolwide testing data is used to ensure that students have access to additional interventions and integrated small group instruction during the school day. All students have access to and are enrolled in a broad course of study. There are no differences across student groups, all students have access to a broad course of study. There are no barriers preventing the LEA from providing access to a broad course of study for all students. The LEA is building the ability to analyze school wide testing data in a variety of different ways that allow for continuous adaptation that is reflective of students' changing needs throughout the school year. The LEA plans to continue the highly successful systems and tools that have been used in the past. Met 2024-06-29 2024 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 2024-06-11 2024 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 2024-06-11 2024 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 courses will be reviewed and approved in the 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 homelessness 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 2024-06-28 2024 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 courses will be reviewed and approved in the 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 homelessness 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 2024-06-28 2024 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 courses will be reviewed and approved in the 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 homelessness 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 2024-06-28 2024 19647330124198 Extera Public 7 Extera Public School (EPS) personalizes the instructional program to meet the needs of every student. EPS provides all students with a longer school day and longer school year, that includes 185 instructional days, that exceed the CA requirement for charter schools of 175 days. All students have access to expanded learning opportunities that takes place before and after school, during intersession (fall, winter, spring) and summer programming. Extera Public School (EPS) is situated in Boyle Heights and East Los Angeles serving 294 students in grades TK-8 with the following demographics: 98% Hispanic, 40% English Learner (EL) 19% Students with Disabilities (SWD), and 98% Socioeconomically Disadvantaged. Extera 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 the school’s educational program. Extera 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, student presentations, and parent/conference reports. In addition, this will be verified by the principal during classroom observations to 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 Extera Public 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: Art (TK-8), Film (Gr 5-8), Engineering (Gr 5-8), and Gardening (Gr 5-8) elective courses There are no differences in accessibility to courses, across student groups at Extera Public School. Currently, 100% of the students have access to a broad course of study and Extera Public School will continue to monitor this to ensure no barriers arise to change access. Due to the current success of Extera 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 2024-06-18 2024 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 or 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 2024-06-25 2024 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, if any, in the areas of teacher misassignments and availability of textbooks and instructional materials. School leadership also reviews annual student enrollment in CTE/STEM courses. These measures are reviewed to track the extent to which all students have access to a broad course of study. All students have access to a college-ready curriculum, as the school's graduation requirements are aligned to the AG course requirements for admission to a CSU/UC university. The school offers 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 as well. Students have the instructional materials needed to participate in all classes. All students have the opportunity to enroll 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. The school offers tiered English Language Development classes to our English Learners. The school offers 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 AG course requirements for admission to a CSU/UC university. The school 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. The school will also continue to monitor enrollment data, especially in CTE/STEM courses, and continue to seek educational partner input. Met 2024-06-15 2024 19647330124784 Aspire Slauson Academy Charter 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 19647330124792 Aspire Juanita Tate Academy Charter 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 19647330124800 Aspire Inskeep Academy Charter 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 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, STEM, 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 through our partnership with IlluMINDS. Met 2024-06-25 2024 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. A robust college counseling program aimed at enrolling all students in a-g courses b. The collection of multi-subjects teachers’ schedules at the TK-5 level, with a review by administrators to look for all core subjects c. 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. We are currently 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 2024-06-18 2024 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 2024-06-05 2024 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 2024-06-13 2024 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 2024-06-05 2024 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 Philosophers 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 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 Philosophers. 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 2024-06-21 2024 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 Scholar Academy 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 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 Scholar. 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 2024-06-21 2024 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 Sol Academy 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 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 Sol. 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 2024-06-21 2024 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 2024-06-13 2024 19647330126136 Math and Science College Preparatory 7 All students participate in rigorous, relevant, and coherent standards-based curriculum that supports the achievement of the school wide learner goals/graduate profile, academic standards, and the college and career readiness indicators in order to meet graduation requirements. MSCP students enroll and complete the A-G courses recommended by the University of California and California State University systems that will help prepare them for admission to college and success in the real world. By graduation, 100% of our students participate in Project Lead the Way courses, which is a nationwide STEM curriculum that focuses on project-based learning and career readiness. Students select at least one PLTW pathway to pursue and engage in real world scenarios to learn the content and skills of either biomedical science, engineering, and/or computer science. Furthermore, students have access to rigorous coursework with the option of taking 14 different Advanced Placement classes that provide college level curriculum. 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 have equal access to the school’s entire program and the school prioritizes opportunity and advancement for all students. Students receive assistance with a personal learning plan to meet the requirements of promotion or graduation and are prepared for the pursuit of their academic, personal, and career goals. MSCP has a full inclusion model, where students with disabilities and multilingual learners are enrolled in classes in the least restrictive environment, and scaffolds are provided to set them up for success. Rigorous and engaging curriculum is made accessible to all students through implementation of accommodations to support students with disabilities and multilingual learners. For example, teachers may embed graphic organizers, sentence starters, translations of directions, additional time, separate testing location, guided notes, and more. Teachers have scope and sequences that are regularly reviewed and updated so that students receive the full content of a course. Each teacher hosts weekly tutoring sessions that provide extra support for students to access the material, ask clarifying questions, and review content. Counselors support students in grade-level appropriate ways. This includes individual meetings once per semester to ensure that they have a voice in and understand their educational program. 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. There's collaboration at multiple levels to ensure that student data is often looked at, planned for, and taken into consideration. In the past two years, MSCP and STEM Prep have developed more robust systems of data so that it can be accessed in real-time without technical barriers. This has made it easier to use data to inform professional development, grade level meetings, and Home Office check ins. Met 2024-06-26 2024 19647330126169 Equitas Academy #2 7 All our students are programmed in the same way to ensure they have access to a broad course of study, including EL and SWD that have specific additional needs written into their IEPs. This is a single school, there are no differences in access. No barriers identified. None Needed. Met 2024-06-20 2024 19647330126177 Citizens of the World Charter School Silver Lake 7 CWC-Silver Lake is a WASC-accredited public school serving approximately 736 students in grades TK-8 with the following student demographics: 51% Hispanic, 19% White, 8% African American, 10% Two or More Races, 8% Asian, 4% Filipino, including 15% Students with Disabilities (SWD), 15% English Learners (EL), 1% Foster Youth (FY), 1% Homeless Youth (HY), and 65% 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 student’s confidence, potential, and individual responsibility as citizens of the world in which we live. CWC-SL provides all students 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. CWC-SL uses the following locally selected tools to track the extent to which all students have access to and are enrolled in a broad course of study based on grade spans, unduplicated student groups, and individuals with exceptional needs, which include master schedule, student course schedule (semester), report cards, student presentations, and parent/conference reports. In addition, the principal will verify this during classroom observations and ensure classroom schedules are followed. An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study. At 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 - Art (TK-8), Mindfulness (TK-8), Spanish (Gr 3-8), and Drama (Gr 6-8). There are no differences in accessibility to courses across student groups at Citizens of the World – Silver Lake. Currently, 100% of the students have access to a broad course of study, and Citizens of the World—Silver Lake will continue to monitor this to ensure no barriers arise to changing access. Due to Citizens of the World—Silver Lake's current success 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 2024-06-30 2024 19647330126193 Citizens of the World Charter School Mar Vista 7 Citizens of the World – Mar Vista is a WASC-accredited public school serving approximately 498 students in grades TK-8 with the following student demographics: 49% Hispanic, 23% White, 15% African American, 8% 2+ Races, 4% Asian, 1% Filipino, including 15% Students with Disabilities (SWD), 11% English Learners (EL), 1% Homeless Youth (HY), 1% Foster Youth, and 41% 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 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, the principal will verify this during classroom observations to ensure classroom schedules are followed. An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study. At Citizens of the World – Mar Vista, 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 Mindfulness (TK-5), Spanish (TK-8), and Art (TK-8) courses. There are no differences in course accessibility 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 that 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 2024-06-30 2024 19647330126797 Aspire Centennial College Preparatory Academy 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, families and students to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Hxstory, and an elective course, all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 19647330127670 KIPP Iluminar Academy 7 Not Met 2024 19647330127886 City Language Immersion Charter 7 City Language Immersion Charter (CLIC) provides all students with a 90/10 (Spanish/English) language immersion, standards-aligned educational program situated in West Adams and currently serving 368 students in grades TK-5. City Language Immersion Charter (CLIC) is a Spanish language immersion elementary school located in West Adams, Los Angeles. Through our progressive, constructivist and language immersion program our Kindergarten through 5th grade students become creative and curious thinkers who ask questions and express ideas fearlessly in two languages, and are prepared for a lifetime of critical thinking, meaningful work, and ongoing service to causes greater than themselves. City Language Immersion Charter provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of City Language Immersion Charter educational program. City Language Immersion Charter uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include master schedule, student course schedule (semester), report cards, student-led conference, and parent/conference reports. In addition, this will be verified by the principal during classroom observations and ensure classroom schedules are being followed. An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study. At City Language Immersion Charter, 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, and Music. There are no differences in accessibility to courses, across student groups at City Language Immersion Charter. Currently, 100% of the students have access to a broad course of study and City Language Immersion Charter will continue to monitor this to ensure no barriers arise to change access. Due to the current success of City Language Immersion Charter 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 2024-06-24 2024 19647330127894 Valor Academy High 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 grades, state tests and other assessments like iReady. Each student has access to the 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 2024-06-25 2024 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. A robust college counseling program aimed at enrolling all students in a-g courses b. The collection of multi-subjects teachers’ schedules at the TK-5 level, with a review by administrators to look for all core subjects c. 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. We are currently 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 2024-06-18 2024 19647330127936 PREPA TEC - Los Angeles 7 All students have access to a broad course of study. The International Baccalaureate framework provides opportunities to develop both disciplinary and interdisciplinary understanding that meet rigorous standards set by institutions of higher learning around the world. IB programmes offer curriculum frameworks and courses that are broad and balanced, conceptual and connected. The IB curriculum is structured to include a range of subjects across six core areas: Language and Literature, Language Acquisition, Individuals and Societies, Sciences, Mathematics, and the Arts. This ensures that students engage with a diverse set of disciplines. All students enrolled in the broad courses of study offered Tracking the enrollment and participation of unduplicated student groups, such as English Learners, socioeconomically disadvantaged students, and students with disabilities is of high priority at PTMS. Students receive the necessary support in order for them to be successful. A shortage of qualified teachers in certain subjects hinders PTMS's ability to provide a broad course of study. We experienced several vacancies which impacted student learning. We are actively advertising, searching, and interviewing possible teacher candidates to fill the positions that are vacant. Met 2024-06-26 2024 19647330127985 Ingenium Charter Middle 7 Teachers at Ingenium Charter Middle School have a daily schedule with clearly identified time blocks for all core subjects including ELD. Calendars and schedules for art and PE are also monitored for access. Individual student groups are monitored throughout the year for involvement in intervention opportunities to ensure access and supports to increase academic success. This is monitored through flexible grouping rosters that change throughout the year based on need. All students have access to and are enrolled in a broad course of study. This includes all required content areas (Mathematics, English Language Arts, Science, History, PE) and support opportunities throughout the day. All students across the school are provided time with a certificated teacher. With Chromebooks for all grades, students have access to technology for the purposes of developing keyboarding skills and learning how to become good digital citizens in addition to its integration into rigorous learning in developing 21st century skills. All students receive a broad course of study. Additional personnel would certainly allow us to increase offerings and time allotted for various programs (art, music, etc.) 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 to offer more variety of activities that interest students. 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 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 will allow us to get creative and develop different programs. Not Met 2024 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 2024-06-05 2024 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 2024-06-05 2024 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 2024-06-05 2024 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 2024-06-05 2024 19647330128132 Extera Public School No. 2 7 Extera Public School #2 personalizes the instructional program to meet the needs of every student. EPS provides all students with a longer school day and longer school year, that includes 185 instructional days, that exceed the CA requirement for charter schools of 175 days. All students have access to expanded learning opportunities that takes place before and after school, during intersession (fall, winter, spring) and summer programming. Extera Public School #2 is situated in East Los Angeles serving 180 students in grades TK-5 with the following student demographics: 99% Hispanic, 31% English Learners (EL), 19% Students with Disabilities (SWD), and 99% Socioeconomically Disadvantaged (SED). Extera Public School #2 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. Extera Public School #2 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 to 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 Extera Public School #2, all students have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, all students have access to Art. In addition, students in grades 2-4, will have access to Coding, and Arts and Crafts clubs during lunch and afterschool. There are no differences in accessibility to courses, across student groups at Extera Public School #2. Currently, 100% of the students have access to a broad course of study and Extera Public School #2 will continue to monitor this to ensure no barriers arise to change access. Due to the current success of Extera Public School #2 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 2024-06-18 2024 19647330128371 New Horizons Charter Academy 7 At NCHA, we are committed to providing all students with a well-rounded and enriching educational experience. By leveraging teacher credentials, classroom schedules, and master schedules, we ensure that every student is enrolled in a broad course of study. This includes access to core subjects such as Math, ELA, Science, and Social Studies, along with instruction in the Arts, Music, and Physical Education. Art instruction is seamlessly integrated into our core curriculum, ensuring that creativity and expression are a fundamental part of our students' education. Our commitment extends to all students, including those in unduplicated groups and individuals with exceptional needs. We provide the necessary supports to ensure that students with exceptional needs can fully participate in all aspects of the curriculum. To further enhance our students' educational experience, we offer a variety of enrichment opportunities. Our schoolwide STEM program, provided weekly for 15 weeks, focuses on robotics, coding, and engineering, sparking interest in these critical fields. Students also benefit from educational enrichment field trips, a weekly Music and Visual Arts Education Program, and an After-School Program that offers additional learning and engagement opportunities. For middle school students, we provide sexual health education and have increased non-athletic extracurricular activities, particularly in the arts, to cater to diverse interests. Additionally, we offer Paxton-Patterso 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 2024-06-25 2024 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 Academy of Innovation 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 Innovation 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 Innovation. 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 2024-06-21 2024 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 courses will be reviewed and approved in the 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 homelessness 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 2024-06-28 2024 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 Vida Preparatory Academy 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 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 Vida. 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 2024-06-21 2024 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 2024-06-13 2024 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 2024-06-13 2024 19647330129627 TEACH Tech Charter High 7 At TEACH , we understand that a strong academic foundation in core disciplines is essential for accessing a broad course of advanced level study. When reflecting upon data related to this indicator, TEACH has identified this as an area for growth. In recent years, several advanced level courses have been added and students have been encouraged to enroll in these classes but end of year exam results indicate that many students lacked the academic foundation necessary to access the material in a meaningful way. The exception to this has been AP Spanish, where an overwhelming number of students in the course have qualified for college credit based on the AP Exam taken at the end of the year. To address this area of growth, the emphasis in 2024-2025 and beyond will be to focus on addressing learning gaps and building a rock-solid foundation of essential skills and knowledge that are needed to engage in higher and more complex thinking within each discipline. As background: At the high school, students access a broad scope of study that is aligned to and organized by the A-G Requirements that are designed to provide students with the scope and sequence of courses they need to be successful in a California State University and the University of California System. Progress in these courses is measured through the state assessment SBAC (CAASP) results, as well as interim assessments such as the NWEA and IAB. These formative assessments measure mastery of skills acquired through the A-G approved courses and provide teachers with specific student-level data that is used to make adjustments to instruction and trigger student interventions. The Board receives detailed reports on student key measures for all grade levels at relevant times throughout the school year. The high school is implementing the strategy of ability grouped classes in math. Grouping by ability allows for students without learning gaps to accelerate through the curriculum and access advanced courses such as AP Stats or AP Calculus in greater numbers and with a stronger foundation that will enable them to succeed in the course. Middle and Elementary School students take a battery of diagnostic and formative assessments for the same purposes. Those include iReady, SmartyAnts, NWEA and IAB assessments. These assessments provide individual student progress data that also acts as a predictor for end-of-year SBAC (CAASP) results. The Elementary school is using the strategy of teacher looping- where the same teacher stays with the same group of students for two years (two grade levels). This provides students with more continuity and teachers have greater flexibility in approaching remediation strategies that are needed to get students up to grade level. Met 2024-06-18 2024 19647330129650 Equitas Academy #3 Charter 7 All scholars are programmed in the same way to ensure they have access and are enrolled in a broad course of study. There are no differences identified. No barriers identified. No revisions needed. Met 2024-06-20 2024 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 2024-06-25 2024 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 who 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, the school has curricular focus areas which ensure additional opportunities for students in our school. In addition to a broad course of study. The school offers structured English immersion class for newcomers and LTELs, an English Enrichment class for newcomers. . For students who are struggling academically and have not been identified as a student with disabilities are placed in a multi tiered system of support program. Students with disabilities use a full inclusion model where Resource Specialist teachers push in or pull out English and Math courses. For newcomer English learners, the school 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 school has provided professional development and support to classroom teachers through meetings and observations. In 2024-25, the school will receive support from an academic team from the network office composed of a Chief Academic Officer, a Math Director, a Special Education Director, new principal, and continuing cluster leads. Met 2024-06-07 2024 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 2024-06-15 2024 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 2024-06-13 2024 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 2024-06-13 2024 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 Ignite Academy 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 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 KIPP Ignite. 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 2024-06-21 2024 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 Promesa Prep 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 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 KIPP Promesa. 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 2024-07-21 2024 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 card and transcript analysis by college counselor and principal - Graduation data - College acceptance data - Executive Director & Principal course planning 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. Our goal is to increase the number of options available for students that can include dual enrollment and other opportunities. Met 2024-06-26 2024 19647330131904 Libertas College Preparatory Charter 7 "Libertas is a full inclusion school so all students including Els and Students with Disabilities1q a 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 2024-06-15 2024 19647330132027 University Preparatory Value High 7 Students at University Preparatory 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 who 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 Preparatory Value High School students have access to a broad course of study. In addition, the school has curricular focus areas which ensure additional opportunities for students in our school. In addition to a broad course of study. The school offers structured English immersion class for newcomers and LTELs, an English Enrichment class for newcomers. . For students who are struggling academically and have not been identified as a student with disabilities are placed in a multi tiered system of support program. Students with disabilities use a full inclusion model where Resource Specialist teachers push in or pull out English and Math courses. For newcomer English learners, the school 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 Preparatory 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 school has provided professional development and support to classroom teachers through meetings and observations. In 2024-25, the school will receive support from an academic team from the network office composed of a Chief Academic Officer, a Math Director, a Special Education Director, new principal, and continuing cluster leads. Met 2024-06-07 2024 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 2024-06-05 2024 19647330132126 Bert Corona Charter High 7 All students have access to the broad course of study as described in the current charter petition. Our English learners receive the required ELD instruction to support their acquisition of English language mastery over the course of their enrollment. Students with Disabilities have full access to the core instructional program to prepare them for the rigors of high school/post secondary goals in alignment with their respective IEPs. These students also receive push-in support in their core courses, as well as designated supports from the RSP Teacher. Access to the broad course of study is monitored by review of the master schedule during the summer and winter prior to student programming using the SIS. 100% of students have access to/are enrolled in a broad course of study described in the charter petition. We do not have any barriers to providing access to all students to the broad course of study described in the charter petition. All students have access to the broad course of study. We do not require any revisions or additional actions. 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 for individuals with exceptional needs are provided as outlined in students’ IEPs. At the high school level, we monitor the success through student transcripts, UC Doorways courses approved as meeting A-G requirements, and periodic review by WASC for maintaining successful accreditation. Met 2024-06-24 2024 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 2024-06-13 2024 19647330132928 Anahuacalmecac International University Preparatory of North America 7 Anahuacalmecac is a global leader in reframing, redefining and regenerating Indigenous education. Our school’s growing positive impact reaches beyond our learning community including local regional partners, tribal nations, and Indigenous communities. Anahuacalmecac’s educators reflect a deep personal commitment to the practice of teaching, demonstrate profound area expertise and strong ties to parents and families as an expression of community-defined social justice. Our school’s leadership has led the growing resurgence of Indigenous Peoples in educational ecosystems across the country, hemisphere and indeed across the world. Leadership from the bottom up in our context reflects a multigenerational lived history of educational social struggle and an intergenerational commitment to our future. Using the locally selected measures or tools, all students have access to, and are enrolled in, a broad course of study that goes beyond standards based instruction by providing access to Indigenous curriculum, unique A-G approved courses, multilingual Indigenous linguistic programs, and place based experiential learning. Current externally controlled barriers preventing Anahuacalmecac from expanding access to a broad course of study for all students, include insufficient funding provided by local,state and federal authorities, Federal barriers created by national restrictions upon Indigenous migration across borders, and ongoing realities of dominance imposed by the colonial apparatus across Indigenous territories. In response to the results of our locally selected measures, Anahuacalmecac will continue to expand upon the findings identified by the Governors’ Truth and Healing Commission, studying the impacts of genocide in the State of California, the Federal Indian Boarding School Initiative recently released investigative report, and the American Indian Resurgence Report which have guided our work thus far. Met 2024-06-25 2024 19647330133272 PUC Triumph Charter Academy and PUC Triumph Charter High 7 Both PUC Schools middle and high schools use PowerSchool for scheduling, student rosters, teacher qualifications, and gradebook monitoring. PUC Schools’ high schools use PowerSchool’s Power Scheduler tool to develop the master schedule which tracks the schools’ course offerings, including the dual enrollment college courses. All PUC high school students who are on our traditional high school diploma graduation pathway meet The University of California (UC) and California State Universities’ (CSU) minimum undergraduate admissions requirements. PUC Schools offer a variety of courses that include UC approved “a-g” courses, support classes for students needing extra academic support, as well as college level courses that include: Advanced Placement (AP) and/or dual enrollment courses through our Los Angeles Community College District colleges. PUC Schools’ high school students who are on an alternative graduation pathway per an IEP or 504 Team decision (Certificate of Completion or California Minimum High School Diploma), may have a modified PUC Course pathway or an accommodated Course pathway that is designed to support their individual needs (course sequence that does not align with PUC’s “A-G” high school diploma requirements.) PUC high schools use PowerSchool’s graduation reports to monitor students course grades, and progress through their 4-year high school course plans. PUC School & College Counselors support each individual student‘s course path sequences. At PUC TCA all students have access to and are enrolled in the following: English, Mathematics, Social Science, Science, Physical Education., and Visual and Performing Arts. World Language will be offered beginning 2021-2022 SY. All PUC Schools’ high schools offer a 4-year course sequence that aligns with PUC School’s high school diploma requirements and University of California (UC) and California State University (CSU) undergraduate admissions requirements. PUC School and College Counselors work with each student to select their 4-year course sequence that aligns with their high school graduation and post-high school career and education plans. Students who have special needs, and require alternative graduation pathway are provided with the adjusted courses and an Individual Transition Plan (ITP). PUC Schools offer a variety of courses to ensure students are prepared for academic and career success after high school. The difference in course offerings at our five PUC high schools are as follows: 1. Advanced Placement Courses (AP): PUC Los Angeles high schools do not offer AP courses: PUC CALS ECHS & PUC eCALS, focus solely on providing college course opportunities through their dual enrollment offerings. 2. Dual Enrollment College Courses: All five PUC high schools offer dual enrollment college courses through their local Los Angeles Community College District institutions (LACCD). For grades 6-12, there are no barriers to access and/or enrollment in a broad course of study for all students. Any barriers presented for SWD’s would be addressed by the Section 504 and/or IEP team. Any courses not offered on site would be provided through placement or enrichment programs through the IEP and a contracting agreement. All PUC students who have special needs may be provided additional support in response to their unique needs, through pre-referral intervention, a Section 504 Plan, and/or an Individualized Education Program (IEP). Interventions, supports, services, and/or placement are determined through a multidisciplinary team decision and provided within the school context. For special education, each PUC School has a continuum of supports and services based in the Collaborative Inclusion Model that supports students with all range of ability within the general education classroom to the greatest extent possible. For students whose needs exceed that which can be provided within the general education classroom, small group/individual pull out, small group settings, and specialized placements are also considered and offered through the IEP process. High school students who have special needs, and require modified curriculum or an alternative graduation path (California Minimum High School Diploma or Certificate of Completion) are provided with a variety of courses that best support the goals of the student’s Individual Education Plan (IEP). To ensure students are offered a broad course of study, PUC Schools’ Chief Executive Officer and Chief Academic Officer will continue to work with the PUC School Site Leaders to ensure the courses offered are compliant with EC51220(a)-(i) and are accessible to all students, especially students with special needs and those who are English Language Learners. In addition, in order to ensure students are prepared for a variety of career options, PUC Schools is working on packaging college courses, with programmatic focus of developing transfer paths, that include sequences of 3 or more classes that fall under The Intersegmental General Education Transfer Curriculum (IGETC) course series that that California community college students can complete to satisfy freshmen/sophomore level general education requirements before transferring to most colleges and majors at UC campuses. PUC high schools will also offer course sequences that align with Career Technical Education programs (CTE). Career Technical Education Pathway Completion (CTE) – As of Spring 2021 only PUC Triumph Charter High School offers a CTE pathway through Los Angeles Mission College’s Allied Health Sciences program. Conversations regarding expanding CTE, stackable options throughout PUC high schools are in the works starting the 2021-2022 school year. In 9th grade spring semester through 12th grade graduation, students may take dual-enrollment college courses offered via various means. Met 2024-06-13 2024 19647330133280 PUC Nueva Esperanza Charter Academy 7 Both PUC Schools middle schools use PowerSchool for scheduling, student rosters, teacher qualifications, and gradebook monitoring. Additionally PowerSchool’s Power Scheduler tool to develop the master schedule which tracks the schools’ course offerings. PUC Schools offer a variety of courses that include all core subjects, Physical Education and the Arts. 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. For grades 6-8, 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 Learner. Met 2024-06-13 2024 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 2024-25 school year. In 9th grade spring semester through 12th grade graduation, students may take dual-enrollment college courses offered via various means. Met 2024-06-13 2024 19647330133686 Equitas Academy 4 7 All scholars have access and are enrolled in a broad course of study. All scholars have access and are enrolled in a broad course of study. No barriers identified. No revisions needed. Met 2024-06-20 2024 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 2024-06-25 2024 19647330133702 New Los Angeles Charter Elementary 7 New LA Charter Elementary School has a fierce commitment to social justice and to serving any student who walks through the door. Our students have access to a rigorous, standards-aligned academic program that inspires a passion for reading, social justice, coding, music, and the arts. Internal data indicates that New LA students experience annual growth, and students with disabilities and English Learners are keeping pace with their peers. New LA Charter Elementary School serves approximately 178 students in grades TK-5 with the following demographics: 64% Hispanic, 25% African American, 5% White, 3% Filipino, 2% American Indian, 27% Students with Disabilities (SWD), 27% English Learners (EL), and 67% Socioeconomically Disadvantaged (SED). New LA Elementary School provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of New LA Elementary School’s educational program. New LA Elementary School uses the following locally selected tools to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups and individuals with exceptional needs which include master schedule, student course schedule (semester), report cards, student-led conference, and parent/conference reports. In addition, this will be verified by the principal during classroom observations and ensure classroom schedules are being followed. An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study. At New Los Angeles Charter Elementary School, all students have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students have access to and are enrolled in Art, Coding, Health, and Music. There are no differences in accessibility to courses, across student groups at New Los Angeles Charter Elementary School. Currently, 100% of the students have access to a broad course of study and New Los Angeles Charter Elementary School will continue to monitor this to ensure no barriers arise to change access. Due to the current success of New Los Angeles Charter Elementary School in providing all students with access to a broad course of study, no changes are currently planned, however, this data will continue to be monitored and revisions made, with implementation as needed. Met 2024-06-24 2024 19647330133710 Girls Athletic Leadership School Los Angeles 7 Since our founding, all students have had full access to their curriculum for every subject class. This includes the instructional materials and technology too. Additionally, our LEA follows AB 1505 and uses approved curriculum. All students at our school site have access to a broad course of study. 93% of our students self-reported having internet that works well in their home. For the students that do not have internet, we provide hot spots to ensure access to weekly homework assignments, lessons, and lesson resources. Continuing with all of our existing practices and strong retention of staff, especially instructional staff. Met 2024-06-12 2024 19647330133868 Rise Kohyang High 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 grades, state tests and other assessments like iReady. Each student has access to the 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 High Schools, Foreign Language. Honors and/or Advanced Placement courses may have prerequisites that consist of successful completion and a grade of C or better in any prerequisite course. Access to these Honors and AP courses are 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 or 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 2024-06-25 2024 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 courses will be reviewed and approved in the 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 homelessness 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 2024-06-28 2024 19647330134205 Arts in Action Community Middle 7 The LEA is using Power School and Dean's List to track student schedules and coursework. Both programs filter through unduplicated student groups, grade spans and individuals with exceptional needs. All students have access to and are enrolled in a broad course of study. The LEA is comprised of one school and all student groups have access and are enrolled in a broad course of study. This has been the case year to year. There is no barrier. The LEA continues to provide a broad course of study to all students. Met 2024-06-29 2024 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 2024-06-24 2024 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 Corazon 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 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 Corazon. 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 2024-06-21 2024 19647330135616 Crete Academy 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, assistant principals, and administrators monitor benchmark assessments to ensure that all students are making progress toward proficiency in grade-level standards. The Charter School offers interventions and enrichment. 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. Access to a broad course of study has been a priority of the LEA and will continue to be this year. There was a strong emphasis on making sure that both of the school sites mirrored each other. Balancing teacher experience, curriculum, enrichments, library, harmony center, and play space was a goal from the beginning of the year of the LEA. All students can have access to a broad course of study at both campuses. 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 for our students with disabilities who do not have enough service providers to provide full services. The Charter School is working diligently to support the students with services. 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 an 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 2024-06-13 2024 19647330135632 WISH Academy High 7 The WISH Academy model 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. The WISH Academy graduation rate consistently exceeds State, County, and District graduation rates, with the most recent Graduation Rate exceeding the district by more than 10%. 97% of the WISH Academy class of 2023 graduated having met or exceeded UC/CSU requirements (*Dataquest) All WISH students have access to and are enrolled in a broad course of study both within their pathway as well as courses in disciplines. Biomedical Science & Engineering scholars participate in the Project Lead the Way. 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, while also providing an invaluable connection between what students are learning in the classroom today with real-world applications. The Liberal Arts & Civics Pathway is for students who have strong feelings about justice, current affairs, politics our world, and the environment. Courses include Civic Engagement, Formal Debate, RISE, Cultural Anthropology, World Religions, and Social Justice. WISH'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. Students who remain uncertain of their direction may change their pathway choice at any time and explore a range of courses from other disciplines. 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 continues to implement new courses and pathways based on student feedback and interest, most recently adding a new academic pathway in computer science and web design. WISH is also developing a range of CTE courses to provide students with additional experiences and certifications that will support their success after graduation. Met 2024-06-20 2024 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 2024-06-13 2024 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 2024-06-13 2024 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 TECHNOLOGY 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. 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 2024-06-20 2024 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 2024-06-11 2024 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. Our SPED department has increased their reading supports with the adoption of Wilson Reading to provide access to high quality reading support. 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, and intervention. 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. Through analysis of student data the school has expanded the use of Wilson Reading intervention. Met 2024-06-26 2024 19647330136994 Rise Kohyang Elementary 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 (integrated literacy at the elementary level), Visual and Performing Arts. All students regardless of student group or school site have access to and are enrolled in a broad course of study including English, Social Sciences (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 2024-06-25 2024 19647330137463 California Creative Learning Academy MS 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. 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 and Performing 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. 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 2024-06-25 2024 19647330137471 High Tech LA Middle 7 HTLA Middle School is designed to stimulate curiosity, inquiry and a constant desire to push beyond limits, through a rigorous college-preparatory curriculum and intensive technology training. With the goal of preparing students for high-skilled, high-wage careers, this demanding college preparatory curriculum is brought to life by students’ using the latest technology to develop innovative hands-on projects. HTLA MS is the only such middle school in the Van Nuys/Panorama City area we plan to serve that will replicate this rigorous, technology-infused, project-based program in grades 6-8. HTLA MS is a small school, which provides a standards-based, college preparatory education that places an emphasis on using technology and hands-on interdisciplinary projects in addition to more traditional pedagogy. Our students do not simply learn facts and figures, but are engaged in discovering new knowledge on their own with the tools afforded to them in today’s information age. HTLA Middle School provides all students with access to a broad course of study, 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, report cards, and parent/conference reports. 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. HTLA MS 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 2024-06-18 2024 19647330137513 Learning by Design Charter 7 Our team engages in consistent internal audits and inventory of all curricular materials. We also reference our William's Audit feedback to determine that all student groups have access to all curricular items. We are One-to-One with technology as well as providing all students with their individual logins to online curriculum. There are no differences across school sites and different student groups. There are no barriers. N/A Met 2024-06-26 2024 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. At Vox Collegiate all students have access to and are enrolled in the following: English, Mathematics, Social Science, and Science. Access and enrollment are equitable across all grade levels, and include 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 ensure they can participate in a broad course of study. As Vox Collegiate grows, students will have access to language courses and additional visual and performing arts. Vox Collegiate continues 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 and select enrichment courses (art, music, and speech and debate). 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 2024-06-25 2024 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 2024-06-25 2024 19647330137604 Stella Elementary 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 (integrated with literacy at the elementary level), Visual and Performing Arts. All students regardless of student group or school site have access to and are enrolled in a broad course of study including English, Social Sciences (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 2024-06-25 2024 19647330137612 Valley International Preparatory High 7 The school uses its graduation rate, A-G completion rate, and AP participation rate to track the extent to which all students have access to, and are enrolled in, a broad course of study. As a college-prep school, we see the rates of California A-G satisfaction, along with graduation, as animportant metric for whether students are achieving and whether we are fulfilling our mission and vision. The table below includes graduation and A-G satisfaction rates over time, which generally meet or exceed the rates of neighboring schools. Using our locally selected measures and tools, it is clear that all students have access to, and are enrolled in, a broad course of study. All of our students must accumulate 240 credits, and the majority are satisfying A-G requirements. We maintain a graduation rate on par with similar schools, and maintain a high rate of AP participation. In the previous year, we were awarded the Gold Medal AP Participation prize from the College Board. The primary barrier to providing access to a broad course of study for all students is our size, enrolment, and thus subsequent staffing. Because we are not a large, comprehensive public high school, and 9-12 credentialing requirements are more stringent, we are limited in how many courses we can offer every year. In the coming year, VIPHS will be offering dual enrollment classes in partnership with Pierce College for the first time. The counseling department also works closely with families to discuss options of taking one class through outside vendors, including community colleges, and adjusts student schedules to accommodate for these opportunities. Not Met 2024 19647330138305 TEACH Preparatory Mildred S. Cunningham & Edith H. Morris Elementary 7 At TEACH , we understand that a strong academic foundation in core disciplines is essential for accessing a broad course of advanced level study. When reflecting upon data related to this indicator, TEACH has identified this as an area for growth. In recent years, several advanced level courses have been added and students have been encouraged to enroll in these classes but end of year exam results indicate that many students lacked the academic foundation necessary to access the material in a meaningful way. The exception to this has been AP Spanish, where an overwhelming number of students in the course have qualified for college credit based on the AP Exam taken at the end of the year. To address this area of growth, the emphasis in 2024-2025 and beyond will be to focus on addressing learning gaps and building a rock-solid foundation of essential skills and knowledge that are needed to engage in higher and more complex thinking within each discipline. The Elementary school is using the strategy of teacher looping- where the same teacher stays with the same group of students for two years (two grade levels). This provides students with more continuity and teachers have greater flexibility in approaching remediation strategies that are needed to get students up to grade level. The efforts at the middle and elementary school will eventually allow for greater course access at the high school level. Typically, more than 85% of TEACH students continue from the elementary to the middle and then go on to the high school. Met 2024-06-18 2024 19647330138883 Equitas Academy 6 7 We use PowerSchool to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. All students have access to a broad course of study. No barriers identified. No revisions necessary. Met 2024-06-20 2024 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. In addition, we have use our data to provide intervention to our students based on the their I-Ready Diagnostic Report." All classes teach math, science, ELA (Reading and Writing), social studies, and PE on a daily basis. Performing 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 2024-06-10 2024 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 2024-06-20 2024 19647330139121 Equitas Academy 5 7 We assign all students a broad course of study and all have access to the same courses, including individuals with exceptional needs. This is a single school LEA, there are no differences. No barriers identified. No revisions needed. Met 2024-06-20 2024 19647330139832 Citizens of the World Charter School West Valley 7 CWC-West Valley serves approximately 355 students in grades TK-4 with the following student demographics: 40% White, 31% Hispanic, 10% African American, 12% 2+ Races, 3% Asian, 3% Filipino, including 13% Students with Disabilities (SWD), 5% English Learners (EL), 2% Homeless, and 38% 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 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 to ensure classroom schedules are being followed. An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study. At Citizens of the World – West Valley, all students have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, students have access to and are enrolled in the following: Music, Art, Mindfulness, and Multicultural Studies. There are no differences in course accessibility 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 changing access. Due to Citizens of the World—West Valley's current success 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 2024-06-30 2024 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 255 students in grades TK-6 and will expand to serve approximately 315 students in grades TK-7 in 2024-25 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). All students in all subgroups have access to the same broad course of study. 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, at various grade levels: 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. Met 2024-06-26 2024 19647330140111 Invictus Leadership Academy 7 Not Met 2024 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 2024-06-13 2024 19647330140749 Citizens of the World Charter School East Valley 7 CWC—East Valley currently serves 472 students in grades TK-3, with student demographics that include 55% White, 22% Hispanic, 14% two or More Races, 3% Asian, 2% Filipino, 4% African American, 10% Students with Disabilities (SWD), 3.6% English Learner (EL), 1% Homeless Youth, and 24% Socioeconomically Disadvantaged (SED). 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 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 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, the principal will verify this during classroom observations to ensure classroom schedules are followed. An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study. At 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 enrichments (specials): Music (TK-4), Art (TK-4), Mindfulness, and Spanish (Gr 3-4). There are no differences in course accessibility 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 changing access. Due to Citizens of the World—East Valley's current success 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 2024-06-30 2024 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 2024-06-29 2024 19647331931708 Chatsworth Charter High 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. At the secondary level, Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Chatsworth Charter High is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647331931864 Grover Cleveland Charter High 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. At the secondary level, Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Grover Cleveland Charter High School is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 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, 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 (concurrent 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 2024-06-27 2024 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, History 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"" on the CCI. GHC continues to provide multiple opportunities within the instructional day as well as through college courses after school. We recognize a need for improvement with the access to college courses within the instructional day. Our current barrier is identifying partnerships with local community colleges and aligning their offerings (CTE pathways as well) with our current offerings as well as providing additional courses which meet the needs of identified subgroups during the instructional day. GHC has two articulation agreements with two community colleges for Culinary and Automotive. However, we are currently seeking additional partnerships with community colleges on the campus in order to offer a college course taught during periods 0-6 in order to accommodate scheduling needs of our students" Access to college courses throughout the instructional day will allow more opportunities for students to earn college credit while meeting the graduation requirements as well. We recognize that there is need for improvement with the access to college courses within the instructional day. Our current barrier is the partnerships with local community colleges and aligning their offerings (CTE pathways as well) with our current offerings as well as providing additional courses which meet the needs of identified subgroups during the instructional day. GHC has two articulation agreements with two community colleges for Culinary and Automotive. However, we want to invite community colleges on the campus in order to offer a college course taught during periods 0-6 in order to accommodate scheduling needs of our students Met 2024-06-24 2024 19647331937226 Reseda Charter High 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A- G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. At the secondary level, Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. Members, Board of Education - 10 - May 29, 2024 These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Reseda Charter High is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647331938554 Sylmar Charter High 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses or receive additional instruction beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Sylmar Charter High School is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647331938612 Taft Charter High 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. At the secondary level, Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned with the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Taft Charter High School is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647331938885 University High School Charter 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses or receive additional instruction beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, University HS Charter is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647331995836 Palisades Charter High 7 All Students have access to and are enrolled in a broad course of study. PCHS utilizes the student information system, public and local reporting data, and input from counseling, teachers, administrators, and consultants. This ensures there are proper measures in place to track student enrollment in a broad range of courses, by grade, UPP, and based on various other segments. All students at Palisade Charter High School have access to and are enrolled in a broad course of study, including A-G courses. PCHS has an extensive catalog of course offerings linked to our student information system which tracks course enrollment and completion. AP courses, CTE pathways, dual enrollment, and independent study options are available. In addition, additional Professional Development hours are provided each summer to allow for curriculum/course development. Palisades Charter High School currently has no barriers preventing access to a broad course of study for all students. 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. Met 2024-06-11 2024 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 also have access to World Languages, AP and Honors classes, Farming for Social Justice, and Ethnic Studies. Due to staffing and physical space constraints, we cannot expand our course offerings any further. LALA will continue to incorporate a broad course of study into the regular school day and seek opportunities to provide our students with enrichment opportunities in other areas of study through our partnership with Parker Anderson. Met 2024-06-25 2024 19647336015986 Beckford Charter for Enriched Studies 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses or receive additional instruction beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Beckford Charter, is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336016240 Calabash Charter Academy 7 Misis Misis and ongoing progress monitoring None None Met 2024-06-18 2024 19647336016265 Calvert Charter for Enriched Studies 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. At the secondary level, Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Calvert Charter is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336016323 Canyon Charter Elementary 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. At the secondary level, Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Canyon Charter School is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336016356 Carpenter Community Charter 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. At the secondary level, Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. 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 2024-06-18 2024 19647336016562 Colfax Charter Elementary 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. At the secondary level, Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Colfax Charter is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336016729 Dearborn Elementary Charter Academy 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses or receive additional instruction beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Dearborn Elementary Charter Academy is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336016778 Dixie Canyon Community Charter 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses or receive additional instruction beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Dixie Canyon Community Charter, is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336016869 El Oro Way Charter For Enriched Studies 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses or receive additional instruction beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, El Oro Way Charter for Enriched Studies is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336016935 Encino Charter Elementary 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses or receive additional instruction beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Encino Charter is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 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 2024-06-13 2024 19647336017438 Hamlin Charter Academy 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. At the secondary level, Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Hamlin Charter Academy is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336017529 Haynes Charter For Enriched Studies 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses or receive additional instruction beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Haynes Charter for Enriched Studies is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336017693 Justice Street Academy Charter 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses or receive additional instruction beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Justice ES is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336017701 Kenter Canyon Elementary Charter 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses or receive additional instruction beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Kenter Canyon is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336017743 Knollwood Preparatory Academy 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. At the secondary level, Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Knollwood Preparatory Academy is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336017891 Lockhurst Drive Charter Elementary 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses or receive additional instruction beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Lockhurst Drive CES is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336018063 Marquez Charter 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses or receive additional instruction beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Marquez Charter is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 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 2024-05-30 2024 19647336018287 Nestle Avenue Charter 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses or receive additional instruction beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Nestle Ave. Charter is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336018634 Palisades Charter Elementary 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses or receive additional instruction beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Palisades Charter Elementary School is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 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 2024-06-11 2024 19647336018725 Plainview Academic Charter Academy 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses or receive additional instruction beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Plainview ACA is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336018774 Pomelo Community Charter 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses or receive additional instruction beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Pomelo CC is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336018923 Riverside Drive Charter 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses or receive additional instruction beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Riverside Drive Charter is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 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 2024-06-13 2024 19647336019111 Serrania Avenue Charter For Enriched Studies 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses or receive additional instruction beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Serrania CES is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336019186 Sherman Oaks Elementary Charter 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses or receive additional instruction beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Sherman Oaks Elementary Charter is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336019392 Superior Street Elementary 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. At the secondary level, Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Superior Street Elementary is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336019525 Topanga Elementary Charter 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, AG requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. At the secondary level, Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. At the secondary level, Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Topanga Elementary Charter is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336019533 Topeka Charter School For Advanced Studies 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. At the secondary level, Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Topeka Charter School for Advanced Studies is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336019673 Van Gogh Charter 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. At the secondary level, Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Van Gogh Charter ES is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336019715 Vaughn Next Century Learning Center 7 Student Information System (SIS): Aeries tracks student enrollment, attendance, and course completion by grade level, student groups (e.g., socio-economically disadvantaged, English learners), and those with special needs. CALPADS Course Enrollment Data: Detailed records that show which students are enrolled in which courses, helping to ensure that all students have access to a full curriculum across subjects such as math, science, language arts, social studies, physical education, and the arts. Special Education Records: Documentation that tracks the services and course access for students with exceptional needs, ensuring compliance with individualized education programs (IEPs). School Accountability Report Cards (SARCs): These provide data on the availability of a broad course of study, including the number and types of courses offered, and enrollment figures broken down by various student groups. Program Participation Data: Information on student participation in special programs such as Advanced Placement (AP), and career and technical education (CTE). All Vaughn students have access to a broad course of study. Students are able to self select into courses regardless of teacher recommendation. We actively promote program and courses to all students. Vaughn provides a robust educational program that ensures students are enrolled in a rigorous schedule aligned to A-G requirements and WASC Accreditation. Vaughn offers CTE programming, Dual Enrollment Courses, Credit Recovery Courses and much more in order to ensure that our students are set up for success and have broad access resulting in broad enrollment in a broad course fo study. Additionally, Vaughn employs a robust leadership, counseling and college ready team that continually monitors data listed above to ensure equity of and access to programming There are no barriers to Vaughn providing all students access to a broad course of study. Since Vaughn has implemented and ensured access and enrollment in a broad course of study the actions we take will continue as planned at this time. We continually reflect and revise practices in case that through the course of the year we identify any areas that may develop into barriers to access. Met 2024-06-26 2024 19647336019855 Welby Way Charter Elementary School And Gifted-High Ability Magnet 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Welby Way Charter ES is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336019939 Westwood Charter Elementary 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses or receive additional instruction beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Westwood Charter Elementary is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336019954 Wilbur Charter For Enriched Academics 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. At the secondary level, Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Wilbur Charter for Enriched Academics is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336020036 Woodlake Elementary Community Charter 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses or receive additional instruction beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Woodlake Elementary is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336020044 Woodland Hills Elementary Charter For Enriched Studies 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. At the secondary level, Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Woodland Hills CES is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336057988 Emerson Community Charter 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses or receive additional instruction beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Emerson CC is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336058150 Louis Armstrong Middle 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses or receive additional instruction beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Armstrong is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336058267 Paul Revere Charter Middle 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses or receive additional instruction beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Paul Revere Charter MS is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336061477 George Ellery Hale Charter Academy 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses or receive additional instruction beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. 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. Met 2024-06-18 2024 19647336061543 Alfred B. Nobel Charter Middle 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A- G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. At the secondary level, Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. 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 2024-06-18 2024 19647336061584 Gaspar De Portola Charter Middle 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses or receive additional instruction beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Portola Middle School is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336071435 Castlebay Lane Charter 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. At the secondary level, Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Castlebay Lane Charter Elementary School is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336094726 Community Magnet Charter Elementary 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses or receive additional instruction beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. implemented, to ensure access to a broad course of study for all students? LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Community Magnet Charter School is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336097927 Open Charter Magnet 7 All students are required to have access to and enroll in a broad course of study. LAUSD uses the My Integrated Student Information System (MiSiS) to track student access and progress. Enrollment Data Analysis: LAUSD analyzes enrollment data disaggregated by grade spans, unduplicated student groups (including socio-economic status, English language proficiency, race/ethnicity, foster youth, homeless, etc.), and individuals with exceptional needs served (including students with disabilities, English learners, gifted students, etc.). MiSiS tracks and provides alerts to schools when students are not programmed appropriately. This allows us to track the extent to which all students, regardless of background or need, are enrolled in an approved course of study. Student Scheduling and Course Offerings Review: LAUSD conducts periodic reviews of student schedules and course offerings to ensure equitable access to comprehensive courses of study for students. The District examines course availability, distribution, and enrollment patterns across grade spans and student groups to identify any disparities or gaps. Elementary schools ensure all grade level classes post a daily schedule that encompasses the broad course of study as defined by the State Frameworks in each subject area. Secondary schools are responsible for scheduling students in courses to satisfy the CDE graduation requirements, A-G requirements, and LAUSD graduation requirements, utilizing MiSiS and the FOCUS dashboard. LAUSD has made significant progress in ensuring that all students have access to and are enrolled in a broad course of study. Enrollment data analysis and student scheduling in MiSiS have been instrumental in identifying and addressing potential disparities. Across elementary school sites, there are minimal differences observed in access to a broad course of study. Efforts to standardize course offerings and scheduling practices have contributed to equitable access across all elementary schools. In secondary schools, however, subtle variations may still exist, requiring ongoing monitoring through our student information system and targeted interventions through ongoing professional development to ensure consistent access for all students. Emergent Bilinguals and students with disabilities frequently need to enroll in supplementary courses or receive additional instruction beyond the standard course of study to address their specific needs. While these courses provide valuable instruction and are aligned to the content standards, they occupy schedule slots that could otherwise be used for exploring additional college preparatory electives. Furthermore, smaller schools face constraints in offering a wide range of advanced and exploratory electives due to the limited number of students and teachers assigned to each location. LAUSD is actively working to overcome obstacles that hinder Emergent Bilinguals and students with disabilities from accessing a diverse range of courses, enabling them to fully engage in elective courses. At all levels, Emergent Bilinguals must receive designated English Language Development time to enhance their academic English language skills. Similarly, students with disabilities are entitled to additional support as outlined in their Individualized Education Program or Section 504 Plan. Recognizing that schools with smaller enrollments may face limitations in offering a comprehensive array of electives, LAUSD is implementing various strategies. These include concurrent enrollment, beyond the school day credit recovery programs, credit-bearing enrichment courses, and blended learning opportunities. These initiatives aim to expand access to educational opportunities for all students, regardless of enrollment size or individual needs. As an Affiliated Charter in Los Angeles Unified, Open Magnet Charter is included in these policies and processes as related to a broad course of study. Met 2024-06-18 2024 19647336112536 Accelerated 7 Currently, TAS serves 745 students in grades TK-8, who include the following demographics: 99% Hispanic, 1% White, 37% English Learners, 0.3% Foster Youth, 12% Students with Disabilities (SWD), and 98% 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 its 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, the principal will verify this during classroom observations and ensure classroom schedules are followed. An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study. At 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, all students in grades TK-5 have access to and are enrolled in Dance and Public School Science, and grades 6-8 have access to Music, Spanish, Sports, Coding, and Art electives. 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 Accelerated School's current success 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 will be made, with implementation as needed. Met 2024-06-20 2024 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 2024-06-26 2024 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, 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 2024-06-13 2024 19647336117048 ICEF View Park Preparatory Elementary 7 ICEF View Park Preparatory Elementary School is a tuition-free public charter school that serves approximately 434 students in grades TK-5 with the following demographics: 87.79% African American, 9.75% Hispanic, 8.5% Students with Disabilities (SWD), 1.6% English Learners (EL), 2% Foster Youth (FY), 1.8% Homeless Youth (HY), and 96% 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 2024-06-20 2024 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. A robust college counseling program aimed at enrolling all students in a-g courses b. The collection of multi-subjects teachers’ schedules at the TK-5 level, with a review by administrators to look for all core subjects c. 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. We are currently 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 2024-06-18 2024 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. This year we have also enlisted a third party agency which works to hire credentialed bilingual teachers with at least 5 years experience that have been dissatisfied with their district placements, to help with our search for highly qualified teachers. 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. This year we hired a math consultant to conduct an in-depth analysis by gather data using benchmark and state test scores, a curriculum review, lesson observations, interviews with all stakeholders, and professional development. Based on her findings, we will be implementing a new math curriculum, Imagine Learning - IM Math, which compliments our current CGI Math program that aligns with our constructivist philosophy and allows math to be delivered and supported in two languages. We will continue to utilize our reading assessment/instruction program from American Reading Company that more effectively assesses student reading levels in two languages and provides feedback on reading gaps as well as access to many English and Spanish literacy resources to students in grades K-5. In addition to our other 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. For the middle school we will be exploring a new supplemental curriculum to amplify English Language Arts. This year we will also be transitioning our K-5 science program to Science Alive from TCI, while we continue to use STEMSCOPES for our 6-8 grades. Met 2024-06-20 2024 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 2024-06-18 2024 19647336119903 Downtown Value 7 Students at Downtown Value School 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 who 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 School students have access to a broad course of study. In addition, the school has curricular focus areas which ensure additional opportunities for students in our school. In addition to a broad course of study. The school offers structured English immersion class for newcomers and LTELs, an English Enrichment class for newcomers. . For students who are struggling academically and have not been identified as a student with disabilities are placed in a multi tiered system of support program. Students with disabilities use a full inclusion model where Resource Specialist teachers push in or pull out English and Math courses. For newcomer English learners, the school has acquired a bilingual instructional assistant to help students access the common core curriculum. Supplemental curriculum is also provided when appropriate to support students at their instructional level. All Downtown Value School 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 school has provided professional development and support to classroom teachers through meetings and observations. In 2024-25, the school will receive support from an academic team from the network office composed of a Chief Academic Officer, a Math Director, a Special Education Director, new principal, and continuing cluster leads. Met 2024-06-07 2024 19647336120471 Puente Charter 7 Puente Charter School is situated within the Boyle Heights and East Los Angeles community, serving 294 students in grades TK-5. Our current student demographics reflect 98% Hispanic, 1% White, 1% African American, 10% Students with Disabilities (SWD), 25% English Learners (EL), and 84% 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 its 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 (TK-2), and Visual Art (Gr 3-5). 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 that 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 will be made, with implementation as needed. Met 2024-06-12 2024 19647336120489 Para Los Niños Charter 7 Not Met 2024 19647336121081 ICEF View Park Preparatory Middle 7 ICEF View Park Preparatory Middle School is a tuition-free public charter school that serves approximately 260 students in grades 6-8 with the following demographics: 92.31% African American, 7.31% Hispanic, 18% Students with Disabilities (SWD), 0.76% English Learners (EL), 0.76% Foster Youth (FY), 2.3% Homeless Youth (HY), and 99% 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 2024-06-20 2024 19647580000000 Los Nietos 7 The Los Nietos School District employs multiple measures to track student access to a broad course of study across all grade levels. We review electives and course lists at both elementary and middle school levels, ensuring a diverse range of subjects and enrichment opportunities. We monitor the availability and participation in various enrichment programs, clubs, and extracurricular activities at each school site. Additionally, we track our library resources, special education services, and English Learner support to ensure equitable access to the full curriculum for all students, including unduplicated groups and those with exceptional needs. Through these comprehensive measures, we strive to provide a well-rounded educational experience for every student from TK through 8th grade. The Los Nietos School District provides diverse opportunities for students to access and enroll in a broad course of study. At the middle school level, students have access to a wide array of electives. Our elementary schools have implemented a new music program, including choir, available to all students. Additionally, each school site offers various enrichment opportunities tailored to student interests and needs. For example, Los Nietos Middle School provides After School Sports, BUG Club, MESA, Cyber Patriots, ESports, and ASB. Elementary schools offer programs such as Young Ambassadors Jr Council, Chess Club, Garden Club, Science Olympiad, and Kindness Club. These opportunities ensure that students across all grade levels and student groups have access to a diverse educational experience. The district continues to evaluate and expand these offerings to meet the evolving needs and interests of our student population. A barrier Los Nietos School District faces in providing access to a broad course of study is lack of resources, including limitations in staffing and support personnel. These constraints can impact our ability to offer a wider range of specialized courses and programs. In response to the resource constraints identified, particularly in staffing and support personnel, the Los Nietos School District is implementing several strategies to ensure all students have access to a broad course of study. Utilizing the Arts and Music in Schools (AMS) funding, we have recently hired two visual and performing arts teachers. Additionally, the Board of Trustees approved a five year strategic arts plan to drive a comprehensive district-wide arts program. Not Met 2024 19647740000000 Lynwood Unified 7 Lynwood Unified uses state and 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 Vista HS, Lynwood HS, and Firebaugh HS. The master schedule and course enrollment data is utilized as the tool for Cesar Chavez and Hosler Middle Schools. Using the tools outlined above, LUSD 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. Bullet Points LUSD's Approach to Broad Course of Study Access: Tracking Measures: State and locally selected measures to track student access and enrollment in a broad course of study. Measures are tailored to grade spans and include unduplicated student groups and individuals with exceptional needs. Tools Used: High Schools (Vista HS, Lynwood HS, Firebaugh HS): Master schedule, graduation, and A-G completion rates. Middle Schools (Cesar Chavez MS, Hosler MS): Master schedule and course enrollment data. Findings: English learners, foster youth, homeless students, and students with disabilities have access to all subjects within a broad All students (including unduplicated students and students with disabilities) in TK-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 TK-6th grade have access to Visual and Performing Arts lessons through our partnerships. All students in grades 7 and 8 are enrolled in English, Math and Physical Education courses. LUSD middle schools offer History-Social Science, Science, and Visual and Performing Arts, and ELD courses in addition to a variety of electives. All LUSD 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 2023 was 87.07%. The A-G completion rate for all students was 35.8%, and the CTE participation rate was 49%. Bullet Points LUSD Course Offerings and Access: Elementary (TK-6th): All students enrolled in: English Math History-Social Science Science Physical Education (minimum 200 minutes/10 days) All students have access to Visual and Performing Arts lessons. Middle School (7th-8th): All students enrolled in: English Math Physical Education Additional courses offered: History-Social Science Science Visual and Performing Arts ELD ( The barriers identified for Elementary age students are specific to students with disabilities whose IEPs indicate the goals and course of study. While LUSD is working toward a full-inclusion model, there are still challenges related to scheduling related services and differentiating instruction to meet the individual needs learners. At the middle school level, scheduling conflicts also contribute to a small number of English learners who are required to take ELD, 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. Bullet Points Barriers to Broad Course of Study Access in LUSD: Elementary Level: Students with disabilities: IEP goals and course of study sometimes limit access. Challenges with scheduling related services. Differentiation of instruction to meet individual needs can be difficult. Middle School Level: English learners: Scheduling conflicts with ELD (English Language Development) classes limit access to some courses. Intensive intervention and support services during specific times create scheduling challenges. High School Level: English learners and students with disabilities: Enrollment in support classes can limit access to a broader range of courses. Overall: LUSD is working towards a full-inclusion model, but challe 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 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 2024-06-27 2024 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 and CTE courses. Enrollment in these courses continues to rise. Passing rates in AP courses and completion rates for CTE pathways continue to rise. Enrollment of students who are English learners, low income, or in foster care has increased over the past three years. CTE Pathways are still relatively new and we are continuing to understand what supports students need to participate in and be successful in the pathways. The level of rigor required in AP courses has dissuaded some students from enrolling. 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. The cost of AP exams are paid for by the district to remove potential barriers for low income students. Met 2024-06-26 2024 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. Students who receive supplemental instruction in English or Math or have to repeat a course they failed may have one hour of the school day with fewer options. Some students with IEPs may receive additional assistance that results 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 2024-06-26 2024 19648160000000 Mountain View Elementary 7 Mountain View School District measures a broad course of study through the analysis of district course offerings by site, 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, elementary instructional schedules, and enrollment in extended opportunities in order to annually analyze and evaluate the extent to which students have access to, and are enrolled in, a broad course of study. Students in grades K-6 have more access to a broad course of study through multiple-subject class structures and VAPA offerings at this level. In 7th and 8th grade, access is more of a challenge during the instructional day with a six-period schedule that allows for the choice of only one elective per year. Additional access to opportunities is provided through extended learning that includes art, music, engineering, video production, world languages, college dual enrollment, 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. ome 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. We have increased the number of STEAM and media electives in all K-8 schools and are maximizing extended learning 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 have been expanded at all sites. Professional development opportunities such as Art in Action and Ozobots training, have been 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 participate in STEAM activities and enrichment experiences. Additionally, music, media arts, and visual arts programs will be offered as additional activities for all interested middle school students. Met 2024-06-20 2024 19648320000000 Newhall 7 To ensure all students in the UPK-6th grade span have access to and are enrolled in a broad course of study, the Newhall School District uses the following locally selected measures and tools: Student Access to Board-Approved Instructional Materials: Measure: School Accountability Report Cards (SARCs). Details: SARCs provide detailed information on the availability of Board-approved instructional materials for all students. Every student has the necessary resources to support their learning in various subjects. Access to Instructional Opportunities in Core and Supplementary Subjects: Measure: Verification through teacher master schedules, music and visual arts schedules, and weekly PE documentation. Details: Students' access to English Language Arts, Math, Social Studies, and Science is tracked through teacher master schedules. Access to Technology and the Arts is monitored via dedicated schedules for music and visual arts classes. For English Learners, ELD opportunities are verified through ELD schedules and documentation. Weekly PE documentation ensures students receive regular physical activity as part of their curriculum. Technology Access and Standards: Measure: Technology deployment ratios and progress reports on technology standards. Details: Technology access is provided to facilitate age-appropriate technology use. Progress in technology standards is monitored, ensuring students are developing necessary digital skills. All students, including unduplicated students, have equitable access to core instructional materials and supplementary subjects. The District has implemented targeted programs to support their specific needs, including additional ELD sessions for English Learners and extended learning opportunities for low-income students. Students with Exceptional Needs: Access to the broad course of study is ensured through Individualized Education Programs (IEPs) and tailored instructional materials. These students participate in general education classes to the greatest extent possible, with additional supports provided as needed. Improvement: Continuous updates in instructional materials across all sites, as documented in SARCs, have ensured that all students have access to current and Board-approved resources. Efforts to involve families in the educational process have shown positive trends, particularly in underrepresented communities. This is evidenced by increased participation in school activities and workshops, contributing to improved student access and engagement. Overall, the Newhall School District has made significant strides in ensuring that all students have access to a broad course of study. The District remains committed to continuous monitoring and targeted interventions to ensure all students benefit from a comprehensive and enriching educational experience. Based on our locally selected indicators, all students in the Newhall School District have full access to a broad course of study, with no current barriers identified. The District is dedicated to maintaining and enhancing this access by continually providing the necessary time, resources, and professional development to ensure that every student benefits from a comprehensive educational experience. The Newhall School District reaffirms its commitment to ensuring that all students have equitable access to a broad and enriching course of study. By proactively addressing identified needs and continuously improving practices, the District continues to provide a comprehensive educational experience that supports the diverse needs of its student population without encountering barriers to access. This ongoing effort reflects the District’s dedication to fostering a supportive learning environment where every student can thrive academically, socially, and emotionally. Met 2024-06-25 2024 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 program, 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 2024-06-24 2024 19648570000000 Palmdale Elementary 7 PSD uses the CDE’s data quest report of 1) Number of Classes by Subject and 2) Enrollment in Courses Taught Through the Williams audit, 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. PSD uses their Student Information System to review class schedules and rosters and runs reports based on grade spans, unduplicated student groups and students with exceptional needs. For middle schools, the MSAP accountability model provides additional data tables regarding student access/ enrollment in a broad course of study. 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 2023-2024 where students are learning content in English and Spanish. "Some of the barriers that could prevent students this access are: • at- risk student subgroups • students from low –income families • foster youth • the requirement for specialized learning time for English Language Development for English Learners • special education pull-out programs (Resource, Special Day Class, speech) • lack of time during the regular school day" "• LCAP Goal #1 focuses on providing high level academic preparation and is comprised of core instructional programs and supplemental support services for low income students, English learners, and Foster Youth. • Teachers, support personnel, and instructional materials are designated to target effective instructional initiatives. • High leverage professional developments and specialized learning programs are also implemented to address the needs of the unduplicated pupil population. Some focus areas in this goal include: o Literacy Coaches at all schools to implement and organize targeted interventions for unduplicated students in Reading. o District New Teacher Support coaches: PSD has increased the number of coaches and district staff that will support new teachers. o Special Education, Educational Technology and English Learner coaches support teachers in the classroom ensuring engaging classes with a strong technology component. o Technology integration plan o After school programs allow students to participate in areas of interest, receive intervention and enrichment. o Social Emotional Liaisons to provide Foster Youth and Low Income students with social-emotional supports, provide small groups focused on behavioral skills and strategies. o New Mental Health Department with increased number of SELs and Counselors. o PE teachers at all sites to improve access to PE and Health programs. " Met 2024-06-18 2024 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 2023-24 for the first three quarters. 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, Ethnic Studies, 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 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 2024-05-30 2024 19648570125377 Palmdale Aerospace Academy 7 The Palmdale Aerospace Academy 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 Academy's SIS, identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. For the 2023-2024 school year, 100% of The Palmdale Aerospace Academy's students had full access to a broad course of studies. All students in grades 1–12 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 1-12. Students can access courses, such as visual and performing arts, both within and outside of the regular school day. No barriers are preventing The Palmdale Aerospace Academy 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 Academy as it makes decisions on offerings and in using LCAP Supplemental and Concentration funds to support Priority 7. Met 2024-06-06 2024 19648570140889 Palmdale Academy Charter 7 Our broad course of study is evidenced by our Master Schedule We also offer a 7 period day for all student that allow them to fulfill graduation requirements while having more access to electives and CTE Classes No barriers are noted at this time. No revisions at this time. Met 2024-06-18 2024 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 2024-06-26 2024 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 four of the five middle schools for long term English Learners. One middle school does not have enough Language Learners to offer AVID Excel. To increase access to general education curriculum for students with disabilities, co-teaching is offered 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 2024-06-25 2024 19648810000000 Pasadena Unified 7 Staff utilized students’ course-level enrollment data from the first and second semesters for students in grades 6-12 as of February 2024. Using student demographics and program eligibility status (foster youth, special education, etc.), each school’s total student population was reviewed to determine the percentage of students with membership in each race/ethnicity and program group. The course-level enrollment and school-level demographic composition created an “expected range” for each student group. When the number of actual students enrolled in the course fell outside of the expected range, the enrollment entry was flagged as “anomalous”. When a course enrollment had more than 30 students and the amount of “overrepresentation” or “underrepresentation” was 10% or more of the total course enrollment, the anomalous entry was said to be “significant”. The total numbers of anomalous entries were organized by school site, subject area, and course level (honors, general, AP, etc.). Looking within English and Math courses, locally identified honors courses (non-UC Certified), there is significant underrepresentation of socioeconomically disadvantaged students and overrepresentation of White students; meanwhile, Dual Credit courses have no significant over-/under- representation across all student groups. Shifting to school-site conditions, schools with a high number of AP and IB course offerings tend to have higher frequencies of underrepresentation of students who are identified as socioeconomically disadvantaged and English learners. In the case of underrepresentation of English learners in IB courses, this may be due to the large number of students who also need English Language Development (ELD) courses. Since there is a requirement to provide specific ELD courses as a period-based class, the result is fewer period-by-period opportunities for English learners to access IB courses at the same school site. The prevalence of underrepresentation of students identified as English learners in AP courses in addition to IB courses across multiple campuses provides additional evidence that lower rates of reclassification impact English learner students’ enrollment opportunities in courses that are designated as honors, AP, and/or IB. Another identified barrier is inadequate criteria/processes to identify students who may be successful in honors-level courses that result in representative course enrollments that reflect of each school site’s student population. One school site in the analysis has significantly lower instance of over/under-representation of all student groups when compared to other schools across subject areas, honors designation, and college credit eligibility. Next steps include identifying “best practices” or “guiding principles” used at this school site to develop both the master scheduling and course offerings. Next steps also include instructional service teams looking at structuring new levels of support for English Language Development courses to accelerate the progress of students identified as English learners toward reclassification to “English Proficient”. Once a greater rate of students are reclassified prior to entry into grades 9-12, the monitoring of over/under-representation in course enrollment can be used to determine other structural barriers. Met 2024-06-27 2024 19648810113464 Aveson Global Leadership Academy 7 A.G.L.A. employs a variety of locally selected measures and tools to track and ensure that all students have access to and are enrolled in a broad course of study. One primary tool used by A.G.L.A. is the Student Information System (SIS), which collects detailed data on student enrollment in various courses across different grade levels. This system allows the LEA to disaggregate data by specific student groups, including English learners, economically disadvantaged students, foster youth, and students with disabilities. By analyzing this data, A.G.L.A. can identify gaps in course access and participation among these groups and implement targeted interventions to address them. Additionally, A.G.L.A. utilizes surveys and feedback mechanisms to gather input from students, parents, and teachers regarding course availability and accessibility. These surveys help the LEA understand perceptions of course offerings and identify any barriers that might prevent students from enrolling in a diverse array of subjects. To further support individuals with exceptional needs, A.G.L.A. conducts regular Individualized Education Program (IEP) reviews and monitors enrollment in specialized programs to ensure these students receive appropriate and comprehensive educational opportunities. Analysis of SIS data reveals differences across school sites and student groups. Schools in more affluent areas tend to have higher enrollment rates in advanced courses and electives compared to schools in lower-income areas. Additionally, while there has been an increase in enrollment among students of color and economically disadvantaged students in advanced placement and honors courses, these groups still face barriers that limit their full participation. For example, English learners and students with disabilities are underrepresented in content courses and extracurricular activities, indicating a need for targeted support and resources. Over time, A.G.L.A. has shown progress in addressing these disparities. Initiatives such as targeted intervention programs, expanded counseling services, and enhanced teacher professional development have contributed to more equitable access. The regular use of surveys and IEP reviews has also allowed for continuous monitoring and adjustment of strategies to ensure all students benefit from a comprehensive and inclusive education. Despite these improvements, A.G.L.A. remains committed to further reducing gaps and ensuring that every student, regardless of background or school site, has equal access to a broad course of study. This inequity perpetuates unequal educational opportunities, limiting students from economically disadvantaged backgrounds in their access to advanced placement classes and specialized electives crucial for academic enrichment and future career readiness. Resource allocation challenges further exacerbate these disparities, impacting the quality of education and support services available across different school sites. Moreover, barriers extend to educational access and support services. Students with diverse needs, including English learners and those with disabilities, encounter hurdles such as language barriers, inadequate accommodations, and limited technological access, hindering their participation in a comprehensive curriculum. Systemic issues within administrative and policy frameworks, such as rigid scheduling and policy constraints, also restrict the flexibility needed to adapt curriculum offerings to meet the diverse needs of students effectively. Addressing these barriers requires concerted efforts to advocate for equitable resource distribution, implement inclusive educational practices, and enact policy reforms that promote a more accessible and enriching educational experience for all students within the A.G.L.A. jurisdiction. To address educational access barriers, A.G.L.A. has intensified its support services and interventions. This includes bolstering programs for English learners to improve language proficiency and implementing inclusive practices to support students with disabilities. Additionally, technological upgrades and initiatives have been launched to bridge the digital divide, providing all students with equitable access to online learning resources. Policy reforms have also been enacted to promote curriculum flexibility, allowing for a broader range of course options that cater to diverse student interests and needs. A.G.L.A. continues to engage with stakeholders, including parents and community members, to gather feedback and refine strategies, ensuring that decisions align closely with the educational aspirations and realities of its of its diverse student body. Met 2024-06-20 2024 19648810113472 Aveson School of Leaders 7 Curriculum: All curricula are vetted and standards-based. A two-teacher specialty model in first grades allows teachers to focus on their subject area and become experts, providing students with access to a higher-quality curriculum. Individualized Education Programs (IEPs), 504 plans, Student Study Teams (SSTs): For students with exceptional needs, our school implements IEPs and 504 plans. These documents outline specific accommodations, modifications, and support services required to ensure students can access a broad course of study. Regular monitoring and review of these plans help ensure that they are up to date. Data tracking systems: Our school utilizes data tracking systems to monitor student achievement in literacy and math over time. This data allows us to track achievement gaps. In addition, our literacy intervention program tracks data over time to support additional needs for student intervention. Student support services: Our school provides daily social emotional learning opportunities and an instructional assistant dedicated to behavior support as well as MFT trainees available for all students. Equity audits: Periodic equity audits are conducted to assess the distribution and availability of courses across grade spans and student groups. These audits help identify any gaps or disparities in access and end enrollment and guide decision-making to ensure equitable opportunities for all students. Finally, we implore parent and student feedback. As a school, based on the locally selected measures and tools, we have determined the extent to which all students have access to and are enrolled in a comprehensive course of study. The summary reveals the following information: Overall access and enrollment: Our analysis of the locally selected measures indicates that most students across school sites have access to and are enrolled in a comprehensive course of study. The selected curriculum for each grade and subject area is vetted and standards-based. Differences across school sites: We are an LEA comprising one school site. Therefore, there are no differences. Differences among student groups: Our analysis reveals achievement gaps. To lessen this gap, we plan on continuing our SST process and working on quickly identifying students in need of higher levels of support. Progress over time: Through ongoing data collection and analysis, we have observed improvement over time in the extent to which all students have access to and are enrolled in a broad course of study. By implementing strategies to address disparities and promote inclusivity, we have seen enrollment rates improved among historically underserved student groups. However, we recognize that more work needs to be done to ensure equitable access and enrollment for all students. As a school, we have identified several barriers that prevent ASL from providing access to a comprehensive course of study for all students. These barriers include: Limited resources: One of the primary barriers is limited resources, both financial and human. There needs to be more funding to allow diverse courses, specialized programs, and support services to be available. Additionally, more qualified teachers and staff may be required to offer a wide range of courses or provide individualized attention to students. Lack of teacher expertise and training: Another barrier is the need for teacher expertise and training in delivering a comprehensive course of study. Many teachers come to us within their first year or two of entering the profession. Limited student support services: Insufficient student support services, such as additional behavior support services, limit our ability to proactively support positive behavior. Hiring difficulties and a lower pay rate have limited our pool of applicants for the instructional assistant position, leading to these support staff to be spread thin. Systemic biases and cultural barriers: Systemic biases and cultural barriers can create barriers to accessing a comprehensive course of study for specific student groups. Historical inequities, stereotypes, or cultural prejudices may influence course recommendations, placement decisions, or tracking practices, limiting opportunities for some students. Resource reallocation: ASL has revisited its resource allocation strategy to ensure a more equitable distribution of resources across schools. Additional funding has been allocated to schools with limited course offerings, allowing them to expand their curriculum and provide a broader range of courses. This includes investing in instructional materials, technology, and teacher professional development opportunities. Professional development: ASL plans to expand our learning opportunities for teachers, especially new teachers, to include specific instruction in each of our designated curricula. We believe that this will increase teacher efficacy, leading to higher student achievement and access. Expanded student support services: ASL has developed student support services to ensure all students can access necessary services. Social-emotional needs will be supported so that students can all access the curriculum. Inclusive course placement policies: ASL has reviewed and revised its policies to promote equitable access to instruction. Community partnerships and outreach: ASL has partnered with local organizations, businesses, and higher education institutions to expand course options and provide students with enriched learning experiences inside and outside of the classroom. Improved communication and engagement with families is our final priority. Met 2024-06-20 2024 19648810113894 Pasadena Rosebud Academy 7 PRACS is a small K-8 school, with one classroom per grade. We have small class sizes as we believe that students learn faster and perform better in smaller classes. A small class size can often result in more individual attention, increased participation, and better communication between the instructor and students. Our K-6 grades are self-contained classrooms, whereas 7th and 8th graders share classes in blocks with 2 teachers (science and math, social studies, and language arts). All students have access to a personal Chromebook and common core instructional material. Our 7th and 8th grade students have two elective courses, financial literacy and journalism. PRACS uses its Student Information System (PowerSchool) to track the extent to which all students 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. 1. Student Information System (SIS): Usage: The SIS is employed to track student enrollment across various subjects and grade levels. It provides detailed reports on course enrollment, attendance, and academic progress. Grade Spans: Data is segmented by grade spans (K-2, 3-5, 6-8) to ensure all grade levels have access to a broad course of study. Unduplicated Student Groups: Reports are generated to monitor enrollment trends among unduplicated student groups, including English learners, foster youth, and socioeconomically disadvantaged students. PRACS is a small K-8 charter school. We have one class per grade level. Each class in grades k-6 is self-contained. The self contained classes focus on the core content subject areas: language arts, math, science and social studies. Seventh and eighth grade students also focus on the core content subject areas and they have 2 electives: Journalism and financial literacy. Overall, PRACS K-8 schools have made significant strides in ensuring that all students have access to and are enrolled in a broad course of study, including unduplicated student groups and individuals with exceptional needs. While progress is evident, particularly in addressing disparities among unduplicated student groups and students with exceptional needs, ongoing efforts are necessary to eliminate remaining gaps and ensure equitable access for all students across all school sites. Given the small school size and student enrollment, PRACS does a good job of ensuring that all students have access to a broad course of studies for all students. Some of the barriers that prevent the school from providing access to a broad course of study for all students include: Resource Inequities: Funding: limited financial resources struggle to offer a wide range of elective courses and advanced programs, impacting students' access to a broad curriculum. Staffing Shortages: Limited availability of qualified teachers for specialized subjects, such as music, art, and advanced sciences, restricts course offerings. Infrastructure Limitations: Facilities Constraints: The lack of necessary facilities, such as science labs, art studios, and sports facilities, to offer a full range of courses. To overcome these barriers, PRACS can focus on several strategic actions, such as seeking additional funding and grants, investing in professional development for teachers,and enhancing technology infrastructure. By addressing these challenges, the PRACS can work towards providing equitable access to a broad course of study for all students. PRACS has successfully implemented actions to ensure access to a broad course of study for all students given the design and size of the school’s student population, however, the following revisions, decisions, and new actions will be implemented to ensure a broad course of study for all students. Equitable Resource Allocation: Targeted Funding: Increase funding to ensure the school can offer a diverse range of courses. This includes additional grants and financial support specifically for expanding elective and advanced course offerings. Staff Recruitment and Retention: Implement strategies to recruit and retain qualified teachers in specialized subjects, including offering competitive salaries, benefits, and professional development opportunities. Infrastructure Enhancements: Facility Upgrades: Invest in upgrading school facilities to include science labs and an art studio. This will ensure all students have access to the necessary infrastructure for a broad course of study. Technology Improvements: Expand access to technology by providing devices and improving internet connectivity. Implementation and Monitoring: Data-Driven Adjustments Educational Partner Involvement Regular Reporting Met 2024-06-20 2024 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 Student Learning Plan (SLP) 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. "Students are enrolled in a standards-aligned, module-based curriculum to complete all graduation requirements, which we have aligned to PUSD requirements. LW has designed a flexible, module-based curriculum that allows students to gain credits and academic skills that emphasizes projects, some classroom-based requirements, labs and field-based experiences. This design allows flexibility of scheduling and pacing while at the same time providing the support, engagement and connection that our students need to remain on the path to a high school diploma. Students are required to complete 180 credits. There are not two levels of academic classes—it’s all college bound coursework. Our graduation requirements align and exceed the state minimum course requirements (130 credits). At minimum, curriculum offerings and requirements include: • 4 years of English, • 2 years of Math (including passing Algebra/Integrated 1) • 2.5 years of Science (including passing Biology; Environmental Science required) • 3 years of Social Studies • 2 years of Physical Education • 1 year of Fine Arts (Visual Arts & Performing Arts) • 0.5 year Health • Specified Electives: Writing, Financial Literacy, Computer Technology" LW is a single school site located in Pasadena with a resource center in Boyle Heights. All students enrolled in LW have access to the same program, depending on credit deficiencies and what is needed to graduate. LW’s use of Student Learning Plans (SLPs) 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 were revised in 2023-24. LW will continue to build on college and career supports and provide supports in arts & communication and environmental studies and career and college exploration activities and services to improve student access to a broad course of study and preparation for life after high school graduation. LW coursework in mathematics, physics and biology are now A-G approved and our school will continue to select courses for A-G approval. English language arts and social studies are the next set of courses to be submitted for approval. Met 2024-06-25 2024 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 2024-06-18 2024 19649070000000 Pomona Unified 7 PUSD continues to 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 PUSD continues with 100% of 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, and STEM courses both within and outside of the regular school day -Secondary students have access to a broad course of studies within their school offerings as well as opportunities before and after school -Secondary students are free to attend schools within the district that offer courses within their area of interest -High school students have access to and can enroll in PUSD’s Online Learning Program for Credit Recovery & Acceleration, which provides all high school students with access to additional core and elective courses. -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 Dual Enrollment courses via our partnership with our local colleges (Mount San Antonio College and Cal Poly Pomona) -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 prevents PUSD from developing a robust CTE/ROP program is the lack of credentialed teachers in the various fields. This issue is compounded by overall declining enrollment -Regular analysis of enrollment in broad course of study courses helps to inform the District as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7 PUSD continues to increase the number of options students have in selecting courses that meet the broad course of studies parameters: -This includes support for additional STEM coursework and materials at various schools -PUSD continues to increase the CTE offerings and AP/ Dual Enrollment offerings at the comprehensive high schools Met 2024-06-26 2024 19649070115170 School of Extended Educational Options 7 SEEO continues to 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 SEEO continues with 100% of students having full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i): -All elementary grades 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, and STEM courses both within and outside of the regular school day -Secondary students have access to a broad course of studies within the school offerings as well as opportunities before and after school -High school grade students have access to and can enroll in SEEOs Online Learning Program for Credit Recovery & Acceleration, which provides all high school students with access to additional core and elective courses. -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 grade level we have increased the Participation in AP courses and Dual Enrollment courses via our partnership with our local colleges (Mount San Antonio College and Cal Poly Pomona) -Offerings to all students include a lack of time during the regular school day -SEEO has offered several other courses to students before and after school using a Zero Period or through clubs -A barrier that prevents SEEO from developing a robust CTE/ROP program is the lack of credentialed teachers in the various fields. This issue is compounded by overall declining enrollment -Regular analysis of enrollment in broad course of study courses helps to inform SEEO as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority SEEO continues to increase the number of options students have in selecting courses that meet the broad course of studies parameters: -This includes support for additional STEM coursework and materials at various schools -SEEO continues to increase the CTE offerings and AP/ Dual Enrollment offerings at the comprehensive high schools Met 2024-06-26 2024 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 local data, at least 90% of students graduate A-G eligible or as a CTE completer or both. However, the dashboard shows a much lower percentage due to a reporting error last year. 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. The SAE is investigating offering ASL as an option for foreign language. Met 2024-06-18 2024 19649076021984 La Verne Science and Technology Charter 7 La Verne Charter continues to 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 La Verne continues with 100% of students having full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i): -The school offers access and enrollment in the seven areas identified as a broad course of studies for grades 1-6 -Students can access some courses, such as visual and performing arts, and STEM courses both within and outside of the regular school day Offerings to all students include a lack of time during the regular school day -Laverne has offered several other courses to students before and after school -Regular analysis of enrollment in broad course of study courses helps to inform La Verne Charter as it makes decisions on offerings and using LCAP Supplemental and Concentration funds to support Priority 7 La Verne continues to increase the number of options students have in selecting courses that meet the broad course of studies parameters: -This includes support for additional STEM coursework and materials Met 2024-06-26 2024 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 38 % of students have been identified as English Learners and 100% of those students receive instruction aligned to the new English Language Development standards. Two electives, Music and Art are offered at the middle school with approximately 25% of students enrolled. 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. In 2022, RSD received a five year grant, Engaging CA English Learners Through the Arts (ECELA) to deepen English Learner instruction, family engagement, and social-emotional learning. 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 2024-25, we have one preschool, and two classes for Kindergarten through 4th Grade. One new addition is we created a TK class that will receive weekly instruction in Mandarin and be immersed in the DLI culture at the school. These TK students will automatically be enrolled into the Kinder DLI class the following year. 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 2024-06-27 2024 19649640000000 San Marino Unified 7 For the 2023-24 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 2023-24 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 2023-24 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 2023-24 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. As such, the status of this indicator is marked as being “Met”. Met 2024-06-25 2024 19649800000000 Santa Monica-Malibu Unified 7 SMMUSD counselors meet with students to discuss courses. In addition, counselors also use Naviance and 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 ensure that English Learners are receiving the necessary language support to access to 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. Time for professional development and trainings that does not take teachers out of the classroom too frequently. Our goal is to provide professional development at a time that doesn’t disrupt the instructional time. For the upcoming school year, our goal is to provide sites with a focus for professional development based on the districts priorities. In the area of Mathematics, the teams have done middle and high school detracking while supporting acceleration at both middle and high school. In addition, Physics is now a 9th grade course which supports the equity lens for the district. In ELA, the team has prioritized areas of focus and utilize department meeting time with greater focus on PD. Met 2024-06-25 2024 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 2023-2024 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, English Language Arts, and Math. Regular analysis of student enrollment, student achievement data results, and instructional needs supports our 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 goals and actions were created after careful analysis of student achievement data. During educational partner meetings throughout the school year, input and feedback data are collected which provide information for continuous analysis of our practices and ensures a broad course of study for all students while also focusing on our unduplicated count student groups. Met 2024-06-25 2024 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 2024-06-14 2024 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 2023-24 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 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. Graves Middle School offers beginning and intermediate band and guitar 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 2023-24 year including Art, 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 informs South Whittier School District (SWSD) as it allocates resources and makes decisions on course offerings, utilizing LCAP Supplemental and Concentration funds to support Priority 7. SWSD collaborates closely with the Whittier Union High School District to ensure access to a diverse array of courses that prepare students for high school coursework. In the upcoming 2024-25school year, Graves Middle School (GMS) will continue to provide an intervention and enrichment period within the school day to accelerate learning, further supporting students' academic growth and success. Met 2024-06-18 2024 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, instructional schedules are monitored to ensure that all students are being instructed in all core subjects. In addition, local assessments, curriculum-based and teacher-made assessments, are given to all students 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. All students, especially unduplicated students, English Learners, foster youth, and homeless, have access to all courses of study at each of the nine schools. To provide additional support for 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. When students are provided additional time with the Learning Support Teachers, students are not pulled during core instructional time. In addition, there are two Educational Program Coordinators at the District level that go to the school sites to ensure that teachers have the supports they need to further assist with students accessing their educational goals. The CAASPP results from 2023 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 to increase growth for all students and identified student groups. Local assessment data, as well as, state data is used to monitor student growth, and ensure that all students are receiving access to their core instructional program, as well as, receiving intervention supports as needed. "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 at all school sites, as well as, student access to counselors that are dedicated to assisting students and their families with social emotional support. This support has assisted students by removing barriers that may be interfering with the students’ access to their academic programs. " "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. In addition, due to the increased need for social/emotional support, more students will have access to therapy as needed. Also, the District has implemented a new social/emotional curriculum- Second Step, at all nine schools. Second Step has assisted students with their social/emotional needs, and supports them in thriving in school by teaching students the techniques to gain confident, set goals, make better choices, and learn how to collaborate with others during instructional time and during play. 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. " Met 2024-06-26 2024 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 and has plans to implement a Dual Language Immersion Mandarin program in the 25-26 year. 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. the LEA from providing access to a broad course of study for all students. 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 has created 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. In the 24-25, the district has added three itinerant teachers to support the Visual and Performing Arts with a focus primarily at the the elementary schools. 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 have attempted to meet A-G requirements and supplemental requirement courses (those beyond the graduation requirements) at a much lower rate than general education students. Many of our students with disabilities are not enrolled in the world language courses. Similarly, we have found that many of our English Learners are not taking AP 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. Additional information about the historical data related to 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 2024-06-26 2024 19650600000000 Torrance Unified 7 The locally selected measures used to track the extent to which all our students have access to, and are enrolled in, a broad course of study are as follows: CA Department of Education Course Enrollment Listing, CA Dashboard College and Career Indicator (CCI) data, UC A-G Completion Rates, AP enrollment: course completion and AP Exam results, Honor course enrollment and completion rate, National Student Clearinghouse data in addition to Counseling team graduate plan via Naviance and PowerSchool information systems, and Self-Study report results. For the third year in a row, the major indicators - CCI Completion, CTE Pathway Completers, and UC A-G Completers all improved, with the largest gain, 6.1%, in CCI completion. Additionally, we track these measures for our at-risk populations. CTE Pathway completion improved for all at-risk populations, and UC A-G Completion improved for all groups except for Homeless. For subgroups showing declines in any area, additional focus is planned for these subgroups in the 24-25 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 184 more exams in 2022, but there was an increase of 212 exams passed, so the pass rate did improve. 2209 Students Tested (increase of 95 students from 2022) 3339 Exams Passed (increase of 212 exams passed from 2022) 4394 Exams Given (increase of 184 exams given from 2021) 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. We have expanded the school day for English Learners, as well as offering summer A-G elective options. Finally, although students may be enrolled in A-G coursework, they may not be earning a grade of C or better, so we’ve expanded our credit recovery and grade improvement opportunities for the 21-22, 22-23, 23-24 and now the 24-25 school years, which resulted in a large increase (and another 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. Resources are focused on our subgroups not meeting CCI and A-G, and enrollment in a broad access to coursework. In addition, 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 College & Career news and updates. Expanding CTE pathways to provide a broader range of course options for students and to further increase CCI completion among targeted students. Identifying students with grades below C in A-G coursework and offer a process for credit recovery/grade improvement. Early identification and enrollment in entry level Honors courses, including providing acceleration opportunities in 5th, 6th, 7th, 8th and 9th grade mathematics. Providing summer Bridge to Honors English and Bridge to Algebra coursework to targeted 8th and 9th graders to increase the representation of targeted students in Honors and higher level coursework. Met 2024-06-18 2024 19650780000000 Valle Lindo Elementary 7 The LEA uses 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. These include: Student Information System (SIS): Tracks enrollment data across various courses, ensuring all students, including those from unduplicated student groups and individuals with exceptional needs, are enrolled in a comprehensive and diverse curriculum. Course Enrollment Reports: Regularly generated reports that analyze enrollment trends by grade span, student demographics, and special education status to ensure equitable access to a broad course of study. Curriculum Audits: Periodic reviews of the curriculum to assess the availability and inclusiveness of course offerings, ensuring they meet the needs of all students, including underrepresented and special needs groups. Teacher and Counselor Feedback: Input from teachers and counselors collected through surveys and meetings to identify any gaps or barriers in course access and enrollment. Parent and Student Surveys: Gather perceptions and experiences regarding course availability and accessibility, providing insights into areas needing improvement. Individualized Education Plan (IEP) Monitoring: For students with exceptional needs, IEP reviews ensure that their course of study is aligned with their educational goals and accommodations. These tools help the LEA maintain oversight and ensure that all students have equitable access to a diverse and incl All students across the LEA have access to and are enrolled in a broad course of study, including core subjects and a variety of elective courses. The Student Information System (SIS) data indicates high enrollment rates in essential subjects such as math, science, language arts, and social studies, along with electives in arts, physical education, and technology. Unduplicated Student Groups (low-income, English learners, foster youth): These groups have comparable access to core subjects and elective courses. The LEA has implemented additional support and resources to ensure their continued equitable participation. Students with Exceptional Needs: Individualized Education Plan (IEP) monitoring ensures that these students are enrolled in courses that meet their specific educational needs. They have access to a broad course of study, with tailored supports to facilitate their participation in both core and elective courses. Enhanced Resource Allocation: The LEA has revised its resource allocation strategy to ensure equitable distribution of funds and materials across both school sites. This ensures that all students have access to a comprehensive range of courses and programs, regardless of their location. Curriculum Development: The LEA is updating its curriculum to include more diverse and inclusive course offerings. This includes adding new electives in areas such as technology, arts, and advanced STEM courses, ensuring that students have a variety of options to explore their interests and talents. Increased Professional Development: Decisions have been made to invest in professional development for teachers to equip them with the skills and knowledge to effectively deliver a broad and inclusive curriculum. Training focuses on differentiated instruction, cultural competency, and integrating technology into the classroom. Met 2024-06-26 2024 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 2023-2024 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 affords 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. The VAPA program provides our elementary students with increased experiences in the arts. Met 2024-06-13 2024 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, 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 participate in courses that offer remediation and extensions of learning, as well as provide 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. Barriers include access to Wi-Fi and school materials, especially for 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 7th and 8th graders (those who completed the 6th or 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. Math Lab 2 course was added for struggling 10th graders to support their grade-level math course. This is in addition to the already running 9th grade ELA and Math Labs. After-hours support was also provided at the high school to our MVK students and students with IEPs to support their work in A-G courses. Met 2024-06-10 2024 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 have equal access to subjects such as English-language arts, mathematics, science, social studies, art, music, and physical education. Each homebase classroom teaches core values and leadership through The Leader In Me curriculum. Daily enrichment and intervention are provided with support from staff and instructional resources. Termly and ongoing NWEA screeners inform staff to align appropriate supports for student progress, such as the NWEA Fluency Screener for vocabulary and phonetics. A preventative tutoring model from Kindergarten to grade 2 ensures students are reading by grade 3. The intervention literacy program, FastForWord, supports those needing additional help as specified in LCAP Goal 3. Technology is integrated into all student learning, with iPads for TK-5 and laptops for grades 6-8. As per LCAP Goal 3, intervention/support software like Achieve3000, Lexia, and STMath is available to all students, with Carnegie MATHia for grades 6-8. This software aids in meeting Common Core State Standards from Kindergarten to grade 8. No student or group is denied access to any courses. Technology is used to enhance learning and bridge functional gaps, ensuring increased access to experiences and education. 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 aggressively monitoring absences and promoting regular attendance, SJCA can address this barrier to 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, to motivate students to maintain good attendance and engage actively in their education. School-wide Culture: Maintaining an inclusive school culture that values attendance and emphasizes the benefits of being present and actively participating in the learning community. Met 2024-06-18 2024 19651020000000 Westside Union Elementary 7 ? PowerSchool SIS Course Enrollment ? Site Master Schedules 100% of all elementary students are enrolled in a broad course of study including English language arts, mathematics, history/social science, science, and physical education as indicated in 2023 Powerschool course enrollment and master schedules. 100% of students have standards aligned materials as evidenced in the 23-24 district resource management System. In the 2023-2024 school year, 100% of all academic content is aligned with the appropriate grade-level California Common Core State Standards and California English Language Development Standards. All district adopted instructional materials are CA CCSS based and provide resources for designated and integrated EL instruction in accordance with guidelines provided by the CDE. 100% of all middle school students are enrolled in a broad course of study including English language arts, mathematics, history social science, science, physical education, and elective courses which may include but are not limited to fine arts, performing arts, and STEM related fields as indicated in 2023 PowerSchool course enrollment and master Schedules. Middle School students can self-select any advanced course pathway. ? Continued gap in updating of new math curricula at the state level - current math curricula has gaps ? Continuation of bringing newer staff onboard who are adjusting to newer curricula ? Continued decreased availability of substitutes resulting in limited ability to provide extended professional learning opportunities ? Addressing learning gaps related to pandemic ? Consistent implementation across school sites Curricular Materials: Previous math instructional materials were published in 13-14 prior to the California CAASPP system. According to EdReports, our math instructional materials were only partially aligned with the current state standards. The district adopted Illustrative Math as an off-cycle adoption which aligns with the new newly adopted math framework and state standards. School year 24-25 will also see an instructional materials pilot for a new Language Arts curriculum adoption. Staffing: Three teachers on special assignment (TOSA) work to help train and onboard newer staff to the various curricular platforms. New Teacher Support works with teachers who are teaching on PIPS, STSPs, or intern credentials as well as supports them until they clear their credentials. A dedicated TOSA works in the English Language Department to help support and provide access to English Language learners as well as educate and support classroom teachers. Career Technical Education: In efforts to expand opportunities and better prepare students for high school pathways, WUSD is exploring and expanding Career Technical Education classes for middle and elementary students. Currently, classes are offered in the areas of Woodshop, Home Economics, and Project Lead the Way (PLTW). Collaboration with the local high school district (Antelope Valley Union High School District) looks to expand and strengthen these offerings moving forward. Met 2024-06-18 2024 19651100000000 Whittier City 7 Student schedules are coordinated by school staff counselors, teachers, and school administrators. The following tools are used to track the extent to which students have access to, and are enrolled in a broad course of study. Aeries software to create class schedules that ensure all students have access to a broad study of courses and electives. CALPADS system is used daily to ensure student demographic data and information is updated and student groups are placed in the correct courses to receive the academic support required ie: ELD or RSP. State assessments are uploaded into Aeries and results help place students in appropriate core classes ELPAC state assessments that determine student placement in language proficiency courses. Themed Academies support access to core classes and electives 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 tool includes Aeries, our student information system, which is used to ensure all students have access to and are enrolled in a broad course of study. Ongoing assessment data and the most updated student demographic data from CALPADS is used to identify when students need additional support and would benefit from placement into intervention courses. Some barriers occur when student information is not updated in CALPADS promptly or when there are high levels of student movement. 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 in accessing updated information and inputting data in Aeries. 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. In addition to courses being offered during the school day, additional enrichment opportunities will be offered after school. Met 2024-06-18 2024 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 2024-06-25 2024 19651360000000 William S. Hart Union High 7 The Hart District tracked progress in meeting Priority 7 by performing a review of student schedules, course offerings and course enrollment reports to assess the extent to which all students had access to, and were enrolled in, a broad course of study. Course enrollment reports were developed using the District’s Student Information System, Infinite Campus. Infinite Campus identified access and enrollment based upon grade spans, unduplicated students, and students with exceptional needs. For the 2023-24 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 District continues to make this an area of focus and works with site EL Administrators and Coordinators to ensure EL students can successfully access grade-level content in the core courses. Ellevation strategies are used to help support teachers to create lessons that support access to rigorous curriculum. The district continues to expand it College and Career Readiness (CCR) program, offering 28 different Career and Technical Education (CTE) pathways and CCR programs for all students in the 7th – 12th grade. Many of the courses in this program 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 providing the necessary time for teachers to develop lessons to support diverse 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 been resolved and that more students, especially those from special populations, are accessing the CTE program. Work will continue to ensure that the growth in these areas is not only maintained, but continues to develop. 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 2024-06-26 2024 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 2023-24 for the first three quarters. 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, Ethnic Studies, 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 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 2024-05-30 2024 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 2024-06-26 2024 19651361996263 Opportunities for Learning - William S. Hart 7 Our program equips all students with personalized plans to support their academic and career goals, engaging them in a rigorous curriculum aligned with academic, college readiness, and schoolwide standards. Upon enrollment, services are promptly provided to English Learners and Students with Disabilities, ensuring access to appropriate courses, accommodations, and FAPE. Diagnostic assessments are conducted three times a year to guide course placement and refine instructional strategies. Our intervention staff offers targeted support, while teachers and counselors regularly adjust academic plans based on students' progress. Instruction includes independent study workbooks, direct instruction, and online learning, ensuring alignment with CCSS and NGSS. Edmentum guarantees courseware compliance with state standards. As of the 2023-24 school year, all English and Math courses conform to CCSS, and Science courses, including Biology, adhere to NGSS. Students can choose from over 60 core and 100 elective courses, with 90% UC A-G approved and 96% featuring SDAIE strategies. All students have access to a comprehensive course of study. Planning guides help identify necessary courses to address educational gaps. Our blended learning model provides Direct Instruction, Independent Study through Student Activity Workbooks, and online curriculum via Edmentum LMS, available charter-wide. All core subjects are A-G approved and meet NCAA standards. For students interested in Advanced Placement (AP) courses, discussions between the teacher, student, and parent/guardian assess the suitability of enrollment in AP courses. Direct Instruction is available to provide structured support in core subjects and is also integrated into our online learning options. Course offerings are tailored based on student course completion and analysis of RenStar ELA and Math benchmark data. For students needing tailored support, Response To Intervention (RTI) curriculum through Exact Path and Achieve 3000 is available. Additionally, the iLit program, an ELD reading intervention, is implemented across the charter to enhance reading comprehension and literacy for English Learners. Barriers preventing access to a broad course of study at OFL-WSH vary by school site and student demographics. For instance, technology access can be an issue for centers with higher numbers of FRMP students, affecting their ability to utilize Edmentum courses. Transportation is another significant barrier, hindering students from attending Direct Instruction courses that require additional attendance, or traveling to different learning centers for specialized courses like CTE or experiential learning opportunities. Social-emotional barriers, such as anxiety and depression, also limit some students' willingness to access available resources. Additionally, facility space constraints restrict the offering of more direct instruction courses and the ability to increase the length and frequency of student appointments. These combined factors prevent some students from fully accessing a broad and comprehensive course of study. The LEA will continue to offer CTE courses which include Animal Science, Construction, Nursing, and Information Technology. Construction will be returning to in person instruction as in person hands on participation is more effective while the others will remain virtual at this time to allow more students to participate without having to rely on physical space in the learning center (LCAP Goal 1, Action 1). 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 3, Actions 2 and 4). The LEA will continue to utilize iLit in its ELD intervention program with EL students and is working to develop an Academic Language Development program to use with LTEL students to help with English language acquisition skills (LCAP Goal 2, Action 7). The LEA will continue with its May Math Path and My Reading Path cohorts for students who are testing in the “Needs Urgent Intervention” range at each RenStar testing administration (LCAP Goal 2, Actions 1 and 2). Met 2024-06-26 2024 19651510000000 Wilsona Elementary 7 The Master Schedule for the 6-8 grade students and the Student Information System tracts student access to the Paxton Patterson Lab. The Paxton Patterson Lab is available for all students in grades 6-8. The Master Schedule for the 6-8 grade students and the Student Information System tracts student access to the Paxton Patterson Lab. The Paxton Patterson Lab is available for all students in grades 6-8. The Paxton Patterson Lab is currently staffed with a Multiple Subjects Credentialed teacher. The District will continue to look for a highly qualified certificated staff for the Paxton Patterson Lab. Wilsona School District will use the California Dashboard and iReady diagnostics to tract 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. Students in grades 6-8 will have access to the broad course of study through the core curriculum and the Paxton Patterson Career Lab. The District's size and remote location present barriers to the District's ability to provide a broad course to all grades. The Paxton Patterson Lab is an elective available to all students. Met 2024-06-20 2024 19734370000000 Compton Unified 7 All elementary school students in Compton Unified School District (CUSD) have access to a broad course of study. Core subject areas—ELA, Math, Science, Social Studies, ELD, Physical Education (P.E.), and Visual and Performing Arts (VAPA)—are included in school master schedules, report cards, and 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, or VAPA. Our student information system, Aeries, allows us to collect data on the number of sections in which students, particularly our unduplicated students are enrolled. At the high school level, a graduation tracker monitors and tracks students' progress toward high school graduation requirements. Our A-G tracker is used to identify which courses students have completed and any deficiencies. Additionally, data dashboards ensure students take a rigorous set of courses, including AP, college courses, and courses that exceed minimum A-G requirements (e.g., a fourth year of Math, a third year of Science). The College Senior Timeline is used to monitor, track, and support seniors through the college application process. The California College Guidance Initiative (CCGI) is a tool that helps students explore careers and provides college and career lessons. Lastly, our the Aeries system allows us to monitor and track the progress of Career and Technical Education (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, STEM, 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, we saw that 1488 students took at least 1 AP exam, resulting in 86 more students from the previous year. Similarly, we also saw the overall amount of AP exams increase to 2746 resulting in 513 more total AP exams. Similarly, we are projecting 2700 college courses for the year, as summer college classes have not ended. This would also yield an increase in about 700 more college courses from the previous year. Some of these coursework has helped to increase the overall A-G completion rate to 60% overall, an increase of 6% 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 a projected 92% in 2024 district wide. Although not significant, several barriers hinder full access to a comprehensive course of study in Compton Unified School District (CUSD). One significant challenge is the need for more professional development to fully integrate the Next Generation Science Standards (NGSS) and the History-Social Science (HSS) Framework. Ongoing training for NGSS and new history curricula implementation for grades 6-12 is planned for the 2024-2025 school year. Articulation between middle and high schools concerning college expectations and Career and Technical Education (CTE) pathways still needs improvement, requiring enhanced alignment and communication. High schools also need to increase course rigor and expand support services to help students succeed in Advanced Placement (AP) courses. High D and F rates lead many students to Cesar Chavez Continuation High School, affecting A-G completion and AP course enrollment. Other barriers include limited parent engagement, insufficient participation in academic and social-emotional interventions, and chronic absenteeism, which undermines students' ability to benefit fully from educational opportunities. Addressing these barriers is essential to ensure equitable access to a broad and enriching course of study for all students. The Compton Unified School District plans to enhance education across all levels. At the elementary level, we will focus on improving instruction through professional development and support resources, expanding services in core subjects, and continuing enrichment courses. At the middle school level, we will emphasize building a college culture and 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 assist at-risk students, and counselors will encourage minority students to pursue advanced courses. We will continue to expand Early College Satellites to grade 10, strengthen our CTE program, and introduce additional dual enrollment courses. This coming year, JA3DE will start their planning year at Compton HS and Centennial HS, while our block schedule and a 7th period will continue to provide more opportunities for students. In summary, Compton Unified School District is taking comprehensive steps to enhance educational opportunities, emphasizing professional development, school articulation, teacher support, dual enrollment, and college and career readiness initiatives. Met 2024-06-25 2024 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 surveys. All 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 and provide the support that each individual student needs. Additionally in 2023 the WASC visitation committee noted 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: - Provide students with reading recovery and early literacy programs. - Improve the science program with improved alignment to the NGSS. - Continue to fully implement of a sequence of college and career activities K-12 - Continue to expand the use of the Naviance college and career management system grades 6-12 - Continue with students receiving social emotional support elementary in K-5 weekly, middle school weekly, and high school through the Naviance software and counseling support. - Increase the college and career preparedness of students over previous year as identified on the CA Dashboard. Met 2024-06-25 2024 19734370118760 Barack Obama Charter 7 Teachers at Barack Obama have a daily schedule with clearly identified time blocks for all core subjects including ELD. Calendars and schedules for dance, sports and PE are also monitored for access. Individual student groups are monitored throughout the year for involvement in intervention opportunities to ensure access and supports to increase academic success. This is monitored through flexible grouping rosters that change throughout the year based on need. All students have access to and are enrolled in a broad course of study. This includes all required content areas (mathematics, English Language Arts, Science, History/Social Science, PE) and support opportunities throughout the day. All students across the school are provided time with a certificated teacher at the elementary level. With Chromebooks for all grades, students have access to technology for the purposes of developing keyboarding skills and learning how to become good digital citizens in addition to its integration into rigorous learning in developing 21st century skills. All students receive a broad course of study. Additional personnel would certainly allow us to increase offerings and time allotted for various programs (art, music, etc.) 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 to offer more variety of activities that interest students. 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. 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 school to hire additional personnel to support the expansion of some offerings and the development of different programs. Met 2024-06-24 2024 19734370132845 Today's Fresh Start-Compton 7 All students at Today’s Fresh Start Charter School have access to a broad course of study. The students in our Middle School each have a class schedule that includes all subject areas. Also, our TK-5 grade students also receive a broad course of study evidenced by our class schedule of minutes for each grade level. Our program of minutes includes all core subjects, as well as a block of time for ELD instruction, Physical Education, Art, and Science. This information is also provided through our grade level lesson plans and small group instructional documents. We also have the structures in place to conduct Student Success Team (SST) meetings, IEP, and 504 plans for students that are in need. At TFSCS, it is our mission to know each child and to teach them to do their best academically, emotionally, and socially for every subgroup. At Today’s Fresh Start Charter School, using the tools that are listed above, there are no differences across school sites. Though our Compton Charter is housed on two sites , the resources available to the children are both the same. We achieve this through concrete procedures outlined for our staff, thus ensuring all students receive a broad course of study. Currently, no barriers that exist prohibiting TFSCS from providing a broad course of study for all students. As aforementioned, there no barriers that exist prohibiting TFSCS from providing a broad course of study for all students The LEA has implemented a Master Schedule to make sure that time is allotted to insure a broad course of study for all students. Met 2024-06-26 2024 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 2024-06-11 2024 19734370137240 Ingenium Clarion Charter Middle 7 Teachers at Clarion have a daily schedule with clearly identified time blocks for all core subjects including ELD. Calendars and schedules for PE are also monitored for access. Individual student groups are monitored throughout the year for involvement in intervention opportunities to ensure access and supports to increase academic success. This is monitored through flexible grouping rosters that change throughout the year based on need. All students have access to and are enrolled in a broad course of study. This includes all required content areas (mathematics, English Language Arts, Science, History/Social Science, PE) and support opportunities throughout the day. All students across the school are provided time with a certificated teacher. With Chromebooks for all grades, students have access to technology for the purposes of developing keyboarding skills and learning how to become good digital citizens in addition to its integration into rigorous learning in developing 21st century skills. All students receive a broad course of study. Additional personnel would certainly allow us to increase offerings and time allotted for various programs (art, music, etc.) 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 to offer more variety of activities that interest students. 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. Not Met 2024 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 KIPPCompton Community 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 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 Compton Community. 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 2024-06-21 2024 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 courses will be reviewed and approved in the 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 homelessness 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 2024-06-28 2024 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, Hanover Comparative Analysis of At-Risk Students, College Board Reports – AP Test Results, and IB Test Results, CTE completer results, enrollment in dual enrollment courses. 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 dual 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 HS students-Year 2, 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 2024-06-27 2024 19734520000000 Rowland Unified 7 Not Met 2024 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. 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 a CTE program and offerings, available to high school and middle school students. Careers Explorations are offered to 6th, 7th and 8th grade students, as well as CTE courses for qualifying 7th and 8th graders. Families will sometimes elect to use their own computers versus having a school provided computer shipped to them. This can create access issues in some circumstances. Barriers include access to wifi and school materials, especially in homeless, foster, and socioeconomically disadvantaged students. We encourage all families to accept the school provided laptop. 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. Not Met 2024 19734600000000 Walnut Valley Unified 7 "WVUSD tracks data identified under the umbrella of ""Broad Course of Study"" by including 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 2023/2024 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. This includes access and enrollment in visual and performing arts, world languages, design-based learning, honors courses, Brahma Tech, Advanced Placement and International Baccalaureate, Pathway Communication Academy, and the Academic Design Program. 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 with visual and performing arts (K-5) courses, language classes, physical education, and programs, including Dual Language Immersion and Primary Years Programme International Baccalaureate (PYP I" While overall enrollment in a broad course of study has improved, disparities persist among student groups, especially at the middle and high school levels. 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 access a broad curriculum at the middle and high school levels. In addition, although more English language learners are enrolled in Advanced Placement courses, this remains an area of growth and need. 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. All schools will provide a broad range of course studies for students in grades TK-12. Educational Services and site administration will ensure elementary students have courses in visual and performing arts (K-5), language art classes, and physical education. All three middle schools will continue to provide pathways in Project Lead the Way, Visual and Performing Arts, publications, and video production and will work with Educational Services to enhance the range of course offerings. Both comprehensive high schools, Diamond Bar and Walnut High School, will continue to expand their broad range of courses through the Career and Technical Education Program (CTE), partnership with ROP, and dual enrollment opportunities through local colleges. The instructional deans and the Director of Pupil Services will continue to offer pathways in Engineering and Architectural Design, Health Science and Medical Technology/Patient Care, Public Services/Public Safety, and Education/Child Development. Through our existing partnership with the East San Gabriel Valley Regional Occupational Program (ROP), Educational Services will continue to explore opportunities to provide guidance and support to ensure our pathways meet industry standards. Educational Services and Instructional Deans from both comprehensive high schools will collaborate with local colleges to articulate coursework to guarantee students receive high school and college credit when completing courses that satisfy the dual enroll Met 2024-06-26 2024 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. Grade-level collaborative lesson plans and reflect lesson plans for English, mathematics, History/Social Science, Science, Physical Education, and Visual and Performing Arts. A-G course audits are conducted regularly at the high schools are used to identify barriers to student completion of A-G requirements and completion of Career Technical Education pathways. In the 2024 the 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 2024-06-24 2024 19752911996016 Options for Youth San Gabriel 7 Our program equips all students with personalized plans to support their academic and career goals, engaging them in a rigorous curriculum aligned with academic, college readiness, and schoolwide standards. Upon enrollment, services are promptly provided to English Learners and Students with Disabilities, ensuring access to appropriate courses, accommodations, and FAPE. Diagnostic assessments are conducted three times a year to guide course placement and refine instructional strategies. Our intervention staff offers targeted support, while teachers and counselors regularly adjust academic plans based on students' progress. Instruction includes independent study workbooks, direct instruction, and online learning, ensuring alignment with CCSS and NGSS. Edmentum guarantees courseware compliance with state standards. As of the 2023-24 school year, all English and Math courses conform to CCSS, and Science courses, including Biology, adhere to NGSS. Students can choose from over 60 core and 100 elective courses, with 90% UC A-G approved and 96% featuring SDAIE strategies. All students have access to a comprehensive course of study. Planning guides help identify necessary courses to address educational gaps. Our blended learning model provides Direct Instruction, Independent Study through Student Activity Workbooks, and online curriculum via Edmentum LMS, available charter-wide. All core subjects are A-G approved and meet NCAA standards. For students interested in Advanced Placement (AP) courses, discussions between the teacher, student, and parent/guardian assess the suitability of enrollment in AP courses. Direct Instruction is available to provide structured support in core subjects and is also integrated into our online learning options. Course offerings are tailored based on student course completion and analysis of RenStar ELA and Math benchmark data. For students needing tailored support, Response To Intervention (RTI) curriculum through Exact Path and Achieve 3000 is available. Additionally, the iLit program, an ELD reading intervention, is implemented across the charter to enhance reading comprehension and literacy for English Learners. We continue to navigate the differing preferences between online and in-person learning modalities. Maintaining an updated and common core aligned curriculum is always an area of focus for our school. We seek to stay up to date with student/family needs through providing options in student learning experiences. This would include courses towards career preparedness and post-secondary options. Additionally, the layout and expanded services of our school site is continually adjusted to optimize student learning experiences and streamline staff workflow. Ensuring an adequate number of specialized instructional support staff for focused math and English intervention presents another obstacle. In response to these challenges, we have enacted specific goals and actions aimed at mitigating their impact on our students' academic achievement. LCAP Goals: Goal 1, Action 3: Intervention Services and Benchmark Assessments Goal 2 Action 3: CTE Program Enhancement for Improved Graduation and Readiness Outcomes Goal 3, Action 4: Targeted Student Support and Learning Recovery Goal 3, Action 1:Parent Involvement and Educational Partner Engagement LEA has undertaken several revisions and implemented new actions to ensure equitable access to a comprehensive course of study for all students. Firstly, we have enhanced our course offerings to include a wider range of subjects and electives, catering to diverse interests and learning styles which also includes CTE, College Prep, Post Secondary Advancements. Additionally, we have implemented measures to address any disparities in access to advanced coursework or specialized programs, ensuring that all students have equal opportunities for academic enrichment. Including direct outreach to all students through Teachers, Post-Secondary Counselor and messaging systems.Through these efforts, we aim to foster an inclusive learning environment where every student can thrive and reach their full potential. LCAP Goals: Goal 2 Action 3: CTE Program Enhancement for Improved Graduation and Readiness Outcomes Goal 2 Action 1: Postsecondary Advancement Programs Goal 2 Action 2: College credit course enrollment Goal 2 Action 4: Enhancing Student Readiness with Comprehensive Post-Secondary Events Goal 2 Action 5: Homeless and Foster Youth Services Goal 3: Action 2: Social Emotional Development Opportunities Met 2024-06-27 2024 19753090000000 Acton-Agua Dulce Unified 7 Our academic counselors work with students individually each year to increase the number of students who graduate A-G ready increase. In addition to local site data and a student driven site schedule, the district uses AERIES and Naviance to track student data, as well as CA Dashboard data and Data Quest. There is a full time art teacher at the elementary and middle school, as well as a full time teacher on special assignment that serves the all schools. Middle and high school offer video production to all students. All schools offer project based learning: Makerspace at the elementary school, Paxton-Patterson at the middle school, and Project Lead the Way and middle and high school. We also are an AVID district across all school sites. The primary barrier for providing access to a broad course of study is related to our school size. In order for all students to be college and career ready, the District must ensure students are provided a broad course of study, which includes visual and performing arts courses, a wide array of elective offerings, Career-Technical Education, Virtual Academy, dual enrollment course offerings, Advanced Placement, as well as A-G coursework. All students should have the opportunity to access a wide variety of course offerings, including English Learners and special education students. Met 2024-06-27 2024 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 2023-24 school year. 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, Ethnic Studies, 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 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 2024-05-30 2024 19753090131383 SIATech Academy South 7 SIATech provides a comprehensive curriculum tailored to the diverse needs of its students, including English Learners, students with disabilities, and foster youth. Our programs and services are developed to cater to each student’s unique requirements. The PowerSchool SIS tracks enrollment in courses, course of study, and grade spans while the Edgenuity curriculum provides data to monitor student progress. Students at SIATech have the flexibility to pursue various graduation pathways, including a traditional non-A-G pathway, an A-G graduation track, and a specialized pathway for AB216 students. Upon enrollment, each student receives an Individual Learning Plan to outline the courses necessary for graduation and their anticipated graduation date. Students begin the SIATech Way journey, characterized by regular engagements with staff to discuss goals, course selections, career exploration, and opportunities in Career and Technical Education (CTE). Our staff members provide personalized support, scaffolding, and interventions tailored to address individual needs. Modifications and accommodations are readily available as needed, ensuring every student has equitable access to a broad course of study. SIATech offers a comprehensive, broad course of study tailored to meet the needs of diverse learners, including English Learners, students with disabilities, and foster youth. Our programs and services are designed to fulfill graduation requirements and align with career pathway options in priority industry sectors. This commitment is reflected in our student information system, PowerSchool. In addition to our standard curriculum, English Learners benefit from access to both the Learning Upgrade and EDGE curriculum resources. SIATech provides various curriculum pathway options within Edgenuity, tailored to our three graduation pathways. This approach ensures a diverse and inclusive educational experience, enabling students to pursue 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. SIATech has expanded its offerings to include three graduation pathways tailored to meet the unique needs of individual students, thus facilitating a comprehensive course of study. To further support student success, we have introduced Accelerated Learning Sessions (ALS) aimed at improving literacy and numeracy skills. Additionally, our partnership with Edgenuity's MyPath curriculum enables us to provide targeted interventions in mathematics and reading. Moreover, students can explore Career and Technical Education (CTE) pathways and participate in Social and Emotional Learning (SEL) courses through this platform. Met 2024-06-18 2024 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 and Assignment Work Records (ILP/AWRs), 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 and Assignment Work Records (ILP/AWRs) 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 2024-06-27 2024 19753090132654 California Pacific Charter- Los Angeles 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 enrollment, CTE course enrollment, AP course enrollment, 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. Through the graduation rate and CCI preparedness 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. CPCS utilizes a 4-year plan document to ensure access to a broad course of study by all students. CPCS has instituted the ""Plan Your Path, Pick Your Plus"" initiative where all high school students meet with a guidance counselor to plan their A-G enrollment pathways and build into the plan an additional metric that will ensure students are college and career prepared by the time they graduate." Met 2024-06-18 2024 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: Yearly Advisory Course, Individualized Learning plans (ILPs) which are 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 2024-06-27 2024 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 ensure all high school scholars have a clear graduation pathway through a broad course of study. Our extensive catalog of course offerings is linked to our student information system. Scholars in our Online Learning Program and Options Learning Program have access to Accelerate Education coursework. Supervising teachers create personalized learning plans for scholars. For English Learners, we use research-based Lexia ELD courses to enhance language proficiency, enabling full access to our course offerings. Scholars with exceptional needs receive supplemental resources through our ClassLink system to fully participate in our curriculum. We regularly conduct self-audits to ensure proper course enrollment according to their Master Agreement. We expanded our MTSS tutoring and reached out to unduplicated scholar groups for necessary support. For high schoolers, we track access to the Accelerated Course Options Program (ACOP) and concurrent enrollment. Scholars with special needs receive modified curricular offerings per their IEP. Annual surveys help identify necessary changes to promote course access. We track attendance at live learning sessions and use a rigorous vetting process for all community providers. 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 2024-25 Local Performance Indicator Self-Reflection for Compass Charter Schools Los Angeles Page 17 of 20 completion. As a virtual school, our curriculum is available online, and the school ensures that all scholars have 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. Met 2024-06-22 2024 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 2024-06-25 2024 19753090136648 Options for Youth-Acton 7 Our program equips all students with personalized plans to support their academic and career goals, engaging them in a rigorous curriculum aligned with academic, college readiness, and schoolwide standards. Upon enrollment, services are promptly provided to English Learners and Students with Disabilities, ensuring access to appropriate courses, accommodations, and FAPE. Diagnostic assessments are conducted three times a year to guide course placement and refine instructional strategies. Our intervention staff offers targeted support, while teachers and counselors regularly adjust academic plans based on students' progress. Instruction includes independent study workbooks, direct instruction, and online learning, ensuring alignment with CCSS and NGSS. Edmentum guarantees courseware compliance with state standards. As of the 2023-24 school year, all English and Math courses conform to CCSS, and Science courses, including Biology, adhere to NGSS. Students can choose from over 60 core and 100 elective courses, with 90% UC A-G approved and 96% featuring SDAIE strategies. All students have access to a comprehensive course of study. Planning guides help identify necessary courses to address educational gaps. Our blended learning model provides Direct Instruction, Independent Study through Student Activity Workbooks, and online curriculum via Edmentum LMS, available charter-wide. All core subjects are A-G approved and meet NCAA standards. For students interested in Advanced Placement (AP) courses, discussions between the teacher, student, and parent/guardian assess the suitability of enrollment in AP courses. Direct Instruction is available to provide structured support in core subjects and is also integrated into our online learning options. Course offerings are tailored based on student course completion and analysis of RenStar ELA and Math benchmark data. For students needing tailored support, Response To Intervention (RTI) curriculum through Exact Path and Achieve 3000 is available. Additionally, the iLit program, an ELD reading intervention, is implemented across the charter to enhance reading comprehension and literacy for English Learners. Barriers persist and differ across each school site, encompassing geographical limitations and varying student preferences regarding digital curriculum versus in-person learning. Additionally, the size of each site remains a challenge for some, as a lack of physical space limits the ability to provide the desired number of direct instruction courses and intervention programs for students. OFY-Acton remains committed to providing students with flexible schedules, ensuring they can attend in-person teacher appointments for a minimum of two days a week, for at least one hour of time. This flexibility enables students to independently complete assignments at home, utilizing digital platforms or physical student activity workbooks. The LEA will actively explore options to overcome barriers related to limited physical space, including the possibility of expanding current school sites or relocating to larger facilities, thereby addressing the challenge of offering additional direct instruction courses. Met 2024-06-26 2024 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, which has recently undergone revision to better align with the CA MTSS Framework and Continuum of Support. 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 3-8 and 11, Method Schools utilizes diagnostic testing to assess student mastery of CCSS reading, writing, and math standards through the NWEA (high school) and iReady (k-8) platforms. Assessment data is regularly updated and reviewed by administration and staff and departmental OKRs are 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 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. Method Schools has revised its MTSS plan to ensure students needing supplemental intervention are placed, supported, and their progress monitored through the Exact Path platform under the guidance of trained teachers. Homeroom Teachers and Student Support Managers work directly with students to ensure they have physical access to their course of study via the laptop loaner program and academic access through reteaching and intervention during Math or English support session Due to the nature of online study, all students have access to a full range of curriculum and enrichment. With a fully implemented MTSS model, the needs of exceptional and struggling students are met through enriched learning and extension activities. Method Schools finds that participation in and completion of Career Technical Education Pathways is low; however, moving into the 24/25 school year, Method will launch the Academy at Method Schools, a dual enrollment program with College of the Canyons that provides a CTE pathway in Business and student interest in this program is building. We expect at least 20 students to complete this pathway over the next two years. We will implement two ELD designated support courses for emerging and long-term multi-language learners as needed. 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. Now, these students can be enrolled in designated support classes to enhance their language acquisition. Method Schools has appointed an MLL coordinator to monitor student progress, ensure students have the appropriate supports, and to manage reclassification. All rewritten courses include Language Standards and differentiation to offer integrated EL support and to support the general population of students’ speaking and listening skills. Method has expanded its course availability and MTSS options for all students. At high school, the Academy at Method Schools offers students more access to college and career readiness opportunities, including a CTE Business Pathway, and an IGETC pathway where students complete most of the general education breadth requirements for transfer to a CSU or UC school. Method now has a full four year course of study in Spanish that is aligned with the World Language standards. At middle school, students were enrolled in newly re-written courses that align with CCSS, NGSS, and the history framework. These courses were written with a focus on competency and standard mastery. Teachers were trained to issue effective feedback and push students toward mastery rather than completion. The new courses support student learning through multiple iterations of products until mastery is achieved. Students are encouraged to keep trying something until they master it. The feedback from parents, students, and teachers is that the new curriculum is rigorous and students are achieving mastery with more regularity. At all grades, Method provides instructional support virtually and in-person through a rotating selection of exploratory classes for middle school students, as well as clubs, events, and community activities like Beach Clean Up Day. The high school maintains its ASB program to encourage student participation in school and civic events and learning. The Academy at Method Schools, launc Met 2024-06-13 2024 19753090137786 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 2023-24 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, 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, and computer assisted learning programs. 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 for unduplicated students 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 personalized academic plans. English learners are receiving ELD courses. We believe that students should participate in coursework that ensures their graduation and enhances their college or career-readiness. We are continuing to look into online career technology education. Enrollment in CTE and College and Career Prep, as well as 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 to the extent that we have classes to offer, and we have seen participation in college courses increase as we extend our dual enrollment offerings. Met 2024-06-05 2024 19753090138297 iLead Agua Dulce 7 "In grades TK-11, 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 2024-06-25 2024 19753330000000 Manhattan Beach Unified 7 MBUSD has chosen measures and tools to monitor access to a comprehensive course of study. All MBUSD parents and staff have been invited to participate in the LCAP Annual Survey, which provides the District with important information regarding access to such a curriculum. Additionally, MBUSD monitors A-G completion rates, Advanced Placement (AP) passage rates, graduation rates, and Career Technical Education (CTE) pathway completion rates. "MBUSD offers a comprehensive instructional program for elementary students across five schools, encompassing the required course of study. Through the Manhattan Beach Education Foundation, students participate in Maker Space sessions and science labs, which both prepare and inspire them to pursue STEAM subjects in middle and high school. Students receive physical education and music instruction from teachers specialized in these areas. Manhattan Beach Middle School follows the adopted course of study and provides access to various electives, including STEM, music, drama, visual arts, film, yearbook, and exploratory wheels. Mira Costa High School delivers the required course of study alongside a diverse range of elective options, such as technology and engineering, visual and performing arts, and numerous student leadership opportunities, including Associated Student Body, journalism, and Link Crew, which encourages student-to-student connections. Per the 2023 California School Dashboard, 82.1% of Mira Costa High School students successfully completed all A-G requirements, 82.1% of MCHS students passed an AP exam with a 3 or higher per the College Board K12 report and, the graduation rate for MCHS was 97.4%. March 2024 Based on the LCAP survey, our greatest strengths pertaining to access to a broad course of study are as follows: 81% of parents and 83% of staff strongly agree that ""MBUSD offers access to a wide variety of courses in math, ELA, social science, and science."" " "District staff reviewed the following LCAP Survey responses from parents and staff related to course access: March 2024 LCAP Survey: Course Access 68% of parents (compared to 55% in 2023) and 90% of staff (compared to 65% in 2023) strongly agree or agree that ""MBUSD offers access to a wide variety of required courses in college preparatory programs including Advanced Placement (AP), and Dual Enrollment."" 46% of parents (compared to 31% in 2023) and 46% of staff (compared to 43% in 2023) strongly agree or agree that ""MBUSD offers Career and Technical Education (CTE) and career pathway courses to better prepare students for 21st-century careers."" After a review of the college and/or career indicators and LCAP Survey results, the District continues to see communication and limited CTE course offerings as potential barriers to providing student access to CTE options." In response to the LCAP Survey results and the low CTE Pathway completion rates (1.3%), the District intends to enhance college and/or career preparedness and opportunities for high school students. This will be achieved through partnerships with the Southern California Regional Occupational Center (SoCalROC) and El Camino Community College. MBUSD will establish a Career Technical Education (CTE)/Dual Enrollment Advisory Committee to oversee both current and future offerings for students. Met 2024-06-20 2024 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 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 offers a thorough instructional program for all elementary students, covering required subjects taught by the teacher-of-record in English-Language Arts, mathematics, science, and social science, with itinerant teachers providing physical education and music instruction. As an open access district, students in grades 6-12 follow a six-period schedule, receiving instruction in English-Language Arts, mathematics, science, social science, physical education, and an elective. RBUSD employs a co-teaching model to ensure students with disabilities are instructed in the least restrictive environment, and English learners receive designated ELD instruction from a CLAD-certified English Language Arts teacher to support their language development needs. Lastly, in response to educational partner feedback, RBUSD has significantly increased course offerings aligned with student interests and post-secondary preparation, resulting in a wide array of new and innovative courses available to all secondary students. 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 2024-06-25 2024 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 2024-06-18 2024 19757130000000 Alhambra Unified 7 The school district employs various tools to ensure that students are enrolled in a curriculum that aligns with the board-approved course of study. Data collection and monitoring are carried out through CALPADS (California Longitudinal Pupil Achievement Data System), the California Department of Education DataQuest, and PowerSchool. CALPADS serves as a longitudinal data system designed to maintain individual-level data, encompassing student demographics, course information, disciplinary records, assessments, staff assignments, and other pertinent data for state and federal reporting. DataQuest offers metrics on class numbers, A-G courses, average class sizes, and overall course enrollments. PowerSchool, a user-friendly, web-based student information system, facilitates communication among parents, students, and teachers, providing a tool to track student performance. Additionally, authorized users receive a unique username and password to access the relevant student records securely. 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. 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 before 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 to provide access to a broad course of study for all. The district has dedicated staff that support the Student Success Team process to ensure that appropriate interventions are provided and progress is monitored before 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 2024-06-25 2024 19768690000000 Wiseburn Unified 7 For the 2023-24 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 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, Keyboarding Without Tears, Wonders ELA workbooks, Eureka Math Squared textbooks, Accelerated Reader (AR), CANVAS learning management system, No Red Ink, NewsELA, and Google Classroom. In addition, supplemental materials are made available to families as needed, 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 ensuring open access and enrollment in a board course of study. Met 2024-06-28 2024 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 2023 Met UC/CSU Requirements and CTE Pathway Completion Report on the CA Dashboard, 96.4% of the Da Vinci Science graduating class of 2023 completed the UC/CSU A-G course requirements prior to graduation, and most significant subgroups (11+ students) had A-G eligibility rates above 90%. Our subgroup with the lowest eligibility rate was students with disabilities who were significantly lower than the school average with a 54.5% eligibility rate, however this was a very small subgroup of only 6 students, 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 2023 A-G Eligibility subgroup data, African American students and White students had a 100% A-G eligibility rate. Students of two or more races were just lower than the all student average at 92.3%. Hispanic graduates, who came in at 95.2%, and Socioeconomically disadvantaged students at 95.4% were also very close to the all student average. Of all of the significant subgroups, students with disabilities had the lowest rate at 54.5%, 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 2024-06-18 2024 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 2023 Met UC/CSU Requirements and CTE Pathway Completion Report on the CA Dashboard, 84.3% of the Da Vinci Design graduating class of 2023 completed the UC/CSU A-G course requirements prior to graduation, and all significant subgroups (11+ students) had A-G eligibility rates above 80%. Our subgroup with the lowest eligibility rate was students with disabilities who were significantly lower than the school average with a 58.8% eligibility rate, however this was a very small subgroup of only 10 students, 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 2023 A-G Eligibility subgroup data, Hispanic (69 students) and Socioeconomically Disadvantaged students (71 students) had 80%-81% A-G eligibility rates. White students had the highest A-G eligibility rate at 94% of students, but also the smallest number of students in the group at only 17. All other subgroups did not have enough students to have results reported publicly due to privacy reasons. Of all of the significant subgroups, students with disabilities had the lowest rate at 58.8%, 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 2024-06-18 2024 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 K8 offers universal curriculum resources for all students enrolled including Handwriting Without tear, Zearn, Eureka Math, MAP Accelerator, Beast Academy, Fishtank Learning, Essay Pop, Brain Pop, Discovery Education, 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. An Entrepreneurship CTE Pathway is also available. 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 2024-06-18 2024 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 2023 Met UC/CSU Requirements and CTE Pathway Completion Report on the CA Dashboard, 88.2% of the Da Vinci Communications graduating class of 2023 completed the UC/CSU A-G course requirements prior to graduation, and all significant subgroups (11+ students) had A-G eligibility rates above 80%. Our subgroup with the lowest eligibility rate was students with disabilities who were significantly lower than the school average with a 63.6% eligibility rate, however this was a very small subgroup of only 7 students, 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 2023 A-G Eligibility subgroup data, Hispanic (58 students), African American (25 students) and Socioeconomically Disadvantaged (SED) students (73 students) were all above 85% A-G eligible. 87.9% of Hispanic students, 86.2% of African American students, and 85.9% of SED students graduated A-G eligible in 2023. White students had the lowest A-G eligibility rate at 81.3% of students, but also had the smallest number of students in the group at only 13. All other subgroups did not have enough students to have results reported publicly due to privacy reasons. Of all of the significant subgroups, students with disabilities had the lowest rate at 63.6%, 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 2024-06-18 2024 19769680109926 Academia Avance Charter 7 Academia Avance Charter School employs multiple tools to ensure equitable access to a broad course of study for all students, including unduplicated student groups and those with exceptional needs. These tools include: Course Enrollment Data: Monitoring through the Student Information System (SIS) and transcript reviews. Curriculum Audits: Conducting annual audits to align with state standards. Survey Tools: Gathering feedback from students, parents, and teachers on course offerings. Progress Monitoring: Analyzing academic performance data and tracking interventions. IEP and 504 Plan Reviews: Ensuring appropriate support for students with exceptional needs. Equity Reports: Producing reports with disaggregated data to identify and address disparities. These measures help guarantee that all students receive a comprehensive and equitable education. Access and Enrollment Overview All Students: Data indicates a high level of overall access to a diverse range of courses, including core subjects, electives, and advanced placement classes. Unduplicated Student Groups: There is equitable enrollment across different student groups, with particular attention to ensuring English learners, low-income students, and foster youth have access to rigorous academic programs. Students with Exceptional Needs: Individualized Education Program (IEP) and 504 Plan reviews confirm that students with disabilities are receiving appropriate accommodations and modifications to access the full curriculum. Differences Across School Sites and Student Groups School Sites: While the main campus offers a comprehensive suite of courses, smaller or specialized sites may have limited elective offerings. Efforts are ongoing to address these disparities through technology and shared resources. Student Groups: Although progress has been made, English learners and students from low-income families sometimes face additional challenges in accessing advanced coursework. Targeted interventions and support systems are in place to mitigate these barriers. Progress Over Time Increased Enrollment: There has been a steady increase in the enrollment of underrepresented groups in advanced and elective courses over the past three years. Enhanced Support: Continuous improvement in support services, including tutoring and counseling, has contributed to better access. Academia Avance Charter School's locally selected measures indicate that while most students have access to a broad course of study, some barriers remain. The tools show high overall enrollment in core subjects, electives, and advanced placement courses, with equitable representation of unduplicated student groups, including English learners, low-income students, and foster youth. Key barriers identified include limited elective offerings at smaller sites, which restricts students' choices. English learners and low-income students face additional challenges in accessing advanced coursework, largely due to language barriers and resource constraints. The school also noted that students with disabilities sometimes lack the necessary accommodations to fully participate in the broad curriculum. To address these barriers, the school is implementing targeted interventions such as additional tutoring, counseling, and shared resources across sites. Enhanced support for English learners and low-income students is being prioritized to improve their access to advanced courses. Continuous evaluation and refinement of these strategies aim to ensure all students have equal opportunities to benefit from a comprehensive educational program. Academia Avance Charter School is responding to the results of locally selected measures by implementing several key actions to ensure access to a broad course of study for all students. Recognizing the need for more elective offerings at smaller sites, the school is increasing resource sharing and expanding course options through online platforms. To support English learners and low-income students in accessing advanced coursework, the school is enhancing tutoring and counseling services. Additional professional development for teachers will focus on differentiated instruction and culturally responsive teaching to better meet diverse student needs. For students with disabilities, the school is improving accommodations and support services to ensure full participation in all courses. These revisions and new actions aim to eliminate identified barriers, ensuring that every student has the opportunity to engage in a comprehensive and equitable educational program. Continuous monitoring and feedback loops will be established to assess the effectiveness of these strategies and make necessary adjustments. Met 2024-06-27 2024 19772890109942 Los Angeles College Prep Academy 7 Not Met 2024 20102070000000 Madera County Superintendent of Schools 7 2024-25 Local Performance Indicator Self-Reflection for Madera County Superintendent of Schools (Endeavor and Voyager Schools) Page 13 of 16 All students have access to core classes along with credit recovery options to assist with progress toward graduation. A school 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 Department identifying the avg. length of incarceration. Endeavor/Voyager staff employ 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. Endeavor/Voyager staff is limited to providing a broad course of study to students based on students' short lengths 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 and this also creates additional challenges to instructional program. Endeavor/Voyager staff make all required courses available to each student upon their enrollment in the program. This includes Edgenuity online courses and i-Ready assessments. Met 2024-06-18 2024 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. An improvement to low stability rates has been realized this year, from 36.5% to 61.8%, for all students which will only work to lower the barrier to academic achievement. Two Instructional Assistants work with students daily to directly remediate skills deficiencies in reading and mathematics. 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 educational and school connectedness events on campus. The LEA provides a broad course of study to all students grades K-8, and students will achieve based on improved stability rate of 61.8%, which is an improvement of 25.3% over the previous school year. 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 2024-06-18 2024 20102072030229 Pioneer Technical Center 7 All students have access to core classes along with credit recovery options to assist with progress toward graduation. A school 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, although student stability is improving per Dataquest. However, the master schedule, credit recovery options, and online courses minimize 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 46.8% 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 along with prescriptive lessons for students performing below grade level in reading and math as measured by i-Ready. Met 2024-06-18 2024 20651770000000 Alview-Dairyland Union Elementary 7 Students who demonstrate a need are provided access to intervention and tutoring. The success of intervention and tutoring is tracked with meetings between teachers and admin. All ELs are enrolled in ELD. Students are enrolled in the Caught Being Good program. The program promotes positive reinforcement. Students are enrolled in the STEM program and participate in project-based learning. Students are enrolled in the drug and alcohol prevention program, Too Good for Drugs. Students in grades 2 and 3 at Alview have access to a Pre-GATE program; the top 10% of the grade level are enrolled. At Dairyland, students who excel in academics have access to the GATE program. All students have access to an after-school program held on the Dairyland campus. The program offers tutoring, enrichment, and physical activities. At Dairyland, those interested in additional STEM have access to an after-school STEM program. At Dairyland, students have access to the band/music program. Students have access to River Camp during June; transportation provided. All students have access to a summer STEM camp; transportation provided. All students have access to the Summer Enrichment Program for 5 weeks from June-July. The program offers academic enrichment, SEL, physical activity, art and more. All of these enhancements are tracked 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 39% of students have access to and are enrolled in intervention. At Dairyland, approximately 11% of students have access to and are enrolled in intervention. At both Alview and Dairyland, approximately 43% of students have access to and are enrolled in tutoring. In the district, 33% 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, 12% of students have access to and are enrolled in GATE. 21% of Alview and Dairyland students have access to and are enrolled in the After School Program. At Dairyland, 10% of students have access to and are enrolled in the after-school STEM program. At Dairyland, 54% of students have access to and are enrolled in band. In the district, 25% of students have access to and are enrolled in the summer River Camp. 10% of K-3rd graders and 16% of 4th-8th graders are enrolled in the summer STEM camp. In addition, 12% of K-8th grade students are enrolled in and participate in the Summer Enrichment Program. 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 2024-06-25 2024 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 1. Teacher recruitment, selection, retention, new teacher support, and professional development. 2. Access to physical and mental health services for students/families/guardians. 3. Student access to Co-curricular programs, courses, and activities (band/music, Spanish/foreign language, etc.). 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 offering 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 2024-06-26 2024 20651850129015 Yosemite-Wawona Elementary Charter 7 All students at the Yosemite-Wawona Elementary Charter School have access to a broad course of study. Given the size of the school (16 students) and the multi-grade approach employed, it is surprising how broad a course of student students actually have access to. Individual learning goals are established for each student in a joint agreement with the teacher, parent and student. These goals are monitored on a weekly basis and formally with parents 3 times per year. These goals are taped to each students' desk so that they are always at the forefront. It is safe to say that at any time, staff can identify each student's strengths, weaknesses and academic growth. Yosemite Wawona Charter is a single school Charter organization. The need for additional and updated hardware wi9ll be an area of focus for the coming year - as will the need for additional bandwidth to support the new devices. The remote location of the school makes this a challenge. Updated hardware has been purchased and options for increasing bandwidth are being explored. Met 2024-06-25 2024 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 was collected electronically during walkthroughs that will help target support and assistance at the site-level. In the 2024-2025 year, this walkthrough form will be used with more efficiency and alignment. Team of teachers, staff and union will join together to be a part of the walkthroughs and review data as teams to make action plans for growth. 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 2024-06-25 2024 20652010000000 Chowchilla Union High 7 At CUHS: -All students are exposed to a presentation about graduation that includes A-G requirements and course offerings every year. -This presentation explains CTE pathways, the advantages of competing one, and how to begin one. -A credit evaluation is also completed with every student and sent home via Parent Square to show progress towards meeting graduation requirements. -Students choose classes via Google Forms. The Google Form populates a Google Doc that is emailed to the counselor and student with all the class choices. -The counselor uses the Google Doc to review appropriate class placement and input course requests into Aeries. The master schedule is built around course requests. -Goal continues to be to increase outreach to students and parent involvement with this process -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 a broader selection of electives overall. -Gateway High School continues to have a morning and afternoon cohort, doubling the capacity at the site. -3rd teacher will be added for 24-25 school year to increase capacity -Students will be able to take a CTE Public Safety class after their morning session or before their afternoon session (optional but encouraged) at Gateway High -For CUHS, 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. -For Gateway, students struggle with self confidence and having a strong why to push them to excel. -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 -Another goal for next year is to increase interventions and supports through liaisons and Wellness Center -Gateway High School plans to continue to explore credit recovery options in their programs so that students are better able to attain the required graduation required for their diplomas. -Based on LCAP feedback, the District plans to explore seat-time CTE classes for Gateway High School -CUHS plans to focus on broadening CTE pathways as well as increasing opportunities for students to obtain college credits while enrolled in high school. -Although reduced, CUHS plans to continue to offer summer school and credit recovery for students to complete credits towards graduation. -CUHS plans to continue to establish PLCs to make data-driven decisions to instruction in the classroom. Met 2024-06-24 2024 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 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 2023-2024 school year, elementary students had elective opportunities in music, art, STEM, literacy, and physical education. Madera Technical Exploration Center enrolled 47.3% of 8th graders, offering specialized CTE pathway instruction to enhance college and career readiness. During the 23-24 school year, 488 students completed one of the 25 career pathways available. Madera Unified has also partnered with Madera Community College, providing dual enrollment options to 914 individual students for high school and college credit, many of those students took more than one course. Additionally, 24.8% of high school students are enrolled in AP/Honors courses. Madera Unified 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. Starting in 24-25 the high schools are moving to 7 period day which will provide for more options for students to take the support courses they need while getting choice in what electives they are interested in. We see this helping students with CTE completion, A-G, credit recovery embedded into the school day and overall engagement in school. We are excited for this new schedule to begin. 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 900 students to participate in these college credits. Met 2024-06-25 2024 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 2024-06-25 2024 20652430107938 Liberty Charter 7 Liberty Charter 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, 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 students receive instruction in English, Science, Social Science, Math, Physical Education, Health, and Visual and Performing Arts, including unduplicated students and students with exceptional needs. Our music program continues to thrive with three music teachers providing instruction to students. Our student activities offerings have expanded this year to include a marching band, color guard, and folklórico dance program, in addition to the Mariachi, Jazz Band, and choir program. All students have access to a broad course of study. The barrier to providing additional offerings has previously been having the space to provide these programs, but with the purchase of the campus facility, the school now has ample space. The only current constraining factor is staffing for new programs. All students have access to a broad course of study currently. The school is always seeking out ways to provide additional learning opportunities for students through additional activity offerings and field trip opportunities. Met 2024-06-13 2024 20652430118950 Sherman Thomas Charter High 7 The locally selected measures or tools used to track access to and enrollment in a broad course of study include: 1. Individualized Course of Study: Each family collaborates with a supervising teacher to create a 4-year plan tailored to the student's post-graduation goals. This plan serves as a roadmap to ensure students have access to a diverse range of courses. 2. Student Information System (SIS): The SIS tracks students' progress, ensuring they are on track to complete the courses necessary for graduation according to their individualized plans. It allows for monitoring across grade spans, ensuring all students are enrolled in appropriate courses. 3. Pathway Options: Various pathways, such as learning center courses, online courses, independent study, and college courses, are offered to cater to diverse learning needs and interests. Monitoring enrollment in these pathways ensures equitable access for all student groups, including those with exceptional needs. The locally selected measures and tools, including individualized course planning, the student information system (SIS), and pathway options, ensure equitable access to a broad course of study for all STCHS students. Students with disabilities are fully supported through mainstreaming and specialized classes according to their IEP taught by a credentialed special education teacher . Progress over time reflects increased inclusivity, with more students accessing diverse pathways aligned with their post-graduation goals. Disaggregated data across student groups highlight equitable enrollment trends, with interventions in place to address any disparities. There are currently no barriers preventing student access to a broad course of study. The LEA is currently searching for other options in regards to Spanish instruction. Students have requested an in person Spanish course, however it has been difficult to find a part-time Spanish teacher. We will continue to implement an Apex Spanish course with the hopes of finding an in person teacher. Met 2024-06-25 2024 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 2024-06-25 2024 20652760000000 Raymond-Knowles 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 1-8, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs; the LEA then reports the results to its local governing board at a regularly scheduled meeting and reports to stakeholders and the public through the Dashboard. It was found that no significant gaps exist between the access Low-Income students have access to, and are enrolled in, a broad course of study and access by the overall student population. There are no limitations to offer a broad course of study. The District is offering opportunities for acceleration and enrichment through differentiated instruction in the classroom. Met 2024-06-27 2024 20755800000000 Golden Valley Unified 7 1. 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. 2. 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 6 complete pathways being offered (including ROP Sports Medicine, ROP Digital Media, ROP Robotics, Ag Mech, Ag Floral, and Ag Animal Science. All students have access to a broad course of study. At the high school, the 7-period day ensures that all students can fulfill A-G requirements, complete Career Technical Education Pathways, and participate in Dual Enrollment courses. As a result of our findings, GVUSD will continue to offer a broad course of study. The greatest challenge to expanding our course offerings is the size of our school and the limited funding received. Elementary sites have prioritized their GATE programs based on community input, MESA | Mathematics, Engineering, Science, Achievement programs have been established in grades 4-8 based on site needs, and the middle school has hired a STEM teacher to meet the needs of its student body. 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 2024-06-25 2024 20756060000000 Chawanakee Unified 7 The District uses multiple measures to track the extent to which all students have access to, and are enrolled in, a broad course of study. Our new Information and Intervention Dashboard (PARSE) will assist us in being more proactive in our work. Students with disabilities are monitored and supported through their IEPs, and placement is based on what is appropriate for each student, within the least restrictive environment. The progress of homeless and foster youth is tracked monthly and barriers to education are addressed through intervention team meetings or via the site homeless/foster youth liaison. All Chawanakee Unified students have access to a broad course of study with an emphasis on Project Based Learning. Our Mission: High expectations through Rigorous and Relevant learning opportunities while developing personalized student experiences by building positive Relationships and Resiliency. Our Vision: Chawanakee Unified School District will strive to provide rigorous and relevant educational opportunities in order to promote the highest possible student achievement for all students. Chawanakee Unified strives to ensure a broad course of study. A barrier is that our K-8 school sites are small, often with only one or two teachers at each grade level. This makes the middles school master schedule and course offerings challenging. We have been and continue to be creative in our approach to offering accelerated course offerings for our middle school students. Our high school programs are well developed and staff in Career Technical Education for AG and Art/Media. We have expanded our Dual Enrollment Programing for high school students. All high school students have the ability to graduate with a significant number of college credits and other certifications. In order to ensure a broad course of study for ALL students, the LEA has implemented Multi-Tiered Systems of Support (MTSS) including the hiring of three Behavior Support Specialists (a new action in the 2024-25 LCAP), one assigned to each of the K-8 sites to provide consistent and constant support; assigned Lead Teachers (a new action in the 2024-25 LCAP) to each site (multiple Leads to cover grade multiple spans) to assist site staff in addressing the academic, social-emotional, and behavioral needs of students; and provided professional development to all staff (teachers, classified, administrators) in Project Based Learning, high quality first instruction, and differentiated instruction. Met 2024-06-13 2024 20756060125021 Minarets Charter High 7 Not Met For Two or More Years 2024 20756060132936 Chawanakee Academy Charter 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. 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. All students have access to a broad course of study with an emphasis on Project Based Learning. At this time, there are no barriers preventing the LEA from providing access to a broad course of student for all students. The LEA is always adapting and expanding its course and enrichment offerings based upon student, family, and staff feedback. Multiple new actions in the LEA's 2024-25 LCAP will expand current course offerings both for independent study as well as in-person classes to be offered on site, at the adjacent high school (for 8th-12th graders), and off-site enrichment (e.g. pottery classes). Met 2024-06-13 2024 20764140000000 Yosemite Unified 7 benchmark assessments. master scheduling, sophomore counseling, placement testing, middle school electives, progress in middle school electives, progress of homeless youth tracked monthly, students with IEPs placed in least restrictive environment possible Across schools and grade-level collaboration on common formative assessments to measure student learning, provide intervention, and adjust instruction. Grade-level teacher team review of student data to plan targeted instruction focused on benchmark assessment data to provide real time support and assess student comprehension. Data driven decisions, ongoing educator professional development on use of Illuminate, our benchmark assessment tool designed to focus on individual student growth that are administered three times per year. Review of district curriculum in alignment with the State of California adoption cycle. Curriculum coaching and instructional coaching through school site classroom walkthroughs and enhanced English language learner program and supports Size of the district (at about 1,400 students) can limit the amount and volume of programs available due to budget constraints. Despite the challenge of small rural district , YUSD has been able to offer a range of programs, including IB, AP, CTE, ROP, Music, Drama, and VAPA. YUSD has a robust educational options program, including independent study, blended options, and seat-based programs Met 2024-06-25 2024 20764142030237 Glacier High School Charter 7 Glacier High Charter offers highly personalized educational plans for each student. Each 9th-12th grade student’s academic program is personalized to meet the needs of that individual student. We provide independent study students and their families with four types of resources: Guidance and oversight, standards aligned curriculum, site based classes, and professional teachers and staff. Glacier High School Charter strives to provide all students a broad course of study. Our personalized learning model allows us to serve all students which include English learners, students with disabilities, socioeconomically disadvantaged, and regardless of students with differing backgrounds, personal characteristics, or varying academic achievements. All students have the opportunity to flourish in our personalized learning model. As we are an independent study school, every student is allowed the opportunity to participate in onsite courses, activities, and field trips. As detailed in our 2024-25 LCAP, Glacier High is working towards providing greater guidance, support, and opportunities for students, providing high quality and effective educational services and products to support student learning, and engagement and school connectedness under the daily guidance of their parent. 4) Our revisions, decisions, and new goals and actions will ensure that all students have access to a broad course of study. See our LCAP document for 2024-25. 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: Each student at Glacier High has a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher(s), as well as a special education specialist when applicable. An Advising Teacher will serve as the primary point of contact for each student, with additional subject-matter teachers providing guidance and consultation on their specific subject area. A PLP addresses specific goals for each semester of school across all subjects. It specifies curriculum to be used, curriculum pacing, and assessments that will be given to demonstrate mastery of the standards-aligned content for each subject area/course. The PLP guides each student’s academic progress through independent study and site-based instruction and supports to ensure that all students have access to, and are enrolled in, a broad course of study. Our revisions, decisions, and new goals and actions will ensure that all students have access to a broad course of study. See our LCAP document for 2024-25. 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 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. 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: Glacier High School Charter strives to provide all students a broad course of study. Our personalized learning model allows us to serve all students which include English learners, students with disabilities, socioeconomically disadvantaged, and regardless of students with differing backgrounds, personal characteristics, or varying academic achievements. All students have the opportunity to flourish in our personalized learning model. As we are an independent study school, every student is allowed the opportunity to participate in onsite courses, activities, and field trips. As detailed in our 2024-25 LCAP, Glacier High is working towards providing greater guidance, support, and opportunities for students, providing high quality and effective educational services and products to support student learning, and engagement and school connectedness under the daily guidance of their parent. Our revisions, decisions, and new goals and actions will ensure that all students have access to a broad course of study. See our LCAP document for 2024-25. Met 2024-06-18 2024 20764146110076 Mountain Home Charter (Alternative) 7 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: Guidance and oversight, standards aligned curriculum, site based classes and professional teachers and staff. Mountain Home School Charter strives to provide all students a broad course of study. Our personalized learning model allows us to serve all students which include English learners, students with disabilities, socioeconomically disadvantaged, and regardless of students with differing backgrounds, personal characteristics, or varying academic achievements. All students have the opportunity to flourish in our personalized learning model. As we are an independent study school, every student is allowed the opportunity to participate in onsite courses, activities, and field trips. As detailed in our 2024-25 LCAP, Mountain Home is working towards providing greater guidance, support, and opportunities for students, providing high quality and effective educational services and products to support student learning, and engagement and school connectedness under the daily guidance of their parent. Our revisions, decisions, and new goals and actions will ensure that all students have access to a broad course of study. See our LCAP document for 2024-25. 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: Guidance and oversight, standards aligned curriculum, site based classes and professional teachers and staff. Mountain Home School Charter strives to provide all students a broad course of study. Our personalized learning model allows us to serve all students which include English learners, students with disabilities, socioeconomically disadvantaged, and regardless of students with differing backgrounds, personal characteristics, or varying academic achievements. All students have the opportunity to flourish in our personalized learning model. As we are an independent study school, every student is allowed the opportunity to participate in onsite courses, activities, and field trips. As detailed in our 2024-25 LCAP, Mountain Home is working towards providing greater guidance, support, and opportunities for students, providing high quality and effective educational services and products to support student learning, and engagement and school connectedness under the daily guidance of their parent. Our revisions, decisions, and new goals and actions will ensure that all students have access to a broad course of study. See our LCAP document for 2024-25. 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 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. 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: Guidance and oversight, standards aligned curriculum, site based classes and professional teachers and staff. Each student enrolled in Mountain Home School Charter has a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher(s), as well as a special education specialist when applicable. An Advising Teacher serves as the primary point of contact for each student, with additional subject-matter teachers providing guidance and consultation on their specific subject area. A PLP includes specific goals for each semester of school across all subjects. It specifies curriculum to be used, curriculum pacing, and assessments that will be given to demonstrate mastery of the standards-aligned content for each subject area/course. The PLP guides each student’s academic progress through independent study and site-based instruction and supports to ensure that all students have access to, and are enrolled in, a broad course of study. Our revisions, decisions, and new goals and actions will ensure that all students have access to a broad course of study. See our LCAP document for 2024-25. Met 2024-06-18 2024 21102150000000 Marin County Office of Education 7 As an Alternative Education Program that currently serves just over 60 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. As described above, our focus is on ensuring students graduate on time. To the extent available, students are enrolled in extracurricular and cocurricular activities that give them broad access to learning on and off campus. As described above, any limit to course enrollment is due to students coming to us behind in the credits necessary to earn a high school diploma in 4 years. See above. Met 2024-06-25 2024 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 2024-06-13 2024 21102152130102 Phoenix Academy 7 As an Alternative Education Program that currently serves just over 60 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. As described above, our focus is on ensuring students graduate on time. To the extent available, students are enrolled in extracurricular and cocurricular activities that give them broad access to learning on and off campus. As described above, any limit to course enrollment is due to students coming to us behind in the credits necessary to earn a high school diploma in 4 years. See above. Met 2024-06-24 2024 21653000000000 Bolinas-Stinson Union 7 100% of Bolinas-Stinson School Students are offered the same broad course of study for each grade level, TK-8. The district does not offer another course of study. Students with IEPs are fully included in the district's general education programs. 100% of Bolinas-Stinson School Students are offered the same broad course of study for each grade level, TK-8. The district does not offer another course of study. Students with IEPs are fully included in the district's general education programs. 100% of Bolinas-Stinson School Students are offered the same broad course of study for each grade level, TK-8. The district does not offer another course of study. Students with IEPs are fully included in the district's general education programs. 100% of Bolinas-Stinson School Students are offered the same broad course of study for each grade level, TK-8. The district does not offer another course of study. Students with IEPs are fully included in the district's general education programs. Met 2024-06-18 2024 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 need and is flexible. Teams work together and use data to identify when students need intervention so that early intervention can be provided. The district continues to strengthen our RTI systems and services by using reliable assessments and researched based programs to intervene. Met 2024-06-06 2024 21653340000000 Kentfield Elementary 7 The locally selected measures or tools that the LEA is using to track the extent to which all students have access to, and are enrolled in, a broad course of study is our master schedule and our student information system, AERIES. This program offers reports regarding our students' progress, growth, services, etc. Each grade level is assigned the courses and content to be taught. We solicit student interest in the spring of the prior year to place students in classes over the summer. Our course outlines are accessible and available to all students -- which is a guiding light for our administrative team. The barriers preventing the KSD from providing access to a broad course of student for all students is based on their needs and financial constraints. As we looks towards a new school year we evaluated the courses offered and reflected on the benefits of the programs accessible to all students and why some may have gone a separate path for course study based on their individual needs. Met 2024-06-12 2024 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 school house. Our size, and unique program and educational experience allows our students to have access to levels of the course of study that is offered. To that end, because it is a multi-age with fewer students their a depth of learning that cannot be matched in a traditional, larger, multi-grade setting. "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 environment. Met 2024-06-04 2024 21653590000000 Lagunitas Elementary 7 Not Met 2024 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 2024-06-20 2024 21653910000000 Mill Valley Elementary 7 Williams Sufficiency Analysis, Curriculum Inventories, Classroom Walk-throughs, Master Schedule/High School Readiness Evaluation, and Instructional Schedule Audits Instructional schedules have been audited in advance of the 2024-2025 school year to ensure that all elementary school students in all classrooms currently have access to a broad course of study. At the middle school level, students who are in intensive intervention programs or who have ELD may have the opportunity to choose one or both of their electives. Intervention and ELD classes may preclude some students from accessing two electives of choice at the middle school. The LCAP goals 1 and 2 provide outlines of actions planned to address these issues. Additionally, a survey of high school readiness (access to and success with a grade of C or better) in core ELA, math, science, social science, and PE classes for each of grades 6-8 will be conducted to further identify and address gaps. Met 2024-06-12 2024 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 2024-06-20 2024 21654170000000 Novato Unified 7 The Novato Unified 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 and counseling staff review student schedules to ensure that unduplicated students who require additional support and opportunity are served, and administration and education specialists review 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 additional support and interventions students require, and the instructional teams work to ensure that students are not missing important direct instruction when receiving tiered interventions from service providers or additional staff. Staff at the elementary and high school levels are mindful of utilizing the universal access/advisory times for interventions rather than core academic instruction times at the sites. The students in the Novato Unified School District have access to, and are enrolled in, a broad course of study. The District offers students with a variety of programmatic and elective options. There are a number of speciality programs throughout the district including a Dual Language Immersion program at Lynwood Elementary School and San Jose Middle School, Career Technical Education pathways at the two comprehensive high schools, the Marin School of the Arts at Novato High School, and the STEAM Academy at San Marin High School. For students requiring an alternative setting, the District offers alternative programs at the Hill Education Center including an independent study offering and a continuation high school. Students within the school district boundaries may attend their neighborhood school or complete an intra district transfer form to attend another site within 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. The District will expand its visual and performing arts offerings through the addition of the Proposition 28 funding. With the passage of Proposition 28, the District is increasing its visual and performing arts offerings to all students in the district. Students will be exposed to a variety of artistic, dramatic, and musical experiences to increase exposure to the arts. Staff is developing a districtwide Visual and Performing Arts Strategic Plan to expose all students to a wider repertoire of artistic opportunities and standards. The Novato Unified 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 continues to focus upon increasing rigor for all students and intervening for students who are considered at-risk of becoming long term English language learners or long term English language learners. These interventions will be systematically implemented at all of the school sites. The District has also prioritized inclusion in the Local Control Accountability Plan and will work to ensure that students receiving special education services whether through a district offered program or a Marin County Office of Education program located on a district campus experience a broad course of study and are included in the district’s courses of study. Met 2024-06-25 2024 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 have access to and are enrolled in the same curriculum for their grade level. All students at Novato Charter School have access to the entire curriculum appropriate for their grade level. 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. No barriers prevent 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 all students access to a broad course of study. Met 2024-06-18 2024 21654250000000 Reed Union Elementary 7 Reed Union School District utilizes locally selected measures to track the extent to which students have access to and are enrolled in a broad course of study. This information is gathered based on grade levels, unduplicated student groups, and individuals with exceptional needs. The broad course of study data pulled from our student information system demonstrates that all students have access and are enrolled in a broad course of study. Reed Union School District has three school sites. At the TK-2nd grade school site, all students have access and are enrolled in a broad course of study well beyond the state requirements. At the 3rd-5th grade school site, all students also have access and are enrolled in a broad course of study well beyond the state requirements. At the 6th-8th grade middle school site, all students have access to and are enrolled in a broad course of study well beyond the state requirements. For Reed Union School District, we do not find there are barriers to giving students access to a broad course of study. Reed Union School District does not need to implement revisions to this plan as all student have access to and are enrolled in a broad course of study. Met 2024-06-11 2024 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 for grades 5-8. Aries, our 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 both 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 student work periods to avoid students missing content while receiving 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 as well as media literacy and first aid to all 6th graders. This coming school year each grade will have a social justice lesson taught once a month by their classroom teacher." The barrier for students is that they miss the work period build into the school day for those students who need the pull-out interventions. This may cause this group of student to have more homework to do at home than those who can get it done at school. Ross School's academic 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. A new addition for the 2024-25 school year will be the social justice state framework being taught in grades K-8. Met 2024-06-12 2024 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 2024-06-17 2024 21654660000000 San Rafael City High 7 In San Rafael City High District SBAC Interim Assessments (for grades 9, 10, and 11) and SBAC Performance Tasks (for grade 11) are administered in the fall to help familiarize students with the SBAC, drive instructional practices through analysis of data trends, which help guide teaching staff in determining the extent to which all students have access to a broad course of study. 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: iReady, 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 200 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, career technical education (CTE) courses, 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 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, 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 2024-06-17 2024 21654740000000 Sausalito Marin City 7 The LEA provides access to a broad course of study for all students. K-5 students receive standards aligned base curriculum, music and art. Middle school students receive standards aligned base curriculum and art. The LEA provides access to a broad course of study for all students. K-5 students receive standards aligned base curriculum, music and art. Middle school students receive standards aligned base curriculum and art. The barrier for middle school lies in the inability to secure a music teacher for middle school students. Programming and funding have been made available. The LEA will continue to seek out opportunities to expand extra curricular activities for all of our students. Met 2024-06-20 2024 21654820000000 Tamalpais Union High 7 The District uses UC/CSU a-g completion data, enrollment in advanced classes, enrollment in 9th grade mathematics courses, college and career readiness as identified on the California Dashboard and successful completion of at least one advanced placement class as indicators of a students access to a broad course of study. UC/CSU a-g completion rates: 2023 All students: 79% White: 84% Black: 48% Latino: 59% Two or More: 83% Asian: 84% Percentage of students from each student group enrolled in AP classes: Asian: 52% Black: 22% Latino: 31% Two or More: 37% White: 45% All students: 42% 62.9% of all graduating students in 2023 were deemed college ready on the dashboard Asian: Very high Two or More Races: Very high White: High Latino/a: Medium Socioeconomically disadvantaged: Low Students with disabilities: Low English Learners: Low Currently, the barriers we have identified for some of our student groups, including our ELL students is providing the appropriate course work in English language development while also providing appropriate instruction with SDAIE strategies in order for students to access the curriculum. Further, we have one mathematics course that is below grade level and for students who enter into that course in their 9th grade year, it can be challenging to complete the necessary mathematics courses for UC/CSU eligibility. In fact, the District is in differentiated assistance due to the lack of year over year progress for our ELL students. The District has adopted new English Language Development curriculum and provided professional development in implementing the curriculum. This year, the District started a new program to support Algebra 1 teachers to create more engaging classrooms and to better support struggling students. The Algebra Project provides professional development, collaboration time the colleagues and a 24:1 student to teacher ratio average across all algebra classes. Met 2024-06-25 2024 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 increased our middle school elective program. Additionally, the high school program has developed po 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. Finally, we are working with community partners to create collaborative learning opportunities in Art, Environmental Education, and Career Exploration to include in both our classrooms and our extended learning opportunities. Met 2024-06-20 2024 21750020000000 Ross Valley Elementary 7 The Ross Valley School District uses report cards, the master schedule, and individual student schedules to ensure that all students have access to a broad course of study. Along with the core curriculum areas of ELA, mathematics, history/social science, science, Ross Valley School District students have access to a robust educational experience in art, music, and physical education. At the middle school level, students can elect to take courses in engineering, technology, and world language. Students requiring interventions based on their IEP receive services throughout the day and special education staff work with the general education teachers and administrators to ensure all students are mainstreamed with general education peers in art, music and physical education for the required number of minutes. Students in need of Tier II interventions and/or EL support work with Intervention and/or EL teachers multiple times each week using research-based programs. Finding ways for students to have access to core curriculum support (academic workshop and math and ELA support) as well as enrichment and elective offerings requires careful hand scheduling of individual students. The Ross Valley School District will continue to ensure that all students have access to a broad course of study by carefully scheduling elective/enrichment classes (art, music, physical education) and interventions (resource, tier two math and English language arts, ELD support). Met 2024-06-26 2024 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 the number of students enrolled by grade span as well as our unduplicated student groups and our exceptional learner population. All students within Mariposa County Unified and Office of Education in grades 1 through 6 are offered a broad course of study that minimally 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 at our comprehensive high school, continuation high school, independent study, and small necessary high schools are offered courses in English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education. Mariposa County High School, our single comprehensive high school, additionally offers multiple career pathways, including: Agriculture and Natural Resources, Health Science and Medical Technology, and Public Service. Students at our comprehensive high school, continuation high school, and independent study school all have access to courses required for graduation and opportunity to complete A-G requirements, including Honors and College Dual Enrollment. 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 unique challenges due to multiple grade classrooms. It is not uncommon for a teacher at these schools to provide instruction for four grade levels (i.e. Grades 3-6 in one room). This is compounded when, at times, there is only one student enrolled in a specific grade level. We recognize that 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, and have experienced early success at our continuation high school and independent study school. We are continuing to expand these opportunities to our small necessary high schools. We are continuing to explore opportunities to offer CTE pathways to our non-comprehensive school sites. All small necessary high schools and alternative programs (County Community, Continuation, and Independent Study) have access to Edmentum Courseware for core courses and elective options. Teachers, counselors, and administrators need professional development to effectively access, monitor, and respond to student outcomes within courses (i.e. universal design for learning), including support for English learners and students with disabilities. Met 2024-06-27 2024 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 the number of students enrolled by grade span as well as our unduplicated student groups and our exceptional learner population. All students within Mariposa County Unified and Office of Education in grades 1 through 6 are offered a broad course of study that minimally 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 at our comprehensive high school, continuation high school, independent study, and small necessary high schools are offered courses in English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education. Mariposa County High School, our single comprehensive high school, additionally offers multiple career pathways, including: Agriculture and Natural Resources, Health Science and Medical Technology, and Public Service. Students at our comprehensive high school, continuation high school, and independent study school all have access to courses required for graduation and opportunity to complete A-G requirements, including Honors and College Dual Enrollment. 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 unique challenges due to multiple grade classrooms. It is not uncommon for a teacher at these schools to provide instruction for four grade levels (i.e. Grades 3-6 in one room). This is compounded when, at times, there is only one student enrolled in a specific grade level. We recognize that 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, and have experienced early success at our continuation high school and independent study school. We are continuing to expand these opportunities to our small necessary high schools. We are continuing to explore opportunities to offer CTE pathways to our non-comprehensive school sites. All small necessary high schools and alternative programs (County Community, Continuation, and Independent Study) have access to Edmentum Courseware for core courses and elective options. Teachers, counselors, and administrators need professional development to effectively access, monitor, and respond to student outcomes within courses (i.e. universal design for learning), including support for English learners and students with disabilities. Met 2024-06-27 2024 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 electives. Met 2024-06-18 2024 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 2024-06-24 2024 23655400000000 Anderson Valley Unified 7 "The Anderson Valley Unified School District serves students in Grades K-12. The District tracks the extent to which all students have access to, and are enrolled in, a broad course of study through formal and informal means. Parents, students, and staff members are surveyed at least annually, with results tabulated and presented to the public at a regular meeting of the Governing Board of Trustees. School counselors assist students with the task of developing customized learning plans based upon the evaluation of individual needs, and District administrators continually monitor and guide the provision of instructional services to ensure a broad course of study for all students. " "Students enrolled in the Anderson Valley Unified School District enjoy the dual benefits of small class size and a broad range of learning options. In addition to core instruction at all grade levels, the District provides a range of elective courses, advanced placement courses, online instruction, early entry coursework through the local community college, before and after school enrichment, and peer tutoring. For students who require alternative settings and differentiated instruction, the District provides access to abroad course of study through Independent Study, Continuation High School, and Special Education. The needs of expelled youth are addressed through voluntary enrollment in Independent Study or placement at a community school operated by Mendocino County Office of Education. " "In its ongoing effort to ensure access to a broad course of study for all students, the Anderson Valley Unified School District faces two barriers not uncommon in similar small school districts. Anderson Valley is a rural, geographically isolated district concurrently experiencing declining enrollment and increasing expenses. The result has been, and continues to be, a lack of resources sufficient to support both superior core instruction and extensive learning options designed to meet the needs of all student populations. In addition to financial resources that might fall short of fully funding all instructional programs, the District has difficulty recruiting and retaining highly qualified faculty and experienced instructional support staff. " "In order to ensure access to a broad course of study for all students, the Anderson Valley Unified School District will continue its current successful efforts, while proceeding to address identified barriers. The District will continue to provide effective core instruction paired with elective courses, differentiation, enrichment, and placement in alternative programs and settings based upon individual students’ needs. Concurrently, the District will take steps to maximize resources by attracting new students, pursuing grant funding, and strictly managing expenditures. In addition, the Anderson Valley Unified School District will redouble efforts to recruit and retain highly qualified staff members. " Met 2024-06-13 2024 23655570000000 Arena Union Elementary 7 locally selected measures or tools that Arena Elementary is using to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served include CalPads, Aeries Student Data system, report cards, class rosters for grades TK-8th, English Language Learner identification and IEPs. The locally selected measures demonstrate all Arena Elementary students, TK-8, have access to a broad course of study. All Arena Elementary students participate in the Art, Music, Physical Education and additional enrichment opportunities. Students who are struggling academically have the support of a push-in Reading Specialist, ELD specialist, 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. 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, Arena Elementary has provided extensive professional development and support to classroom teachers in UDL strategies. In addition, Arena Elementary provides Literacy and ELD specialists, 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. Met 2024-06-26 2024 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 through dual enrollment at Point Arena High School, Odysseyware and Mendocino College. 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. Staffing is the primary barrier to expanding course offerings. A formal partnership with Mendocino College was initiated this school year and will continue in the future. This allows high school students the opportunity to earn college credit. Recruitment for an art teacher for grades 4-8 will be conducted for the 24.25 school year. Met 2024-06-27 2024 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. This course is the first dual enrollment course provided to all freshmen. Other dual enrollment courses include 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. All dual enrollment and concurrent enrollment courses are offered in partnership with Mendocino College. 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. The middle school offers introductory level CTE courses in agriculture, and a variety of other electives that includes choir, band, and leadership. Both elementary schools (Redwood and Dana Gray) provide a comprehensive academic program for all students that uses approved curricula. 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 2024-2025 school year. FBUSD continues to support intervention classes for students in TK-8. Met 2024-06-20 2024 23655650123737 Three Rivers Charter 7 Our four teachers work collaboratively with each other and with the 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 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 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 (totaling 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 are planning a new Math Intervention Plan that is included as an action in the LCAP for the coming year based on needs identified by Educational Partners. 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 implemented are to provide additional support staff and to partner with community organizations to assist teachers in delivering Physical Education and Health standards. We have also added a new “Art a la Cart” program using Prop 28 funding to offer Art instruction weekly to each class with a specialized art instructor . Met 2024-06-25 2024 23655730000000 Manchester Union Elementary 7 Students are regularly assessed both formatively and summatively. Reading and mathematical data and other local data are discussed in collaborative teacher teams 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. With the implementation of dual language programming, assessing literacy skills in both Spanish and English will be an area of focus. The instructional design of the school is personalized and instruction happens in small groups with credentialed teachers. This model of instruction allows teachers to provided acceleartion and intervention based on student individualized needs inclusive of unduplicated student groups and students with exceptional needs. The inclusive instructional environment further lends to team teaching and building teacher collective efficacy which research supports is productive strategy to high levels of student achievement. 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 grades 3-5 in the upcoming school year. MUESD also completed a new adoption for grades 6-8 math in September 2022. Additionally, MUESD completed the process of a new adoption for English Language Arts curriculum, while considering new science and history/social science adoptions during the 2024/2025 school year. 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 textbooks. Several online programs/applications are also being utilized to support supplemental student instruction that also provided differentiation based on student areas of skill growth and strengths. Finally, the dual language program was piloted during the 2023-2024 school year and will be fully implemented for the 2024-2025 school year while engaging in a thorough curriculum adoption process for the early literacy Spanish program. MUESD provides access to a broad course of study for all students. Given that there have been changes over the past few years in instructional programming and curriculum adoption, teachers will need to continue to be trained on these programs and curriculum implementation. Teachers will also need to continue to receive training in sufficiently supporting the success and achievement of low-income and multilingual students. STEAM programming is a focus area for the 2024-2025 school year, however, finding local experts and/or teachers to provide this program will be a potential barrier. The LEA will implement a learning/instructional framework, and strategies to personalize instruction while creating a more cohesive and purposeful approach to teaching and learning. There will be a focus on building teacher capacity and implementing the newly adopted curriculum. A scope and sequence for professional development will need to be designed and implemented so that instruction is aligned and purposeful. Frameworks will be implemented to help ensure that actions are aligned with research and methods for measurement are inclusive of the rubrics integrated with the following frameworks: ELOP to engage students in year-round learning opportunities aligned with the Quality Standards for expanded learning in California. Mentorships/internships as part of college, career, and civic readiness. Social-emotional growth actions and activities as opposed to punishment and exclusion have been shown to yield the strongest student outcomes while offering the opportunity to repair harm and build community as aligned with California’s Social and Emotional Learning Guiding Principles. STEAM programming activities as learning that has been valued due to their connection to our modern society’s emphasis on these content areas in the world economy and furthering student engagement and college and career. Environmental education and literacy aligned with CDE’s initiatives Dual Language program aligned with CDE’s multilingual programs and Global California 2030 Report. Met 2024-06-25 2024 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 2023-24, 98% of our high school students enrolled in a CTE class. B. In 2023-24, 13 out of 17 CTE classes (76%) 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 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 2024-06-11 2024 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). First, chronic absenteeism takes a considerable toll on approximately 10% of our student population due to the remote nature of our rural, coastal living conditions. Next, this is exacerbated by the teacher shortage and the high cost of living in said environment. Then, 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 high-level of engagement brings us to the four-prong plan. 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. The Tier 2 system is how Point Arena has risen to the challenge. By implementing blended options into the master schedule (between direct instruction and remote access components), we can respond to the lack of teachers and at times the lack of physical access to the campus. Each course scope-and-sequence is backed by research-based curriculum bundles, digital and hard-copy based. An emergency Tier 2 learning recovery model immediately begins exporting learning into the home as soon as chronic absenteeism develops in a given student or weather conditions prevent access to the campus in general. Met 2024-06-26 2024 23656070000000 Round Valley Unified 7 HS students are enrolled in A-G courses that meet CSU and UC requirements. Middle school have credit requirements to advance to HS and all students use curriculum that are California standard aligned. There are only three schools in the district and the only difference is that the Continuation HS uses a digital platform called Bight Thinker as their core curriculum. Bright Thinker is A-G so students are still getting the curriculum that meets all California State standards There are no barriers The district is constantly evaluating the programs and curriculum to see what we need to do to better our partnerships with the community and to improve student outcomes. Met 2024-06-10 2024 23656072330272 Eel River Charter 7 Attendance roster, full time aides in each classroom, lesson plan books, small group instruction and one-one-one instruction, and online counseling support for targeted students with parent permission. 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 short-term 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. Differentiated instruction for students as needed, varied assessments to track educational progress, emphasis on literacy through performance, focus on school-wide reading improvement, and offer online counseling to targeted students with parent permission. In addition, ERCS works closely with RVUSD who provides all SPED services to ERCS students to identify students as early as possible that may benefit from designated speech or academic supports. Met 2024-06-20 2024 23656150000000 Ukiah Unified 7 Measure: The district’s metric to measure broad course of study is the percent of graduates who are College and Career Ready through the CTE Pathway. We have increased the percentage of graduates who have completed at least one CTE Pathway by 13 % over the last three years. The District provides 21 different CTE Pathways which allow students to become career ready. *The percent of graduates who completed a CTE Pathway increased from 25% in 2021-22 to 38% in 2022-23. *The percent of graduates who were College and Career Ready through CTE Pathways increased from 13.5% in 2019-2020 to 17% in 2022-2023. *The percent of graduates who have completed both CTE and A-G increased from 8.7% in 2020-21 to 19.4% in 2022-23. Other Course Offerings: *22 Sections of AP: Calculus A/B and B/C, Chemistry, Comp. Government, Comp. Science, English Lang., English Lit., Envir. Science, European History, French Lang., Physics, Psychology, Spanish Lang., Spanish Liter., US History. *21 CTE Pathways: Animal Sci., Art Media/Design, Business Manag., Child Develop., Dance, Emergency Response, Fashion Design/Merchandising, Film Production, Machining/Forming Technologies, Ornamental Horticulture, Patient Care, Photography, Production/Managerial Arts, Public Safety, Residential/Commercial Construction, Software/Systems Development, Sustainable Agriculture, Systems Diag. Service/Repair, Video Game Design, Welding/Materials Joining, and Woodworking. *Secondary Music/Arts including Band, Chorus, Digital Media, Art, Theater, Dance *HS Lang: French, Spanish, Spanish for Spanish Speakers, and Pomo Lang. I-IV *HS Science Pathways: Agri., STEM, and Trad. One barrier is that some students lack an understanding of the course pathways and proper course selection so that they can complete a pathway by their senior year. In addition, for students to be considered College and Career Ready via a CTE Pathway, they must also have an appropriate scores on the SBAC in 11th grade or take college course work. Ukiah High School has increased the number of dual enrollment courses and South Valley High School is going to offer a dual enrollment course that will increase the ability for students to be College and Career Ready. 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 2024-06-13 2024 23656150115055 River Oak Charter 7 The locally selected measures or tools that ROCS uses to track the extent that students have access to a broad course of study is we have been engaged in a three year Williams Act Review that takes a close look at all aspects of our academic program. Our Charter Council meets monthly to review our academic program. We use the SARC to also report out how we meet the academic needs of our unduplicated student groups and students with exceptional needs. We engage in an Annual Report and Review through our authorizer that engages in a deep review and analysis of our programs. All students at ROCS have access to and are enrolled in a broad course of study. We have been engaged in a three year review of the Williams Act and achieving Educational Equity at River Oak Charter School. We have passed the review the last two years, and look forward to the upcoming, extensive review of our programs and curriculum. We also use the School Accountability Report Card to report out our curricular program, as well as our Charter Petition. We also engage in an Annual Report with Ukiah Unified to report on all aspects of our programs. River Oak Charter School strives to find a partnership with Waldorf philosophies and the Common Core standards. We will continue Professional Development in the area of the Common Core standards, the foundation of any public school. One new action that the LEA will implement to ensure access to a broad course of study is to provide high quality PD in the area of Common Core Mathematics. In addition, we are developing a Student/Parent Handbook that will outline grading practices and procedures as well as the focus of curriculum in each grade level. Met 2024-06-24 2024 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 2024-06-27 2024 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 about 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 will be offering AP Psychology to its 11th grade students, providing additional opportunities to access advanced placement courses. Met 2024-06-11 2024 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 added a new CTE pathway for 9th and 10th graders that focused on marketing and entrepreneurship within a number of different markets, as well as a period of art for each grade offered throughout the year. In addition, students in grades 11 through 12 have the opportunity to take college classes at Mendocino College and the school will pay for their textbooks and fees. Met 2024-06-11 2024 23656156117386 Tree of Life Charter 7 Tree of Life Charter School is a Montessori elementary school that serves students TK-7 in multiage level classrooms. The four elementary classroom teachers use Montessori Compass to plan and track all lessons for all students. The secondary classroom uses Google classroom and school's student information system, School Pathways, to record grades and progress. 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 classrooms. Instead, it 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 (by getting the materials themselves off the shelf) afterwards. 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. The secondary classroom uses textbooks for core subjects and utilizes project-based learning techniques. Special education students are rarely pulled out of class, unless it is a previously scheduled service when they are not missing valuable lessons. One challenge in Montessori classrooms is keeping the many materials in the many subjects updated and in good order. Each Montessori trained teacher and their instructional assistant spends part of each day making sure the materials are in good order, but sometimes they need to be replaced or repaired. The school and staff will continue to focus on repairing and replacing outdated materials in each classroom with a focus on the mathematics area for the 2024-25 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 2024-25 school year, the staff will be participating in trainings including restorative justice training and have opportunities to visit other Montessori schools. Several of them completed or will be completing the Montessori aid training through the Montessori Foundation. The chronic absenteeism rate is high at Tree of Life Charter School but has started to decrease. Several actions will be taken to reduce chronic absenteeism even more: 1. participation in the community schools planning grant; 2. improving the variety of breakfast menus; 3. improving school climate by hosting restorative justice trainings; 4. continuing a robust independent study emphasis. Met 2024-06-26 2024 23656230000000 Willits Unified 7 WUSD employs the Aeries Student Information System (SIS) to schedule, monitor, and warehouse all current, past, and imported academic records of our students. For the Individualized Education Program (IEP) process and relevant information, we use the Special Education Information System (SEIS). Additionally, we continue to utilize cumulative (CUM) folders and historical CAASPP data. We work closely with local county and governmental agencies to stay informed about our homeless, foster, and other at-risk student groups. Instructors and administrators from the four local Local Education Agencies (LEAs) communicate each year as students matriculate, ensuring a seamless transition. To drive local implementation and improvements, we utilize a variety of data sources including surveys, LETRS assessments, CAASPP results, internal benchmark testing, STAR testing, Aeries Analytics, graduation rates, and IEP data. Our secondary master schedules help measure the extent to which our students have access to a broad course of study. Our high school program offers a wide range of Career and Technical Education (CTE) and academic pathways, in addition to the A-G college preparation program. This comprehensive approach ensures that all students have access to diverse learning opportunities and are prepared for their future endeavors. WUSD operates as a vertically articulated system where students matriculate from one school to another based on grade level. We have four schools: TK-2, 3-5, 6-8, and 9-12. At each level, appropriate grade-level staffing and standards are utilized to ensure academic progress and sufficiency as students move along the vertical educational continuum. This vertical progression provides students with a relevant and consistent educational environment that advances in stages, offering a wide breadth of courses. This structure ensures students become proficient within their local LEA. Instructors and administrators from the four local LEAs communicate each year as students transition, ensuring continuity and support. Our trimester format for classes maximizes available staff and resources. We continually use our funding to ensure students have as many options as possible within our school schedule. This approach ensures that every student has access to diverse learning opportunities and is prepared for their future endeavors. Recruiting high-quality, credentialed staff and securing adequate physical space are indeed significant challenges when it comes to expanding the course of study at WUSD. Recruitment of Quality Staff: Hiring qualified educators who are not only knowledgeable in their subject areas but also skilled in effective teaching methodologies is essential for offering a diverse and enriching curriculum. This may involve implementing targeted recruitment strategies, offering competitive salaries and benefits, providing professional development opportunities, and fostering a supportive work environment to attract and retain top talent. Physical Space Constraints: Limited physical space can pose challenges when expanding the course of study, especially if new programs or courses require specialized facilities or equipment. Addressing this barrier may involve exploring options such as renovating existing facilities, leasing additional space, or utilizing alternative scheduling models to maximize existing resources. By proactively addressing these barriers through strategic planning, resource allocation, and collaboration with stakeholders, WUSD can work towards expanding its course offerings to better meet the diverse needs and interests of its students. WUSD uses various data sources, including surveys, LETRS assessments, CAASPP results, internal benchmark testing, STAR testing, Aeries Analytics, graduation rates, and IEP data, to drive local implementation and monitor student progress. Our secondary master schedules help measure the extent to which our students have access to a broad course of study. In our high school program, students have access to a wide range of Career and Technical Education (CTE) and academic pathways, as well as the A-G college preparation program. However, due to the size of the district, we are limited in the number of AP classes we can offer. To address this, we partner with the local community college to provide dual enrollment classes in various subjects based on student interest. We face challenges related to our budget, district size, and ability to recruit qualified personnel due to our region and limited access to a four-year university. To maximize the available staff, we offer classes in a trimester format. Despite these limitations, we continually use our funding to ensure students have as many options as possible within our school schedule. Met 2024-07-13 2024 23656230112300 La Vida Charter 7 The Curriculum Fair is a major event and the Curriculum Choice form tracks what the student will receive. The goal is to have a complete as possible package ready at Orientation before school starts. For High School, a 4 year tracking form is utilized to make sure all requirements are met to ensure a diploma will be earned. All students have access to a broad course of study. Six comprehensive curriculum options are offered for Elementary students to choose from. High School Students have access to over 240 courses, more than 100 are University prep A-G and about 80 are Career and Technical Education courses. The school offers a comprehensive range of curriculum for Special Education and as well as Spanish / English, options. The school is very small and does not have huge labs and amazing live animal programs that big school's have. However, all students have access to a broad course of study and being located on an international training garden school, there are many opportunities for hands on learning. Student's have access to a broad course of study. Some do not partake in the fullness of what is being offered. The leadership is considering making participation a requirement in small ways. Parents are lukewarm to the idea of requirements for non essential classes. Therefore actions steps will be small and gentle. Met 2024-06-26 2024 23656230125658 Willits Elementary Charter 7 All students in grades K-5 participate in the classroom learning and have access to all the curriculum and teaching. Students with exceptional needs are pulled from class sometimes to receive individual/small group instruction. These times are coordinated with the classroom teacher to ensure that students are not missing core instruction. Unduplicated student groups are included in all classroom activities and no separation occurs during instruction. All students in K-5 have access to a broad course of study because they are all enrolled in the classroom with the teacher. Students whose families selected Independent Study also have access to a broad course of study based on state standards and meet regularly with their teacher. No students are excluded from instruction. We provide access to a broad course of study to all students. Students' ability to access this is impacted by behaviors, attention, classroom structures and staffing levels. There are many students who require one-on-one support to focus and learn and we do our best to have that. Given current budgets and staffing levels, this need will become more difficult to meet next year. We have hired extra aides for classrooms to provide smaller group support. We have hired a mentor to support and develop student emotional and social skills. These positions will not be available next year and so we are hoping to teach students how to be peer mediators so that they can provide some of that support. Met 2024-06-25 2024 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 2024-06-25 2024 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 On-site Dual Enrollment Classes with Mendocino College: •CCS 100 •HST 203, 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 high school is moving from a five period trimester system to a seven period semester system in the 2024-2025 school year to focus course content and increase course 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 2024-06-27 2024 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 provide 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 online 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. 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 2024-06-27 2024 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. Based on teacher interviews and schedule review, 100% of students have access to and are enrolled in a broad course of study. 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. 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. Met 2024-06-24 2024 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. All of our core and elective courses meet A-G criteria so our graduates will be CSU/UC college-ready if they choose that path upon graduation. There are no differences in 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. We will continue to expand CTE offerings for students in our Juvenile Court School and Valley Merced Community School by adding another CTE teacher next year. To ensure access to a broad course of study for all students in a 21st-century learning environment, our LEA has implemented 1:1 technology devices to access the school’s online curriculum, as well as access to online resources. To better support our Independent Study students in the home learning environment, additional purchases of WiFi devices will allow access at home, so students may maintain connectivity to the Internet even when not on school grounds. Support classes were also offered to all identified students including those on independent study and will be offered specifically for our English Learners and long Term English Learners next year. We will continue with our supplemental intervention program for students in all of our programs which connects to the results of their benchmark assessments and progress monitoring to provide support in the areas of reading and math at their instructional levels. Met 2024-06-17 2024 24102490106518 Merced Scholars Charter 7 MSCS annually measures the extent to which students have access to, and are enrolled in, a broad course of study that includes the adopted courses of study per California Education Code 51210 (grades 1-6) and 51220 (grades 7-12), including the programs and services developed and provided to unduplicated students and individuals with exceptional needs. Annual reviews of the courses of study are conducted to inform the development of the LCAP. In grades 1-12, the LEA defines a Broad Course of Study as: •Courses with Board Approved Instructional Materials •Courses that provide students with opportunities to meet high school graduation requirements •Courses in Career Technical Education In the elementary program, families meet with the teacher to develop an Individual Learning Plan (ILP) that includes both short- and long-term goals around education, career, and support opportunities. In MS and HS, students meet with the school counselor to create an Individual Learning Plan, 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 of the ILP are conducted by counselors and teachers with students three times per school year (Initial, Mid-Year, and End of Year). During these reviews, counselors, teachers, and students identify any 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 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 2024-06-17 2024 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 of 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 to accessing courses. Intervention and support are provided for students to access courses as needed." There are no differences in access to a broad course of study among the student groups. (Note: As a charter school, CBCS is essentially a single-site LEA, so there is no need to address access across multiple school sites.) Students who enroll in the school have access to the same curriculum and courses as that of their peers. Students are assigned the curriculum and courses based primarily on student credit deficiencies, student input, and teacher recommendation. Because CBCS students enroll in 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 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. Along with the curriculum, the publisher provides a supplemental intervention to address the gaps in learning skills on an individualized basis. 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 2024-06-17 2024 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 have the ability to 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 CTE 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 has worked to remove schedule barriers at our largest junior high school and has expanded STEAM, CTE, and arts education at this campus. 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 employs two teachers on special assignment who 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 2024-06-25 2024 24656490000000 Ballico-Cressey Elementary 7 All of our 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 served. Ballico-Cressey Elementary gives every student full access to all of their grade level curriculum. All of our curriculum is digital and preloaded onto chromebooks for the students. Each teacher verifies that all of their students can access all of their curriculum. Every student in our schools is provided a chromebook and a charger so they can access their curriculum from home. Families that don't have wifi at home are provided with portable mifi devices. All students with IEP's and 504 are provided with whatever accommodations/modifications that are stated in those legal documents. It is extremely important to us that we honor and fully follow IEPs's and 504s. All of our curriculum for each grade level and subject is state adopted. All of our students in both of our schools have 100 percent access to and are enrolled in a broad course of study. As mentioned in the previous question, all of our students are provided with chromebooks where they have access to all of the curriculum which is digital. Students are able to take their chromebooks home so they can access curriculum from home and on the weekends as well. Ballico-Cressey Elementary does not have any barriers preventing the LEA from providing access to a broad course of study for all students. We have successfully been able to provide 100 percent access for all of our students. We even provide portable wifi devices for our students that do not have wifi at home. So all of our students have 100 percent access both at school and at home. Ballico-Cressey Elementary will continue to do what we have been doing that has allowed us to ensure 100 percent access to a broad course of study for all of our students. It is important that we stay current and up to date and be diligent in giving all of our students the best curriculum that is out there. Our goal is to always support 100 percent of our students to our full capabilities. Met 2024-06-27 2024 24656496025381 Ballico-Cressey Community Charter 7 All of our 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 served. Ballico-Cressey Community Charter gives every student full access to all of their grade level curriculum. All of our curriculum is digital and preloaded onto chromebooks for the students. Each teacher verifies that all of their students can access all of their curriculum. Every student in our schools is provided a chromebook and a charger so they can access their curriculum from home. Families that don't have wifi at home are provided with portable mifi devices. All students with IEP's and 504 are provided with whatever accommodations/modifications that are stated in those legal documents. It is extremely important to us that we honor and fully follow IEPs's and 504s. All of our curriculum for each grade level and subject is state adopted. All of our students in both of our schools have 100 percent access to and are in enrolled a broad course of study. As mentioned in the previous question, all of our students are provided with chromebooks where they have access to all of the curriculum which is digital. Students are able to take their chromebooks home so they can access curriculum from home and on the weekends as well. Ballico-Cressey Community Charter does not have any barriers preventing the LEA from providing access to a broad course of study for all students. We have successfully been able to provide 100 percent access for all of our students. We even provide portable wifi devices for our students that do not have wifi at home. So all of our students have 100 percent access both at school and at home. Ballico-Cressey Community Charter will continue to do what we have been doing that has allowed us to ensure 100 percent access to a broad course of study for all of our students. It is important that we stay current and up to date and be diligent that we giving all of our students the best curriculum that is out there. Our goal is to always support 100 percent of our students to our full capabilities. Met 2024-06-27 2024 24656800000000 El Nido Elementary 7 El Nido ESD utilizes Aeries Student Information System as the primary tool to ensure that all students have access to and are enrolled in a broad course of study appropriate to their age/grade. This information identifies all individual students and multiple groups that they may be associated with, e.g. unduplicated, exceptional needs. As a single school district, 100% of students are identified as having access to and enrolled in a broad course of study. There are no differences among student groups. There are no barriers to providing access to a broad course of study for all students. The El Nido Elementary School District ensures that all students at all grade levels have access to and are enrolled in a broad course of study. The curriculum utilized in core courses across the district is board-approved and meets state standards. A newly formed Multi-Tiered 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 2024-06-25 2024 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 can also self-select all of their classes, and the district does not limit (via prerequisites or placement assessments) which students may enroll in Honors, Advanced Placement, and Dual Enrollment 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, Dual Enrollment classes, 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 has worked 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 2024-06-19 2024 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 2023-24 school year gave a score of 100%. The self evaluation tool for the 2023-24 school year gave a score of 100%. There is only one site per grade range; therefore, there are no access differences across sites. It was the determination of the district while using the self evaluation tool, that both the unduplicated sub group and the students with exceptional needs sub group had the same access to the broad range of study that the general population had. One large barrier to providing a broad course of study to all students is the limited number of teachers within the district. With only 21.00 teachers for grades TK-8 it is a challenge to provide adequate access in areas like applied and performing arts. The district will work to increase student access to visual and performing arts and career technical education including coding and technology instruction. Met 2024-06-25 2024 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 2023-24 school year gave a score of 100%. The self evaluation tool for the 2023-24 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 29.20 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 2024-06-26 2024 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 in the district’s Student Information System (SIS) is used to monitor course offerings and student rostering. LUSD continues to expand TK enrollment availability through the Universal PreKindergarten (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. Students in grades TK-6 have access to extended learning opportunities (ELOP) activities consisting of experiential learning, academic enrichment and organized athletics. 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 various electives per the master schedule. A seventh period increases 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. LUSD has entered into a 3 year commitment with California Education Partners (CEP), a non-profit organization funded by Bill and Melinda Gates Foundation to support student achievement and minorities. The CEP team is composed of site and district staff with an emphasis on preschool through grade 3 teachers. The focus of the CEP cohort is on improving district systems, policies, and practices in support of coherence in preschool through third grade mathematics. A comprehensive literacy plan is being developed to increase literacy across all grade levels. The district continues to develop a strong multi-tiered system of support (MTSS) to maximize student success across the district. Met 2024-06-20 2024 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. When inequities or other issues are identified among all students or student groups, actions are taken to make adjustments to ensure that all students have access to a broad course of study. 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. Through the LCAP process, STEM project labs were added at several elementary schools. In addition, elementary music teachers provide music, choral, and instrumental instruction to all interested students. At the 7-12 level, master schedules include elective offerings beyond the core academic subjects. Los Banos Junior High School added the first CTE Ag pathway elective course for junior high school students in Merced county. 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 proces 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. Last year, 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, this year during the curriculum adoption process, LBUSD ensured that all classrooms where SWDs were served received a set of grade level curriculum and that the teachers of SWDs were included in all professional learning experiences on instructional practices and core curriculum. The District is engaged in an ongoing process of improvement, reflection and needs assessment. After 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 over the last few years, the district developed a calendar for adopting new curriculum aligned with the California State Standards. This past year, LBUSD provided professional learning for new social studies curriculum (K-12) and ELA curriculum (7-12) adopted last year. LBUSD piloted science curriculum (K-12) aligned to the NGSS, math curriculum (7-12), and world language curriculum (7-12). The adopted curriculum will be used district wide beginning next year. During the 2024-25 academic year, LBUSD will begin to provide LETRS training to K-6 teachers to deepen their understanding of literacy instruction. The secondary CTE programs are revising their pathway sequencing to better align current courses and pathways to the state reporting system and help more students potentially earn a certificate or license for CTE pathway completion. LBUSD has met several times with Merced Junior College to expand the dual enrollment course offerings for students throughout LBUSD. It is anticipated that over the next several years, LBUSD students will be able to take courses either online or at the Los Banos campus of Merced College during the school day beginning in 2024-25. Met 2024-06-18 2024 24657630000000 McSwain Union Elementary 7 The locally selected measures used by the LEA to track the extent to which all students have access to a broad course of study are tracked by the LEA according to the course codes provided by the state of California. These are tracked through the student information system (Aeries), where we can view grade spans, unduplicated student groups and programs for students with exceptional needs. All students, TK-8 have access to a broad course of study. As a single-school district, we work together with grade level teams and LEA representatives to meet the needs of all students. Our general education and special education teams work diligently to expose students to grade level standards in all areas. Barriers making a broad course of study more difficult to deliver to all students are mainly due to difficulty finding teachers who are appropriately credentialed in subject matter areas. At a small school in a single-school district, there are challenges when it comes to finding qualified teachers, especially in single-subject content areas, but recently we have had multiple highly qualified teachers apply for limited teaching positions. This included Math and Science positions that are traditionally difficult to fill. 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 2024-06-25 2024 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 revealed that MCSD ensures a welcoming and safe environment, the availability of high-quality resources across schools for students from diverse backgrounds (86%), and MCSD promotes access to all courses and extracurricular activities to students from diverse backgrounds (89%). 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). MCSD will continue its annual 6th grade Middle School Orientation in order to promote the various courses that are offered at the middle school campuses. Met 2024-06-25 2024 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. ParsecGo Education and UC COMPASS platforms are available to all sites. Schools can develop group-specific data to assist in supporting students and monitor graduation status, CTE completion, and an A-G course completion. 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 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 and supports. 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 2024-06-12 2024 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 contracted 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 2024-06-13 2024 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 2023-24 school year gave a score of 100%. The self evaluation tool for the 2023-24 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 45.00 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 2024-06-27 2024 24658390000000 Snelling-Merced Falls Union Elementary 7 We are a small rural school serving students from Tk-8th grades. We have self-contained classrooms in all grades offering all course of studies. We partner with outside sources to ensure a broad course of study in arts and music, sports programs, and agriculture learning which fits the cultural of our school. We also offer a computer science lab for all age groups and a STEM program for all grade spans. We are a small rural school serving students from Tk-8th grades. We have self-contained classrooms in all grades offering all course of studies. We partner with outside sources to ensure a broad course of study in arts and music, sports programs, and agriculture learning which fits the cultural of our school. At this time, we do not have any barriers preventing Snelling School from providing access to a broad course of study to all students. For the 2024-2025 Snelling School will enhance the Arts and Music Program and continue to provide a free and appropriate education to all students, including our unduplicated population, individuals with exceptional needs and our foster youth. Met 2024-06-17 2024 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, pacing calendars, and the efforts of our Academic Coaches help to support this goal. All students have access to and are enrolled in a board course of study. None Identified The District hired an English Language Development Coach to support staff, EL students, and newcomer students in providing high quality ELD services and instruction. Also, this year one of our District Initiatives will be data; reviewing with administrators, teachers, support staff and students to gauge all courses of broad study; for instructional practices, student achievement, and teacher efficacy. Met 2024-06-21 2024 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. 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 2024-06-24 2024 24736190000000 Gustine Unified 7 The locally selected measures or tools used to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. The locally selected tools used by Gustine Unified School District to determine if all students, including unduplicated, have access to and are enrolled in a broad course of study by reviewing Data Quest, class schedules (TK-5), master schedules (6-12), report cards, English Language Learner identification, and Individualized Education Plans. Aeries reports also provide course enrollment for all students. For students in grades TK-5, a Broad Course of Studies includes courses in English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education, and other studies that may be prescribed by the governing board. In Grades TK-6 all students have access to standards aligned instructional materials as reported in the Williams Act visits by the county office of education. All students have established instructional minutes as identified in school schedule. All students have access to physical education as noted by the daily schedule. For students in grades 7 through 12, a Broad Course of Studies includes courses in English, Social Sciences, World Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education as evidenced by the course catalog and master schedule. Gustine High School continues to add courses that meet UC/CSU requirements. English Learner students have access to the curriculum as it is an integrated part of their core curriculum in ELA as well as designated ELD time. Special education teachers and instructional aides push into the regular education classes in order to provide support to Students with Disabilities as they receive instruction in the core classes. All students have access to a broad course of study, but not all students are enrolled in the courses of study. The high school has access and enrollment because they have appropriate staffing (credentials) and addi The identified barriers preventing the district from providing access to a broad course of study is having staff who are qualified to provide Career Technical Education (CTE) in grades 7 and 8 and additional World Language sections. There are also barriers in consistent access to visual and performing arts in grades TK-5. Students also experience performing arts, but not on a consistent basis. The district offers World Language courses at the middle school level in grade 7. This will allow students to enroll and successfully complete Spanish I before entering high school by completing Spanish 1 in 8th grade and introduction to Spanish in 7th grade. The district is looking to expand CTE pathway introductory courses at the middle school to provide as an elective courses. Met 2024-06-26 2024 24737260000000 Merced River Union Elementary 7 The LEA is a single school district with one grade span per grade level. All classes are self-contained and teachers teach all subjects. All students have access to a broad course of study, including all sub-groups. The LEA is a single school district with one grade span per grade level. All classes are self-contained and teachers teach all subjects. All students have access to a broad course of study, including all sub-groups. There are no barriers preventing students from having access to a broad course of study. At this time, there is no need for any revisions since all students have access to a broad course of study. Met 2024-06-10 2024 24753170000000 Dos Palos Oro Loma Joint Unified 7 The district employs a multifaceted approach to ensure the accessibility and enrollment of all students in a well-rounded curriculum, taking into account grade levels, diverse student demographics, and special educational needs. These strategies encompass: 1. Evaluating master schedules across all school sites through qualitative assessments to ensure a diverse array of courses. 2. Monitoring access to the Least Restrictive Environment, as outlined by Indicator 5 of the SPI, to promote inclusivity and equitable learning environments. 3. Utilizing College and Career Indicator Measures to track the academic progress of all students, including specific groups like English Learners and students with disabilities, fostering pathways to post-secondary success. 4. Analyzing California Science Test (CAST) scores for students in Grades 5, 8, and 11 to gauge proficiency and inform instructional strategies in science education. Based on locally selected measures, the district's assessment of access to and enrollment in a comprehensive curriculum reveals overall equitable opportunities across student groups and school sites. However, targeted areas for enhancement have been identified, particularly at Dos Palos High School and Westside High School. While graduation rates at Dos Palos High School remain commendable, efforts are directed towards increasing the completion rates of A-G requirements, CTE Pathways, Seal of Biliteracy attainment, Dual Enrollment Courses, and A/P exam success for all student groups. Moreover, there's a concerted focus on increasing the proportion of students with disabilities integrated into regular classrooms (LRE) for more than 80% of the day, while concurrently reducing the percentage in the least restrictive environment for less than 40% of the day. Additionally, the district is in the initial implementation stages of NGSS standards across all grade levels, aiming to enhance the percentage of students meeting and surpassing science proficiency standards. Ongoing assessment, targeted interventions, and an robust data monitoring system are key to advancing these objectives and ensuring equitable access to a comprehensive course of study district-wide. The LEA has faced significant challenges in providing a comprehensive curriculum, largely due to the lingering effects of pandemic-related programming adjustments at school sites. For instance, the shift to remote learning and the need for social distancing led to a reduction in available courses at the high school level, impacting completion rates for A-G and CTE programs district-wide. The disruptions to the typical learning day have necessitated a substantial instructional overhaul across all grade levels, with a primary focus on reintegrating students into school, re-establishing routines and procedures, and providing extensive support for their social, emotional, physical, and mental well-being. Over the past three years, the district has made notable strides in reinstating high-quality instruction in Mathematics and English Language Arts. Now, attention is turning towards implementing NGSS and ELD Standards to further enhance the educational experience. In recent years, the district has made significant strides in aligning its curriculum cohesively and implementing shared instructional practices across all grade levels. Throughout the 2023-2024 academic year, our elementary schools concentrated on delivering structured literacy instruction and high-quality designated ELD instruction. These schools are now in the initial stages of introducing a new curriculum based on Next Generation Science Standards. To enhance inclusion, we piloted a co-teaching model at our middle school to increase the proportion of students with disabilities spending over 80% of their day in regular classrooms, with plans to expand this approach across grade levels. At Dos Palos High School (DPHS), the Leadership Team reviewed the master schedule, submitting numerous new courses for A-G approval to boost completion rates. DPHS also transitioned back to a seven-period day, offering expanded elective options for all students, including English Learners and those with disabilities. Furthermore, an improvement team comprised of DPHS leadership is actively addressing opportunities to further improve A-G completion rates, particularly for English learners and students with disabilities. Westside High School is set to benefit from CSI and Equity Multiplier Funding, which will be utilized to enhance college and career readiness opportunities at the school. Met 2024-06-24 2024 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 instructional schedule has been transformed to transition into SEAL and ERWC at the elementary levels in which Multilingual Program Specialists have been hired to support teachers and differentiate their implementation needs. All three elementary schools continue to provide a strand of Dual Language Immersion (DLI) Program in grades TK-6. 2024-25 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; Implementing two new CTE Pathways and Expansion of the Ag Farm •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 have a weekly meeting which is the Elementary Principals Collaborative, 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 and academic skills. 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 used as a ""push in"" model that will challenge Newcomer to engage with their peers in more content courses with targeted support. In addition, an intervention teacher has been added to serve Newcomers to support language acquisition and acclimation into the new environment. In order to accomplish the goal of having all students reading at grade level by third grade, TK-12 grade teachers, Instructional Aides, Principals, Multilingual Program Specialists and district personnel will receive purposeful training, guidance, and coaching revolving around early literacy instruction with an emphasis on Tier I intervention planning, implementation, and monitoring with combined support and effective implementation of Tier II intervention during the core instructional period. At the elementary level, implementing the SEAL Instructional Model in grades TK-2 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. By adopting ERWC in grades 6-12, our students will be set to be College & Career Ready." Met 2024-06-11 2024 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 2024-06-10 2024 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 varirty 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 two different 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. Barriers for our district are our small numbers. This makes 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 enrolled in a broad course of study is working one on one with our students. Since our numbers are small we have a close watch on what students are doing. 2. Students at the elementary 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 district. 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. Our 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 2024-06-25 2024 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 2023-24 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 2024-25 Local Performance Indicator Self-Reflection for Modoc Joint Unified School District Page 15 of 15 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, wood shop, 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 STEM teacher at our elementary school. Met 2024-06-18 2024 25735930000000 Tulelake Basin Joint Unified 7 The District is transitioning to Aeries from PowerSchool for next year. Aeries will allow us to track this required data.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 high school is working with College of the Siskiyous to offer dual enrollment and concurrent education to students. This includes CTE and Computer Science courses. The high school is also working on expanding their CTE pathways. Met 2024-06-18 2024 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. This year we also implemented the UC Scout curriculum for four classes at JWCS. 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. As of this year, all students have the opportunity to earn 30 credits per semester in-seat with the teacher and then extra credit recovery outside of the regular school day. Most classes are taught by the teacher to the whole class, but if a student has already met their requirement in that subject, they may 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 student groups in terms of access to, nor enrollment in, a broad course of study. (This school year SRCS didn’t have any students enrolled). Currently, we have not identified any barriers preventing our students from access to a broad course of study. For the 23-24 school year, all of our students enrolled at Mono County Community Schools earned credits and we had 6 students meet their graduation requirements of 200 credits and graduate from our school. 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, electives and CTE classes online via Edmentum Courseware. Edmentum Courseware currently has 200 courses that meet the University of California A-G requirements. For the 2023-2024 school year, we have begun using the UC Scout curriculum to provide more A-G classes, and increased rigor to our students. We continually look for ways to provide access to as many options for our students as possible. Met 2024-06-27 2024 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. Met 2024-06-28 2024 26736680000000 Eastern Sierra Unified 7 ESUSD does not measure our high school students in taking the grade level-based courses (ie. 9th, 10th, 11th, 12th, English, Sciences, History, arts, etc). Admittance into Advanced Placement is determined by how well the student scored in their 10th or 11th grade classes, along with CAASPP test scores when applicable. All students in our schools have the same access to our course offerings. Additionally, ESUSD offers any student the opportunity to enroll in concurrent enrollment at no cost to the student (assuming the student is academically prepared). ESUSD is a very small, rural district. Although we offer a vast amount of classes to our small group of students, we have yet to be able to create and implement and official CTE pathway because of our small size and limited resources. ESUSD will continue to offer the variety of courses we do and will continue to encourage our students to participate in concurrent enrollment to not only boost their high school GPA, but also gain them college credit. Our participation rate has increased drastically at both high schools over the past few years. Met 2024-06-20 2024 26736920000000 Mammoth Unified 7 MUSD employs various locally selected measures and tools to ensure that all students have access to and are enrolled in a broad course of study. These measures and tools are designed to track progress across different grade spans, unduplicated student groups, and individuals with exceptional needs. The key tools and measures include Course Enrollment Data, Curriculum Audits, Student and Parent Surveys, Special Education Monitoring, Equity Audits, and Professional Development Feedback. The areas Areas for further Improvement will be as follows: Equalizing Access Across Sites: Efforts are underway to standardize the availability of advanced courses and electives across all school sites, ensuring that every student, regardless of their location, has access to a broad range of educational opportunities. Supporting Unduplicated Students: We are developing additional support mechanisms to encourage and assist unduplicated students in enrolling in advanced and elective courses, aiming to close the enrollment gap. By continually monitoring and addressing these differences, MUSD is committed to providing all students with equal access to a comprehensive and enriching course of study, thereby supporting their academic and personal growth. Given the results of our locally selected measures and tools, MUSD has identified several key barriers that prevent us from providing equitable access to a broad course of study, with a particular focus on the need for more support for some student groups to access higher-level mathematics. These barriers include: Preparation Gaps: Many students from underrepresented groups enter higher grade levels without the necessary foundational skills in mathematics. This preparation gap makes it challenging for them to succeed in advanced math courses. To specifically address preparation gaps and provide continuous support, we are expanding our tutoring, support, and credit recovery programs throughout the academic year rather than limiting them to the summer. These actions include: 1. Year-Round Tutoring Programs: We establish comprehensive tutoring programs available throughout the school year. These programs will offer personalized support in core subjects, with a particular emphasis on mathematics, to help students build and reinforce foundational skills necessary for success in higher-level courses. 2. Ongoing Support Services: MUSD is enhancing support services by providing additional resources such as math labs, after-school help sessions, and peer tutoring. These services are designed to offer continuous academic assistance, ensuring students receive the help they need when they need it, and providing a safety net for their academic journey. 3. Credit Recovery Opportunities: We are expanding our credit recovery options to be available year-round. This allows students who may have fallen behind or struggled in specific courses to catch up and stay on track for graduation. These opportunities include online courses, evening classes, and flexible scheduling to accommodate students' diverse needs. 4. Monitoring and Evaluation: To ensure the effectiveness of these initiatives, we are implementing robust monitoring and evaluation processes. This involves regularly assessing student progress, gathering stakeholder feedback Met 2024-06-20 2024 27102720000000 Monterey County Office of Education 7 Alternative Education learning environment supports access to a broad course of study to support academic growth and individual plans towards graduation. Student enrollment records and transcripts are reviewed to assure a broad course of study with a principal focus on the enrollments of unduplicated student populations, incarcerated youth, probation youth, expelled youth and students with disabilities. Alternative Education curriculum and instruction supports individualized education plans for all students ensuring a broad course of study. Direct instruction and digital learning platforms allow for diverse program options. Additionally, all students have access to dual enrollment through our local community colleges. Chronic absenteeism is a significant barrier to students accessing a broad course of study. School transitions to Alternative Education programs during the term impact broad courses of study. Alternative Education programs have provided staff with a variety of professional development opportunities in the areas of Social Emotional Learning (SEL), Trauma Informed Educational Practices, and Diversity, Equity and Inclusion (DEI) to improve school environment and improve attendance rates. Alternative Programs will continue to seek, review and implement new courses for students with a focus on improving Career Technical Education and Visual and Performing Arts. Met 2024-06-26 2024 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 & 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 evaluate 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; physical, sciences and literature; informational texts across disciplines, and mathematics. All students are concurrently enrolled in enrichment courses that ensure a broad course of study including career and technical skills that progress over time. Enrichment classes include: fiber arts, music, Spanish, woodworking and blacksmithing. 7th and 8th grade students are provided elective 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 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 2024-06-10 2024 27102720116491 Open Door Charter 7 ODCs learning environment supports access to a broad course of study to support academic growth and individual plans towards graduation. Priority registration is provided for unduplicated student populations. ODC curriculum allows for individualized educational plans toward graduation. All students at WSS and SCS have access to dual enrollment through our local community college. Teachers at ODC participated in and will continue to participate in professional development to support the alignment of standards to areas of interest and college and career goals. Teachers have opportunities to collaborate with MCOE Alternative Education sites. Students at ODC struggle with transportation, continuity, and access because they must balance adult responsibilities and an entire course of study. ODC continues to provide staff with various professional development opportunities in student engagement, Social Emotional Learning (SEL), Trauma Informed Educational Practices, and Diversity, Equity, and Inclusion (DEI) to support school environment, attendance, and an understanding of student needs. Met 2024-06-26 2024 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 FT 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 2024-06-13 2024 27102722730232 Monterey County Home Charter 7 MCHCS's non-classroom-based learning environment allows us to extend access to broad courses needed for both academic support and for their individual graduation plans. Priority registration is given to in such courses for both our unduplicated student population (EL, foster youth, low income) and students with disabilities. Educational partner feedback has increased the amount of academic support and courses available to students. MCHCS will continue to develop additional elective courses for students to participate in and support students seeking Dual Enrollment. Securing additional instructional space and adhering to designated PLC time to develop elective courses and review materials. High school Language Arts, Math, Science, and History materials for students will need to be updated to comply with A-G requirements for High School and meet the 2025 requirement for Ethnic Studies. Met 2024-06-26 2024 27102726119663 Oasis Charter Public 7 As a K-6 school, Oasis students study ELA, Math, Social Studies, Science, Physical Education, Health, the Arts, and have Socio-emotional learning. There are class schedules set up to ensure the appropriate time is spent on each subject. This covers all students. Special education and English Learners also have designated classes for them to receive the assistance needed for their academics. Oasis is a one school LEA. Oasis is provided a broad course of study for all students. Currently the LEA has adopted curriculum to meet the broad course of study for all students. Met 2024-06-25 2024 27659610000000 Alisal Union 7 100% of students were enrolled and instructed in the program chosen by parents: English Only, Structured English, One Way, Dual Immersion, Newcomer 100% of students had access to instructional time All schools provided intervention to students to address needs determined by staff during: Student Study Team meetings, COST, and/or IEP/504 plan meetings 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) or Comprehensive Support and Improvement (CSI) 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 2024-06-26 2024 27659790000000 Bradley Union Elementary 7 Students at Bradley are provided access to a broad course of study. The district uses SchoolWise as it’s information system and CALPADS to monitor enrollment of all students. Students at Bradley are provided opportunities to be assessed in their learning through the use of Trimester assessments via iReady. Additionally, other programs such as Read Naturally, Beable, among others, are used as supplementary pieces of data that provide an overall assessment of student progress. Potential barriers are limited to mainly internet connectivity. This should be fixed soon as the district will be connected in the near future using fiber. No new actions will be needed to address students access to a broad course of study. Met 2024-06-11 2024 27659870000000 Carmel Unified 7 CUSD utilizes several tools to monitor enrollment including, but not limited to, CALPADS, California Dashboard, DataQuest, Aeries (SIS), and 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. During the 2023-24 school year, CUSD expanded dual enrollment opportunities to include sections for students at Carmel Valley High School for the first time. The students at the continuation high school with an 87% passing rate. The number of sections will double for the 24-25 school year. CUSD was the recipient of two CCAP grants infusing more resources to expand the program. CUSD moved forward to approve two new CTE pathways: Biotechnology and a full dual enrolled pathway for Business. The course audit was finalized and changes were made to align AERIES to the UCOP portal. CUSD partnered with CCGI and has been integrating the district data to be fully operational for the 24-25 school year. Met 2024-06-26 2024 27659950000000 Chualar Union 7 The Chualar Union School District and school ensure a battery of State, county and district-approved assessments are implemented strategically and on a timely basis. The district implements the following assessments, California Assessment of Student Performance and Progress (CAASPP), the English Language Proficiency Assessment for California (ELPAC), the Smarter Balanced Assessment Consortia (SBAC), iReady for Reading/Math, District approved curriculum with accompanying module assessments, 5th/7th grades Physical fitness test, Science assessment in grade 5th and 8th, the Basic Phonics Skills Test (BPST) phonics assessment, California Alternate Assessments [CAAs] for English Language Arts/Literacy [ELA] and Mathematics given in grades three through eight are based on assurance that all students are enrolled in a broad course of study. The district also ensures a battery of benchmark assessments are implemented during the course of curriculum paced instruction. At Chualar School our Bilingual Education program identifies each student upon entrance into the program. Each student is categorized according to language survey and ability when enrolled in the Kindergarten through third grade bilingual program. Students are assigned to highly qualified teachers who use Common Core, standards-based curriculum that is District Board adopted. Teachers assigned to teach in the Bilingual Program hold a BCLAD credential or completed a credential program with a bilingual, cross-cultural emphasis. Teachers participate in curriculum-based training and participate in Grade Level Collaboration meetings to review school-wide assessment results, and define next steps to ensure all instruction is delivered in the zone of proximal development in all curricular areas and for all students. Chualar Union School District has consistently demonstrated, via the Williams Act site assessment that students have access to instructional materials for all academic and curricular areas. There is a school-wide expectation that all students enrolled in the kindergarten through eighth grade program have access to and are enrolled in a broad course of study. Although there are no differences in the expectation for implementation of a comprehensive instructional program for all students enrolled, the district often experiences several challenges to ensure acquiring and retaining teachers that qualify and can teach in a bilingual instructional environment. A small one-school site district cannot compete with outlying larger districts with expansive resources. As a result, the District often acquires teachers in PIP training programs who eventually hone their teaching skill set under the advisement and coaching of our veteran teachers. This support is purposely planned and scheduled. Additionally, our school and instructional program is heavily impacted by students who are English learners (72.3%), Homeless (12.6%), Migrant (13%), Socially Disadvantaged (92.1%), and Students with Disabilities (13.7%). "Bilingual Program teachers attend the California Bilingual Educators conference (CABE) to acquire new knowledge on state-of-the-art instructional strategies, enhance knowledge on implementation of the district adopted curriculum as well as appropriate curriculum aligned instructional materials. The Chualar Union School District will ensure that all new Bilingual Program teachers support the implementation of a broad course of study and: • Continue to schedule and attend conferences such as CABE to expand their skill set required in a bilingual setting, • Participate in the Induction Program provided by the Monterey County Office of Education (MCOE). • Each teacher in the Induction program will be provided with an “in house” Program Advisor as well as a Coach to ensure their success as a highly qualified teacher within the Bilingual Program. • Bilingual teachers will work with the administration to ensure, minimally, one monthly Grade Level Collaborative (GLC) meeting allows Bilingual teachers to convene as Bilingual team to ensure analysis of assessment data guides all students to work within their zone of proximal development • Bilingual Program teachers will work with the administration to acquire more literature recommended by the California Department of Education (CDE) Recommended Literature List to expand book titles in our school and classroom libraries. " Met 2024-06-25 2024 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 the arts. The LEA partnered with the Monterey County Behavioral Health and Harmony at Home to provide on-going SEL/Bully Prevention in the classroom for all students. Met 2024-06-12 2024 27660350000000 Greenfield Union Elementary 7 GUSD is dedicated to ensuring equitable access to education, applying several locally selected measures and tools aimed at promoting academic success among all students. By employing a robust Student Information System (SIS), it tracks student enrollment and progress while ensuring course alignment with CA state standards. Curriculum audits play a crucial role in evaluating the application of state-approved curriculums across all grade levels, guaranteeing adherence to standards. English Learner Progress Monitoring and Individualized Education Program (IEP) Reviews are instrumental in supporting English learners and students with exceptional needs, ensuring they receive tailored assistance to achieve academic success. Additionally, stakeholder surveys and feedback help in refining the distribution of courses and gathering essential input to continuously improve the educational offerings. Underpinning these efforts is GUSD's commitment to Inclusive Education, emphasizing universal access to curricula that meet CA state standards, and providing specific support for English learners and students with exceptional needs, echoing the belief that ALL Means ALL in achieving academic excellence. "Our district's commitment to ""All Means All"" ensures that every student, across all school sites, has equitable access to a rigorous and comprehensive course of study aligned with California state standards. All students benefit from a uniform educational experience that prepares them for academic success and beyond. Our curriculum implementation is steadfast in its adherence to state standards, guaranteeing that all students receive instruction that meets rigorous educational benchmarks. From core subjects to elective courses and enrichment programs, our offerings are designed to cater to diverse learning needs and interests. We recognize that each student's educational journey is unique, which is why we employ a Response to Intervention (RTI) framework and small-group instruction to provide targeted support where needed. This approach allows us to address individual learning needs effectively, ensuring that every student receives the necessary resources and assistance to thrive. While our commitment to equity ensures widespread access to our curriculum, we also acknowledge that disparities may exist across student groups and school sites. Through thorough analysis of enrollment data and performance metrics, we identify areas where additional support or adjustments are needed. For instance, we closely monitor the participation of unduplicated student groups, such as English learners and students from low-income backgrounds, in advanced coursework and enrichment opportuniti" The Greenfield Union School District has proactively removed barriers that prevent students access to a broad course of study. By addressing these obstacles, the district ensures that all students have access to a comprehensive and enriching education. Key actions taken include: Strategically distributing resources to support a wide range of courses and extracurricular activities. Hiring and retaining qualified teachers and staff to expand educational offerings. Implementing programs to support students from low-income families, ensuring they can access additional educational opportunities. Providing robust language support for English learners to help them engage fully with the curriculum. Ensuring reliable transportation options for students to participate in after-school programs and enrichment activities. Bridging technology gaps by providing necessary devices and internet access to students. Fostering strong parental and community involvement to enhance support and resources for educational programs. Through these efforts, Greenfield Union School District effectively enhances students' education by providing a broad and inclusive course of study, along with various enriching opportunities. In response to stakeholder feedback through the LCAP survey and other parent feedback, Greenfield Union School District will continue to: maintain a strong focus on adhering to state educational standards to ensure all students receive a high-quality education, create and sustain enriching learning environments that support academic and personal growth, and seek out and integrate the latest technology to enhance learning and ensure all students have access to a broad course of study. These efforts demonstrate the district’s commitment to listening to stakeholder feedback and continuously improving educational opportunities for all students. Met 2024-06-20 2024 27660500000000 King City Union 7 King City Union School District tracks progress in meeting Priority 7 using the district's student information system (SIS). Additionally, the administration and the counselors regularly review course offerings, class schedules, and school schedules to ensure that all students have access to and are enrolled in a broad course of studies and 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 a lack of additional instructional time during the regular school day. Additional access is provided after school as funding allows, primarily through extended day-funded programs. Additionally, credentialing requirements of new teachers are 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. These partnerships have 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 2024-06-18 2024 27660680000000 South Monterey County Joint Union High 7 Locally Selected Measures and Tools: Aeries Student Information System: Aeries tracks student enrollment, course selections, and academic progress, providing detailed reports on student distribution across subjects and grade spans. Master Schedule Development: Master schedules monitor enrollment in core academic subjects, electives, Advanced Placement (AP) courses, and Career Technical Education (CTE) pathways. Equity Audits: Periodic equity audits evaluate the availability and accessibility of a broad course of study for unduplicated student groups, including English learners, low-income students, foster youth, and students with disabilities. Specialized Programs: Data on participation in programs such as AVID, Dual Enrollment, and special education is collected to ensure equitable access to diverse educational opportunities. Surveys and Feedback Tools: Surveys of students, parents, and teachers gather qualitative data on perceptions of course availability and inclusiveness, informing adjustments and improvements to the course offerings. Course Availability Analysis: An analysis of course availability across schools and grade levels ensures equal opportunities for all students to enroll in a wide range of subjects, regardless of background or individual needs. By utilizing these measures and tools, the LEA ensures equitable access to a comprehensive and diverse curriculum, promoting academic success and holistic development for every learner. Key findings include: Overall Access and Enrollment: General Enrollment: Most students have access to a range of courses, including core academic subjects, electives, AP courses, Dual Enrollment, and CTE pathways. Progress Over Time: Enrollment in advanced courses and CTE pathways has notably increased over the past three years. Differences Across School Sites: King City High School: Offers a wider variety of CTE courses and pathways, including more AP and dual enrollment courses, but lacks the AVID program and Link Crew. Greenfield High School: Provides a wider variety of electives and support programs like AVID and Link Crew but has limited CTE pathways and dual enrollment courses. Alternative Education: Progressing in establishing CTE pathways, Dual Enrollment, and AP courses. Differences Across Student Groups: Unduplicated Student Groups: English learners, students with disabilities, and foster youth are less likely to enroll in AP and CTE courses compared to their peers, indicating a need for targeted support. Students with Disabilities: Often have limited access to higher-level subjects and electives. Progress and Efforts: Equity Initiatives: Expanding CTE pathways, including English learners in A-G courses regardless of reading level, providing professional development for teachers, and targeting outreach to underrepresented groups. Ongoing Monitoring: Regular equity audits and feedback surveys are conducted to monitor and address gaps in access and enrollment Staff Professional Development: Counselors, teachers, and site staff play a crucial role in identifying barriers and addressing diverse academic needs, ensuring every student has access to a diverse range of courses despite limited resources. Root Cause Analysis and Needs Assessment Process: While these processes are in place, implementation across all sites faces challenges. Inconsistencies in identifying and addressing root causes hinder equitable access to a broad course of study. Student and Parent Surveys: Low engagement and response rates in surveys limit the LEA's ability to gather comprehensive data on student needs and interests, affecting the tailoring of course offerings to meet diverse needs. Student Course Requests Based on Interest: There is often a mismatch between student course requests and available courses. Limited offerings, especially in specialized subjects and electives, prevent students from enrolling in desired courses. Differentiated Instruction Including ELD Standards and Tutoring Support: Resource limitations and insufficient staffing hinder the provision of necessary support for all students, particularly English learners and those needing additional academic assistance. Differentiated instruction and tutoring are essential but challenging to implement fully. By addressing these barriers, the LEA aims to ensure that all students have equitable access to a broad and enriching course of study. Focus Areas: Increasing Support Staff: Hiring more support staff and providing targeted assistance to high-need students. Improving Processes: Enhancing Root Cause Analysis and Needs Assessment processes for consistent implementation. Boosting Survey Engagement: Implement strategies to increase student/parent survey response rates for more accurate data collection. Expanding Course Offerings: Aligning student interests with available courses by expanding elective and specialized subject offerings. Enhancing Support Services: Providing additional resources for differentiated instruction and tutoring support to meet the diverse needs of all students. Access to A-G Courses for All Students: Action: Ensure all students, including English learners, have access to A-G courses by increasing sections offered, providing targeted tutoring after-school. Increase the CTE Pathways Options: Action: Expand the number of (CTE) pathways, enhance partnerships with local industries and businesses, offering students practical, real-world experience and skills. Increase and Expand AP and DE Courses for All Students: Action: Increase Advanced Placement (AP) and Dual Enrollment (DE) courses, train more teachers to teach DE courses and provide student support to succeed. Provide Cultural Competency and Inclusion Training PD for All Staff: Action: Implement PD focused on cultural competency for all staff, to create inclusive, supportive, and culturally responsive learning environments. Met 2024-06-12 2024 27660760000000 Lagunita Elementary 7 Lagunita has just four teachers and self-contained, combined grade level classrooms. A broad course of study is absolutely prioritized, with students unavoidably needing a wide range of supports to access age-appropriate curriculum throughout the school year in a classroom designed to meet the needs of its youngest and well as its oldest students over the course of a two-year, two-grade program with one teacher. Lagunita utilizes technology tools like IXL to track individual progress, but also enrichment and remediation tools as well as engagement at home and at school. We are also small enough that we can target students with individualized supports, so that unduplicated students and students needing extra help can access academic intervention in order to better access curriculum across the course of study. Because teachers have students for two full school years, teachers also develop a better sense of student needs and begin the year better prepared to meet those needs. All Lagunita students have access to a broad course of study. Each classroom has appropriate curriculum in the four core subject areas, 1 to 1 access to an internet connected device, IXL access at home and at school. Additionally, each class participates in PE both with their teacher and with a guest PE teacher; and participates in a STEAM program once a week planned and taught by the Kindergarten teacher. Older students access a variety of tech tools, and the 5th and 6th grade classroom offers online elective courses to all students to pursue additional interests independently for supplemental learning. Additionally, we work with the Arts Council to provide additional guest teachers for arts education. It is challenging for any teacher--but especially for a teacher in a self-contained classroom with two grade levels--to fit all of the needs and demands of the school into the hours allotted for class time. Juggling assessments, curricular demands, remediation, and the classroom management required to keep students engaged is the work of every teacher. Identified barriers include prep time, and the PE, Art, and STEAM programs are all designed to increase prep time for teachers. But really the only barrier limiting our ability to provide a broad course of study is unavoidable -- limited time. "While distance learning made digital access a challenge--and a priority--our curriculum, both adopted and supplemental, continues to be excellent. Over the past four years, Lagunita has adopted new English, History, Science, and Math curriculum, with access for all students. We creatively plan and schedule, due to combined grade levels during in person instruction, but with one school in the district and only five classrooms, Lagunita is certain that 100% of our students have access to high quality curriculum in multiple formats. Access to a broad course of study is limited only by instructional time and student engagement. As staff become more adept at teacher the ""new"" curricula, Lagunita will work to expand into additional standards for subjects beyond the core four. We prioritize all letters of STEAM but need additional focus on Art is often less consistent. VAPA and World Languages are difficult to implement in a small school. PE and Health are priorities for instruction, but adopting standardized curriculum has not been explored and will be a focus in the year to come." Met 2024-06-25 2024 27660840000000 Mission Union Elementary 7 The LEA uses a yearly materials and curriculum check to ensure all students have access to, and are enrolled in a broad course of study. We have one school site within the LEA; all students have access to and are enrolled in a broad course of study. Instructional minutes have been provided to all educators to ensure equality in instructional coursework. There are no barriers. New social studies, science curriculum, and supplemental reading and comprehension intervention systems were put in place this past year. Met 2024-06-12 2024 27660920000000 Monterey Peninsula Unified 7 Community engagement sessions highlighted the desire for continued investments on improving College and Career outcomes for students. MPUSD is proud that our graduation requirements for all students are A-G aligned, providing all students to start 9th grade on track. 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. 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 2024-06-25 2024 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 social emotional learning and an anti-racist curricula. 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. In our independent study setting, there are no barriers preventing the school from providing access to a broad course of study for all students. To ensure access to a broad course of study for all students, we will continue to operate an independent study environment with a digitally-delivered curriculum. Met 2024-06-26 2024 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. Since opening in 2001, ISM has emphasized a broad course of study, including all subject areas targeted by the Ed Code (EC). ISM's curriculum aligns with the International Baccalaureate (IB), which authorizes ISM as an IB World School, leading to some variations in subject titles. Subject alignment between the EC and ISM IB Primary Years Programme (PYP) for grades K-5: 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 ISM IB Middle Years Programme (MYP) for grades 6-8: 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 All students in a class study the same subjects simultaneously, ensuring equal access and enrollment across student groups. The listed instructional minutes apply equally to all student groupings. Simply put, there are no barriers. ISM has a 23-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 2024-06-11 2024 27661340000000 Pacific Grove Unified 7 The High School is expanding offerings of dual-enrolled classes in 2024-2025 because more teachers have met the qualifications to teach these classes. PGHS will continue its relationship with Monterey Peninsula College and stay up-to-date with its College and Career Pathways (CCAP) Agreement. Next year, PGHS will increase its offerings from 11 dual enrolled courses to 19 with classes in culinary and photography pathways, computer science pathway, English, psychology, and sociology.It will expand enrollment of 9th and 10th grade students in a pathway with a long-term goal of increasing the amount of CTE completers from 13% to 25% by 2026-2027. PGHS 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. PGHS will use improved A-G completion monitoring technology in our Synergy student information system. Along with increased monitoring will be an emphasis on communicating to students that a class fulfills an A-G requirement every time a student enrolls in one. During this notification, a review of the A-G completion requirements will be included in the introductory lesson for each class. PGHS counselors will inform students of career pathway options available at the school and will encourage 9th and 10th grade students to consider pursuing one of these pathways. In addition, PGHS will diversify its curriculum with a goal of allowing students to see themselves and hear their voices in the curriculum being taught. This will deepen student engagement and reduce the number of students who receive D's or F's in class. Met 2024-06-06 2024 27661420000000 Salinas City Elementary 7 SCESD serves students from preschool through sixth grade at 15 school sites. Seven of our schools provide dual immersion programs. All schools offer Transitional Kindergarten instruction while some schools offer all day California State Preschool Program (CSPP), half day CSPP, and three Special Day (SDC) classes. The Salinas City Virtual Academy offers online, home-based, virtual instruction. 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, 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 districtwide. Students in SCESD have access to the instructional programs outlined in the district LCAP and school Single Plan for Student Achievement (SPSA). These plans are aligned in their goals and reflect the Board of Education’s main goals for district and student success. A variety of extended learning opportunities (including field trips and other engaging activities) are provided to give unduplicated students the chance to participate in experiences that will allow them to develop skills that extend beyond the classroom. Core curriculum is provided in print and digital formats. Staff are provided professional learning opportunities to address skills and strategies to provide students with high quality instruction. Additionally, the Salinas City Virtual Academy is a fully functioning virtual school, giving students access to the same broad course of study. While students have access to a wide variety of programs, there are some barriers that impede some students from taking full advantage of what is offered. Chronic Absenteeism continues to be a factor that impacts student access. While the district has significantly improved since the pandemic, the percentage of chronically absent students is too high. Homelessness and low income also contribute to attendance and sometimes access to Expanded Learning Opportunities that occur after school, during intersessions, and the summer. Other barriers include the continuous struggle to find qualified staff to support all programs. When these staff cannot be provided, the district provides services through third party partners. While the services are provided, the cost is greater than anticipated, resulting in a decrease to the breadth of the services provided. 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. SCESD also continues to recruit, train, and retain qualified staff to support the programs outlined in the LCAP and SPSA plans. While there are still holes in staffing, significant progress has been made. Regular collaboration during grade level release time for teaching and paraprofessional staff is focused on the implementation of ELA, ELD, Mathematics, History-Social Sciences and Next Generation Science Standards. Met 2024-06-18 2024 27661590000000 Salinas Union High 7 Graduation Rates (metric 1.1) A to G Rates (metric 1.12) CTE Completer Rates (metric 1.13) 2023 SUHSD Cohort Graduation Rate: • 82.4% All • 81.9% SED • 60.6% EL • 59.7% SWD • 70.8% Homeless 2023 % Cohort Graduates Meeting UC/CSU • 51.6% All • 50.6% SED • 26.9 % EL • 30.6% SWD • 42.5% Homeless 2023 SUHSD Cohort Graduation Rate: • 32.4% All • 30.7% SED • 13.2% EL • 10.5% SWD • 27.6% Homeless English learners are learning English as well as academic content English learners and students with disabilities take additional classes that may inhibit them from accessing broader courses Additional and improved support is needed for some students for success in grade level and higher level courses LD 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. Creating additional sheltered core content courses at sites Sheltered core content teachers will receive professional development throughout the year Met 2024-06-25 2024 27661670000000 San Antonio Union Elementary 7 All students have access to a broad course of study throughout the school day. Attendance logs along with the end of the year survey helps to evaluate and measure student access. The ELOP was well attended this school year fluctuated between 25 and 45 students participating, which is between 17 and 31% of the student population. Enrichment programs were brought into the ELOP. The middle school students were given electives: coding, Spanish, and Career readiness/drama. All students were able to participate in each subject, rotating each trimester. Barriers preventing the LEA from providing a broad course of study for all students is our rural location, finding providers, and funding. The district will make a greater effort to bring in additional enrichment activities providing a more broad course of study. Community partnerships will be explored to increase the broad course of study, for example with teaching music. Met 2024-06-13 2024 27661750000000 San Ardo Union Elementary 7 The LEA currently utilizes a curriculum audit survey for monitoring broad course of study, administrator walkthrough checklist, and administer check-list for academic content and performance standards 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. 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. Again, 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. 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 2024-06-18 2024 27661830000000 San Lucas Union Elementary 7 The school schedule and homeroom assignments have been recalibrated for the 24-25 school year to ensure that students receive quality instruction with appropriate scaffolding and supports. With the exception of 5 RSP students who receive pull out services, the rest of the student population receives push in intervention supports. Diagnostics such as I-READY and Accelerated Reader are also used to determine student growth. We have also increased the number of daily and weekly ELA minutes our students receive in order to address the 6.6% drop we had in the area of ELA, per the CA Dashboard. As a single school district, all students have access a broad course of study. Within a grade, students receive standards based instruction. Current barriers include our chronic abseentism rate and the site response to addressing this. A new attendance support plan will be implemented and all staff will be trained on this at the August PD. This includes a faster notification time when a student is chronically absent, as well as matching families to all available supports and having these meetings be in person. Monthly newsletters will include reminders that missing school impacts student learning and that chronically truant students miss out on critical student instruction. A stronger emphasis is being placed on daily ELD instruction for all grade levels. Met 2024-06-06 2024 27661910000000 Santa Rita Union Elementary 7 SRUSD uses several measures to guarantee educational access and equity for all students, focusing on various demographics and needs. Key methods include: **District Curriculum Council:** Monitors and reviews school curriculums to ensure comprehensive and balanced educational programs. It uses data on course availability, enrollment, and outcomes to recommend curriculum improvements and ensure compliance with state standards. **Williams Report:** An annual evaluation that checks if students have access to essential resources like instructional materials, safe facilities, and qualified teachers. It highlights educational disparities, allowing prompt LEA intervention. **Master Schedule Analysis:** Assesses school schedules to track course enrollments and ensure a diverse curriculum. This helps spot and address any gaps in offerings, particularly for students with exceptional needs. SRUSD has demonstrated considerable progress in providing all students access to a broad curriculum, as indicated by local measures. District-wide analyses show trends towards equitable course access, although disparities exist. The District Curriculum Council has identified that most schools offer a variety of courses, including core academics, arts, ELD, and Special Education, and has intervened to expand offerings where necessary. According to the Williams Report, there is district compliance in accessing essential resources and qualified educators. Master schedule data shows diverse subject enrollment, highlighting the need for balanced support for students with learning disabilities and additional resources for schools with a higher number of EL students. The analysis of locally selected measures reveals challenges in providing broad course access for all students, stemming from: 1. **Teacher Availability**: A shortage of qualified teachers, especially in specialized subjects like visual and performing arts and special education, hampers the ability to offer a diverse curriculum. 2. **Scheduling Conflicts**: Limited class sections and overlapping course times restrict students' options to take a full range of desired subjects. 3. **Individualized Education Needs**: Exceptional students often require more support and accommodations, straining resources and limiting their course access. Addressing these issues demands a multifaceted strategy that includes strategic resource allocation, enhanced teacher recruitment and training, improved scheduling practices, and targeted support for disadvantaged and special needs students. To address educational disparities, SRUSD has implemented several strategies to expand course access for all students. This includes targeted interventions in schools with limited offerings, integrating new curricula and after-school programs to enhance educational opportunities. The AVID program, aimed at boosting college and career readiness, has been expanded, particularly benefiting underrepresented groups by fostering essential skills like critical thinking. Investments in technology have been made to ensure all students can access digital learning tools. Moreover, initiatives to boost parent engagement have been launched, offering workshops and improving communication channels to help parents support their children's educational journeys. These measures aim to foster a more equitable learning environment for all students. Met 2024-06-26 2024 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 instruction. All students receive art and music on a regular basis. (This past year, the district could not recruit a music teacher. However, the district is actively searching and hoping to have this position filled by the fall of 2024.) 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 many after-school enrichment opportunities. 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. 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 and attendance of unduplicated students involved in enrichment opportunities by offering scholarships. Specific actions that support these priorities can be found in the LCAP under Goals 2 and 3. Met 2024-06-18 2024 27662330000000 Washington Union Elementary 7 The district uses the annual Parent Satisfaction survey, the Staff Climate survey, information from the District Advisory Council, Board Meetings, Strategic Planning Committee, and Instructional Leadership Team to ensure that students have access to, and are enrolled in, a broad course of study that meets the needs of all students including unduplicated students and students with exceptional needs. 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 grade 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 once a week. 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 2024-06-19 2024 27738250000000 North Monterey County Unified 7 Measures and tools to track student access to a Broad Course of Study include: Master Schedule and 6 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. Our ability to offer Spanish Language Arts sections at our middle school is dependent on the availability of appropriately credentialed staff. We are currently building our Biliteracy pathway and identifying appropriately credentialed teachers has been a challenge. Driver's Ed is often not able to be provided due to low numbers of requests. 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, expansion of course options to meet A-G and graduation requirements, revisiting Driver's Education options, revision of Math pathways, exploration of Health curriculum for elementary, particularly for 5th and 6th grade, and initiation of a pilot and option for Ethnic Studies to meet the State Requirement beginning in 2025-2026. Met 2024-06-27 2024 27751500000000 Big Sur Unified 7 A broad course of studies is offered in Pacific Valley. Specialists were hired to teach AP classes in math, English, government, and economics. All teachers were trained in STEAM and every student participates daily in STEAM. Whenever a student selects a class where there isn't a credentialed teacher, the class is offered online at the school site. Tools to track student access include grades, comparison to larger high schools in California, having all credentialed teachers, portfolios, teacher attendance at cutting edge conferences, project based learning, the LCAP goals, teacher and student presentations at board meetings. We offer all core subjects including AP and honors classes. Middle school and high school students may select any elective. Our STEAM program which is fully implemented is integrated throughout the day as well as having a period dedicated each day. The one barrier is the remoteness of Big Sur along with the road closures. The actions to ensure a broad course of study include sometimes having online classes or remote teachers. Met 2024-06-04 2024 27751500118349 Big Sur Charter 7 Local Education Agencies (LEAs) use various measures and tools to ensure all students have access to a broad course of study, focusing on different grade spans, unduplicated student groups, and individuals with exceptional needs. The master schedule is vital, tracking course availability and scheduling across grade levels to ensure a variety of subjects are accessible to all students. The course catalog complements this by providing detailed information on available courses, including descriptions, prerequisites, and the grade levels they cater to, ensuring a diverse range of courses is accessible to all, including those with exceptional needs. Enrollment data allows LEAs to monitor which students are taking which courses, ensuring equitable access across different student groups, such as English learners, low-income students, and foster youth. For students with exceptional needs, Individual Education Plans (IEPs) are reviewed to ensure they have access to necessary courses and supports for a broad and balanced education. Additionally, Student Information Systems (SIS) collect and analyze data on student demographics, course enrollment, and progress, identifying gaps and trends in course access. Surveys and feedback tools from students, parents, and teachers provide valuable insights into perceived access to a broad course of study, highlighting areas needing improvement. Collectively, these tools help LEAs monitor and ensure that all students have equitable access to a compr Full inclusion classes guarantee that students with special needs are integrated into the general education environment, promoting equal access to educational opportunities. English immersion classes provide essential language support to non-native English speakers, facilitating their ability to participate fully in the curriculum. Together, these measures demonstrate a robust commitment to educational equity and inclusivity, ensuring that all students, regardless of their abilities or language proficiency, are enrolled in and have access to a wide-ranging and comprehensive education. There are not barriers. All students take the same classes, and participate in Art and CSP classes weekly, including unduplicated students and those with exceptional needs. None. Met 2024-06-20 2024 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 grades, 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 provide intervention time during the school day to reinforce and support the essential standards and remediation opportunities. 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). We also offered a CTE course for the 2nd year at our middle school, and will continue implementing in forthcoming years; this course is in alignment to our offerings at the high school since it exposes our students to 5 different pathways currently available. Moreover, we began conversations with 6th grade teachers and determined the need to increase visitations of elementary students to the high school and vice versa. 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 only offered our secondary teachers the opportunity of becoming certified trainers in Constructing Meaning, 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. Our partnerships with local colleges and university's has strengthened, thus we will be able to use our data analysis resources and strategically collaborate to enhance access a broad course of study for all. Our high school has many pathways available for students, including many in career and technical education (CTE) as well as dual enrollment and partners with various organizations. 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." "There was a significant gap for some student groups including: English learners (33.8%), students with disabilities (33.3%), and homeless (57.6%). Further analysis with current data indicates that English and math are the two highest areas that prevent students from meeting ""Prepared"" or ""Approaching Prepared"" for College and Career, and for students with disabilities, world language requirements are also a challenge." "Staff are working to support students to get a C or above which will count towards ""Prepared"" or ""Approaching Prepared"" for College and Career category by implementing the following actions: • 4-year and 6-year graduation pathway, and ensuring that counselors are meeting with our identified groups in a regular basis • D and F analysis to get back on track • additional sections for academic intervention before or after school • Offer targeted and in-person support during summer school and Saturday academies aside from our current credit recovery program • elementary/ middle school intervention • Constructing Meaning Math training for middle and high school teachers • Modifying our process for transitioning to our continuation school, Pinnacles High School 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 2024-06-26 2024 27754730000000 Gonzales Unified 7 The locally selected measures and 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 include: 1) Student Information System (SIS) Data, 2) Course Enrollment Reports, 3) Classroom Observations and Audits, 4) Surveys and Feedback, 5) Progress Monitoring Tools, 6) Individual Education Plans, 7) data gathered through the Federal Program Monitoring process and the CIM (Comprehensive Improvement Monitoring) process. Based on an analysis of master schedules and student data, most students have access to a broad course of study. Nevertheless, a discrepancy is found in access to some courses based on students' English language development status. Students who are required to take an ELD (English Language Development) class may experience delayed access to elective courses. Students who are required to take an ELD (English Language Development) class may experience delayed access to elective courses. The Gonzales Unified School District is actively exploring master schedule options to increase student access to elective courses. The reclassification process for students to be considered reclassified as fully English proficient was updated during the 2023-24 school year. It is anticipated that the updated process will increase the number of students eligible to enroll in a broad course of study which includes English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing Arts, Applied Arts, and Career Technical Education courses. Met 2024-06-25 2024 28102800000000 Napa County Office of Education 7 Our student information system, 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 a 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. Met 2024-06-18 2024 28662410000000 Calistoga Joint Unified 7 CJSHS uses 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 broad course of study except when they have to choose between classes that are only offered once in the master schedule. This is due to the fact that we are a small school of approximately 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 2024-06-17 2024 28662580000000 Howell Mountain Elementary 7 "Howell Mountain Elementary School District (ESD) tracks the extent to which all students have access to and are enrolled in a broad course of study through the following locally selected measures or tools: 1. Course Enrollment Data: Howell Mountain ESD collects and analyzes course enrollment data to ensure that all students have access to a diverse range of courses appropriate for their grade level and academic needs. This data is disaggregated by grade spans, unduplicated student groups, and individuals with exceptional needs served to identify any disparities in course offerings or access. 2. Individualized Education Programs (IEPs): For students with exceptional needs served through special education services, Howell Mountain ESD monitors the implementation of Individualized Education Programs (IEPs) to ensure that appropriate courses and accommodations are provided to meet their unique learning needs and facilitate access to a broad course of study. 3. Parent and Student Surveys: Howell Mountain ESD administers parent and student surveys to gather feedback on the availability and accessibility of courses and programs. These surveys include questions related to course offerings, scheduling, and students' perceived opportunities to participate in a variety of academic and extracurricular activities. " Howell Mountain Elementary School District (ESD) utilizes several locally selected measures and tools to assess the extent to which all students have access to and are enrolled in a broad course of study. Analysis of course enrollment data reveals that the majority of students across all school sites have access to a diverse range of courses appropriate for their grade level and academic needs. Over the past few years, the district has made significant progress in expanding course offerings and ensuring equitable access to educational opportunities. However, disparities exist across school sites and student groups in access to and enrollment in a broad course of study. While some schools offer a wide variety of courses and extracurricular activities, others may have limited resources and options available. Additionally, certain student groups, such as English learners and students with disabilities, may face barriers to accessing advanced coursework or specialized programs. To address these disparities, Howell Mountain ESD has implemented targeted interventions and support services. This includes providing additional resources to schools with limited course offerings, expanding dual enrollment and advanced placement opportunities, and offering academic support programs for underrepresented student groups. The district also collaborates with community organizations and educational partners to provide enrichment activities and extracurricular opportunities for all students. "Based on the results of the locally selected measures and tools, several barriers prevent Howell Mountain Elementary School District (ESD) from providing access to a broad course of study for all students: 1. Staffing Challenges: Limited staffing, particularly in specialized subject areas or elective courses, can restrict the availability of certain courses. Difficulty in recruiting and retaining qualified teachers may further exacerbate this barrier, particularly in rural or underserved communities. 2. Transportation Issues: Transportation barriers, especially in rural areas or for students from low-income families, can limit access to courses offered outside of regular school hours or at different school sites. Lack of reliable transportation options may prevent students from participating in after-school programs, dual enrollment courses, or extracurricular activities. 3. Language and Cultural Barriers: Language and cultural barriers can impede access to a broad course of study for English learners and students from diverse backgrounds. Limited availability of bilingual support services, culturally relevant curriculum materials, and outreach efforts may hinder these students' participation in advanced coursework or specialized programs. 4. Special Education Needs: Students with disabilities may face barriers to accessing a broad course of study due to inadequate accommodations, support services, or specialized instructional materials." "In response to the barriers identified through the results of the locally selected measures and tools, Howell Mountain Elementary School District (ESD) has implemented or will implement several revisions, decisions, and new actions to ensure access to a broad course of study for all students: 1. Staffing and Professional Development: The district has implemented targeted recruitment and professional development efforts to attract qualified teachers in specialized subject areas and elective courses. 2. Transportation Assistance: The district has implemented transportation assistance programs to address transportation barriers and ensure that all students have access to courses offered outside of regular school hours or at different school sites. 3. Culturally Responsive Practices: Howell Mountain ESD has implemented culturally responsive practices to address language and cultural barriers and ensure that English learners and students from diverse backgrounds have equitable access to a broad course of study. 4. Inclusive Instructional Strategies: The district has implemented inclusive instructional strategies to support students with disabilities and ensure their access to a broad course of study. " Met 2024-06-18 2024 28662660000000 Napa Valley Unified 7 NVUSD can ensure students are enrolled in a broad course of study by reviewing Advanced Placement (AP) enrollment, Career Tech Ed (CTE) participation, and standards-aligned curriculum 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 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 1205 in AP courses districtwide. 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). Enrollment in 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. All students in grades Kindergarten through 8th have fully implemented Mathematics and ELA adoptions. While high schools are not required to adopt, teachers can use the adoptions as supplemental materials in their classrooms, as appropriate. 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 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 several factors; i.e. monetary concerns, 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, 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 2024-06-20 2024 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 2024-06-25 2024 28662820000000 Pope Valley Union 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, PVUESD uses student enrollment, demographics, and achievement data, coupled with stakeholder input to guide the development of additional course offerings. PVUESD 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. There are no differences in accessibility to courses across student groups at Pope Valley Elementary School. Currently, 100% of the students have access to a broad course of study and Pope Valley Elementary School will continue to monitor this to ensure no barriers arise to change access. 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. All students (including unduplicated students and students with disabilities) in grades 7 and 8 are enrolled in English, Math and Physical Education courses. The barriers identified for TK - 8th grade students are specific to students with disabilities. While PVUESD I shopping to implement a learning center model, there are still challenges related to scheduling related services and differentiating instruction to meet the individual needs of a broad spectrum of learners. Met 2024-06-27 2024 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) State Test Results 3-8 and 11 grades, 2) Dual and AP class enrollment per student sub-groups, 3) AP test pass percentage of 3+, 4) A-G completion rates (UC/CSU qualifications) per student subgroup, 5) CTE pathway or program of study completion, 6) Early Assessment Program (EAP) completion rate, 7) Seal of Biliteracy completion, and lastly 8) 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). The four-year graduation cohort is the percentage of students who entered 9th grade and who received a high-school diploma 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 2023-2024, we have done a better job of balancing our enrollment in those classes to where we have 41% Hispanic and 58.9% White enrolled in AP classes. In 22-23 we had 44% White and 31% Hispanic enrolled in college-level dual classes. In 2023, 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: 450 minutes per week Science-2 days a week for 45 m St. Helena Unified leaders feel confident that all students have access to a broad course of study at this time moving forward. We have removed 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. "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 within the school day. afterschool tutoring and" Met 2024-06-13 2024 29102980000000 Nevada County Office of Education 7 Students at EJ have the opportunity to have access to the instructional program designed by John Muir Charter Schools. 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. The program has an enrollment capacity of approximately 10 students and one classroom, one lunchroom and a small area for recreational outdoor activities. However, by contracting with John Muir Charter Schools, students have greater access to a broad course of study and career education option. Due to the short term enrollment nature of the students served, the focus is to provide individual learning opportunities to meet the needs of each of 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. No changes are being made Met 2024-06-26 2024 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 support in place, especially in the challenging subject of mathematics to help improve student learning. Math is a major area of focus in our LCAP. All of our students work with their Advisors every year 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 2024-2025 school year. Access to curriculum and support to help these students succeed is 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. We now have a small, but significant cadre of graduating students who have completed a CTE Pathway. We expect this group to consistently increase. One of the measures that we are focusing upon is increasing the number of students who graduate from Bitney having met 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. We are working to implement a High School Pathway system where students choose a pathway (College Prep, CTE, STEM, and Humanities) that they will follow through graduation. 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 solely through classroom-based coursework. 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 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. The first goal of Bitney's LCAP is to improve students' learning and success in both Mathematics and English. This past year we were able to maintain the significant improvement that we made in English and also had 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 now 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. Met 2024-06-17 2024 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 (ParentSquare) 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 2024-06-12 2024 29102980114330 Nevada City School of the Arts 7 We use the LCAP as a measurement for broad courses of study. Currently, all NCSA students have access to the following: Orton-Gillingham curriculum, iReady for ELA and math, and authentic voices literature. We use the Writing By Design curriculum for writing. Teachers use the State History Standards, the Learning for Justice Social Justice Standards, and the Next Generation Science Standards and the Visual and Performing Arts Standards as guides for teaching those subjects. NCSA integrates the Arts into all academics and students have access to multiple art and music classes including weekly dance and movement classes in addition to 22 different electives to choose from in middle school encompassing, art, music, dance, mountain biking, physical fitness and thriving in the outdoors. To ensure students have physical access to a broad course of study we use parent/staff surveys and the FIT review regarding safety. To determine emotional safety we use CHKS and student surveys regarding diversity and bullying, their satisfaction with all their classes, and attendance rates to determine if all students are able to access their education on a daily basis. Most students are progressing well in academics with the exception of students with disabilities who continue to score well below the other subgroups (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 81%, and 83% of middle school students feel they receive a strong education. There are no differences across school sites because NCSA is one independent charter school and acts as its own LEA. While the overall percentage of students who are chronically absent has decreased significantly (36% to 12% - Local Data), we are concerned that 74% of the students who were chronically absent in 2024 (Local Data) were economically disadvantaged and 33% are students with disabilities. We will focus on students with disabilities and economically disadvantaged youth in 2024/25 by giving them priority access to our counselor, by giving their parents priority access to the Parent Resources Coordinator and we will utilize our Wellness Coaches to work with chronically absent youth to build their capacity for attending school. In addition, we will be offering all chronically absent students the opportunity to participate in our after school attendance recovery & tutoring program to make up absences thereby decreasing our chronically absent rate and ensuring equal access to a broad course of study. Met 2024-06-13 2024 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 and in the 2023-24 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 are also adding a CTE lab for the 2024-25 school year to support the students who choose to participate in these courses. The CTE labs will allow us to provide more support for the students who participate, create more options for participation, and 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 continued expansion of the current CTE program and the expansion/addition of some A-G courses. Met 2024-06-11 2024 29102980126227 Twin Ridges Home Study Charter 7 Twin Ridges Home Study teachers and parents review grade level standards, assessment data, student work and curriculum on a monthly basis at Learning Period meetings. This assists in ensuring that all students have access to a broad course of study based on meeting each individual student where they are academically, regardless of grade, unduplicated pupil status and individuals with exceptional need status. Students enrolled at Twin Ridges Home Study are in a personalized learning non-classroom based school and have access to a broad course of study in TK-8th grade. All students have access to standards aligned curriculum in English/Language Arts, Mathematics, Social Studies and Science in addition to offerings in Physical Education and the Visual and Performing Arts. All students TK-8th grades have access to and are enrolled in a broad course of study including the core subject areas of English/Language Arts, Mathematics, Science, Social Studies, Physical Education, and the Visual and Performing Arts. Students attending the TRHS Nevada City Site have access to weekly enrichment classes which incorporate the arts, life skills and study skills across a broad range of cross curricular connections and hands-on experiential learning. TRHS also plans all student social outing opportunities throughout the school year to promote experiences that lend to the acquisition of grade level standards. Social outing opportunities are an integral part of the TRHS program. In monthly Learning Period meetings, student performance and growth is reviewed based on student work completed in all core subjects . The Twin Ridges Home Study Curriculum Team and staff review curriculum options. Then parents are offered to view those options and provide feedback. The TRHS Board of Directors finally 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. As a personalized learning non-classroom based school, TRHS provides a personalized learning approach to provide each student access to core subject instruction and curriculum as well as enrichment and social opportunities. Twin Ridges Home Study will continue to provide a broad course of study for all students TK-8th grade. In the TRHS model of personalized learning, it is very important to provide parents with the appropriate tools and support to help engage their students in learning at home. TRHS teachers provide all parents access to the grade level standards. Teachers incorporate the standards into the monthly Learning Period meetings to ensure students are learning and making progress toward goals across all core subject areas. TRHS teaching staff and interested families are piloting new standards based ELA curriculum during the 24-25 school year. Met 2024-06-13 2024 29102980130823 EPIC de Cesar Chavez 7 Student schedules will reflect a broad course of study that allows the student to complete all the graduation requirements at a pace that is conducive to their individual learning style and needs. Other measures include: Percentage of students enrolling in CTE classes, implementation of state board adopted academic content and performance standards for all students in core curriculum areas, student achievement measured by percentage of students tested and student performance on the statewide standardized assessment in Science (CAST), the number of students who have successfully completed A-G courses that satisfy the requirements for entrance to UC and Cal State Universities, and percentage of students completing the course sequence in the CTE pathways. We are currently in the process of identifying more A-G courses to adopt and implement in the next few years. Our LCAP for the next three years also includes a focus on increasing the number of students who complete with all the A-G requirements. All students have access to courses that will provide a broad course of study as part of their academic plan. English learners require extra support to access the A-G and CTE course content therefore teachers will be engaging in English language support across the curriculum along with literacy intervention that will accelerate the learning for English language learner students. CTE teachers have already begun integrating EL strategies into their class curriculum and routines. Additional Instructional Aides have been hired to provide more support to English language learners. Our LEA is also working on integrating the CTE and academic courses more in order to provide students with more supports and opportunities to complete a broad course of study. Over 97% of our students are English language learners. Some EL students will take more time to access A-G courses due to time needed to become proficient in English. Teachers will be implementing intervention programs to accelerate literacy skills with programs such as Read Naturally, Step Up to Writing, and Expository Reading and Writing Curriculum. Our students are also all adults and many of them have children which can sometimes be a barrier to them attending classes and accessing a broad course of study which is why our LEA is implementing additional Early Childhood Education centers at our high school locations both to provide childcare to our students and a lab experience to our ECE CTE students. We will also be adopting some phonic tools and training for teachers in phonics instruction and we will be adopting a digital language learning tool. Teachers will be engaging students in English language support across the curriculum along with literacy intervention that will accelerate the learning for EL students with current programs such myOn, Freckles, and CyberHigh in addition to new programs such as Read Naturally, Step Up to Writing, and Expository Reading and Writing Curriculum. The LEA is also providing professional development and PLC sessions targeted in supporting students and ensuring that they Met 2024-07-01 2024 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 2024-06-12 2024 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 2024-06-20 2024 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 2024-06-20 2024 29663240000000 Clear Creek Elementary 7 Upon review of grade level schedules and state adopted curriculum available to our students, our district provides all students including our unduplicated students and students with exceptional needs access to a broad course of study. We provide standards aligned curriculum in all four core academic areas: ELA, Math, Social Studies and NGSS Science. Integrated throughout the core academic areas, teachers provide students with access to age appropriate technology activities enabling students to gain critical 21st century computer skills. In order to provide students with coping skills and responsible conflict resolution strategies, we implement the 2nd Step social emotional learning curriculum across all grade levels. Health standards are incorporated in our Science curriculum. Throughout our elementary school schedule, we provide students with opportunities to use our library facilities and participate in teacher directed Art and PE activities. We offer students other enrichment opportunities such as music, Kuk Sool Won and after school sports. There are no differences in access to a broad course of study across school sites for our students because we are a single school school district. Some potential barriers preventing the LEA from providing access to a broad course of study are that we are located in an outlying rural area and it can be difficult to access qualified instructors for before or after school enrichment opportunities at our site. Our upper grade teachers provide enrichment opportunities each trimester to their students, but are limited by their knowledge and expertise. To ensure access to a broad course of study for all students, the decisions and actions the LEA will implement are: *Increase and improve service and instructional time for all students including our unduplicated students by maintaining certificated staffing at a level that provides single grades and small class sizes and attempt to provide after-school tutoring based on available staffing. *Increase and improve services to English Learners and low income students achieving below grade level expectations, we will employ a full-time Intervention teacher to provide 1-1 and/or small group support in ELA and math. *To build a strong knowledge base and narrow the achievement gap beginning with our youngest students, we have increased daily instructional minutes for TK and Kindergarten students from 180 to 240 minutes per day. Met 2024-06-18 2024 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 document our goals and work to implement, monitor and report out on each of our actions. Met 2024-06-18 2024 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 2024-06-18 2024 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 2024-06-18 2024 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 2024 survey question articulated above reflects slightly improved feedback related to access, from the previous year. 89.5% (2023 - 87.3%) of parents, 89.8 (2023 -88.8%) of students, and 87.7% (2023 - 83.9%) of certificated staff. This upward trend has been consistent since the 2021 year, even reflecting a more positive perception, particularly by the student and parent groups than the pre-pandemic survey. Improved access could be attributed in part to 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. This being said, students who benefit from Specialized Academic Instruction or English Language Development may find less access to courses of choice, such as CTE and VAPA, though survey results don't reflect that this is a common trend. With the transition of the District’s second comprehensive high school (Bear River) to the 4x8 bell schedule in the 2022-23 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 2024-06-20 2024 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 Parent Teacher Crew (""PTC"") 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 leadership teams examine 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 PTC considers budgeting and funding for school personnel and programs as related to LCAP goals which means we are always considering how best to offer all students access to these courses 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. On an individual basis, the IEP team may decide to complete a high school diploma track rather than meeting UC a-g requirements. 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 of belonging, community, and purpose which will help with students feeling both able and supported to access and achieve in a broad course of study. SAEL is always working on implementing additional academic supports to mitigate learning loss as a result of the pandemic. Met 2024-06-18 2024 29663730000000 Pleasant Ridge Union Elementary 7 PRUSD uses a variety of metrics to track how students are progressing through the curriculum that is aligned with state standards. At the elementary schools, students are assessed using DIBELS to understand early literacy growth. Coupled with DIBELS is a 95% Phonics Group with 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 provides them with intervention and/or intensive support throughout the school day. If the intervention is unsuccessful, then the student study team will convene to address the gaps. All students have access to a broad course of study. For those who struggle with access, we provide intensive intervention. Students are pulled out during PE time for the intensive intervention at the elementary level. At the middle school level, students are supported 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. New or Continued practices that provide increased/improved Services: 1. PRUSD provides weekly collaboration time for data analysis and improving instructional practices for all students, including Students with Disabilities, Foster Youth, English Learners, and Low-Income students. 2. Students with Disabilities, Foster Youth, English Learners, or Low-Income students can receive tutoring services if needed. This is determined during Student Study Team meetings. 3. PRUSD offers a summer school program (RISE, Response to Intervention through Support and Expectations) to provide additional in-person instruction during the summertime so Foster Youth, English Learners, and Low-Income or academically challenged students have additional time to receive the appropriate academic or social-emotional services that are needed. 4. Parenting classes are offered at least twice a year. This resource will help parents understand the school's expectations and how to support their children at home with homework and instruction. 5. PRUSD provides two school counselors to work with parents of Students with Disabilities, Foster Youth, English Learners, or Low-Income students struggling socially and emotionally to help them cope or coordinate mental health services with outside agencies. 6. PRUSD uses ELO-P funding to provide learning and engagement activities beyond the school day to increase attendance and learning outcomes through alternative learning settings. Met 2024-06-18 2024 29663730136424 Arete Charter Academy 7 Course Enrollment Data- Arete tracks the number and demographics of students enrolled in various courses. Program Participation Rates- Arete monitors the participation rates in specialized programs. Based on the locally selected measures and tools, the summary of the extent to which all students have access to, and are enrolled in, a broad course of study reveals both progress and areas needing improvement across various school sites and student groups. Increased Enrollment in Diverse Courses- Over the past few years at Arete, there has been a noticeable increase in student enrollment in a variety of classes. This indicates that more students are taking advantage of a broad course of study. Elective Courses- Enrollment at Arete in elective courses such as arts, music, and physical education has also seen a positive trend, suggesting that students are exploring a variety of subjects beyond the core curriculum. Rural schools often have fewer resources, smaller student populations, and limited access to advanced and specialized courses compared to urban schools. Low-income students may face additional challenges such as lack of access to transportation, extracurricular activities, and technology, which can hinder their ability to take a diverse array of courses. While significant progress has been made in ensuring all students have access to, and are enrolled in a broad course of study, disparities still exist. Continued efforts will be made to close the gap and ensure equitable access for all students. We will aim to provide additional support for low-income students, English learners, and foster youth to ensure they can access and succeed in a broad course of study. We will improve communication with parents and students about available courses and the benefits of a broad curriculum. Met 2024-06-18 2024 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 for students to be enrolled in a broad course of study. 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, socioeconomically disadvantaged students, special education, and English learner students in the process of master schedule building and assignment of student schedules. 5. As our Local Control Accountability Plan (LCAP) states, we will be investing in, and developing additional educational opportunities for our students that are inclusive of all subgroups. Met 2024-06-18 2024 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 Local Control Accountability Plan (LCAP) states, we have invested in, and developed additional educational opportunities for our students that are inclusive of all subgroups including our ELOP supporting intervention/enrichment as well as broadening our elective choices for students. Met 2024-06-18 2024 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 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. We have seen progress with PE support this year, but we still do not have a dedicated PE teacher -- we're simply too small." The identified barrier is simple: a school of 105 students is not of the scale to offer a (complete) 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 a classroom aide supported by a local non profit grant championed a Gardening 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 nontraditional. Met 2024-06-18 2024 29768770000000 Penn Valley Union Elementary 7 All students in grades TK -12, including unduplicated student groups and individuals with exceptional needs have access and utilize Renaissance Learn and other measuring tools as a locally selected researched 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 difference 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 to provide access to a broad course of study for all students. All students were supported by the district and supports were established to facilitate such measures. PVUESD will continue to support weekly collaboration with all staff to review data and improve instructional practices for all students, including Students with Disabilities, Foster Youth, English Learners, and Low-Income students. Met 2024-06-12 2024 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 student 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 2024-06-12 2024 30103060000000 Orange County Department of Education 7 OCDE employs a comprehensive approach to track all students' access to and enrollment in a broad course of study, including diverse CTE pathways across multiple industry sectors. We implement state standards, frameworks, MTSS/UDL, and integrated curriculum for rigorous, culturally responsive instruction. Course enrollment data disaggregated by student groups is regularly analyzed against a-g/CTE offerings to identify gaps. Student surveys provide insights into interests and barriers. Rigorous CTE pathways are currently being developed in the following areas: Agriculture, Plant Science, Visual/Media Arts, Business, Engineering, Entrepreneurship, Personal Services, Food/Hospitality, Graphics, and Systems Diagnostics to be offered in future years. Academic and CTE teachers collaborate on integrated, projectbased lessons reinforcing cross-curricular skills. Equitable access is ensured through an aligned curriculum, equipment reviews, work-based learning, and tailored MTSS/UDL support models. Pathway courses spanning intro to capstone levels are accurately coded in CALPADS. Transition specialists guide specialized populations in career exploration and planning. Our multi-pronged strategy involves data analysis, community/industry partnerships, targeted professional development, and continual refinements based on student voice. This allows us to monitor access comprehensively and facilitate rigorous, engaging CTE experiences for all learners, fostering essential career skills. Data shows CTE enrollment declined from 206 students in 2021-22 to an estimated 172 in 2022-23, while career exploration participation grew to 130 participants in 2022-23, compared to 30 in the 2021-22 school year. Further analysis reveals gaps persist for unduplicated groups like English learners in maximizing access to all CTE pathways. To enhance exposure, most ACCESS sites now feature hands-on college/career readiness labs. Harbor Learning Centers house an innovative student-run Business Production Manufacturing Lab applying academics to entrepreneurship, manufacturing, and professional skills. Community/industry partnerships embed mentors facilitating real-world projects connecting learning to in-demand career competencies. Utilizing student voice, feedback cycles, and targeted PD, we implement individualized MTSS to meet all learners' needs in equitably accessing comprehensive CTE programs. Curriculum integration designs and interdisciplinary units showcase how each subject prepares students for future success. There are a few barriers that currently prevent the LEA from providing access to a broad course of study for all students across our school sites. One key challenge is the limited physical space available at some sites, which restricts our ability to offer a wide range of courses and learning environments to meet diverse student needs. Compounding this issue, several school facilities require updates and modernization to create flexible, 21st-century learning spaces conducive to delivering a comprehensive, high-quality curriculum. Another barrier has been recent transitions in district and site leadership, which have interrupted the regular professional development opportunities that equip our teachers with the skills and knowledge to provide a broad course of study to all learners effectively. Consistent training and collaboration time is essential for our faculty to design innovative, cross-disciplinary learning experiences. Finally, we face a lack of clear community understanding regarding the purpose and value of our continuation and alternative school programs, which offer customized pathways for students to access a rigorous curriculum. Building awareness of these opportunities and their benefits is necessary to overcome stigma, increase attendance, and ensure equitable access to a broad course of study for all students who would thrive in these settings. To ensure access to a broad course of study for all students, we are investing in regular, high-quality professional development for our teachers, focusing on strategies to design and deliver a comprehensive, engaging curriculum. This includes establishing a robust teacher network for sharing best practices, collaborating across subject areas, and supporting one another in meeting the diverse needs of our learners. We are introducing collaborative curriculum integration workshops for collaborations to develop interdisciplinary projects and units that connect multiple subject areas. We aim to create more relevant, real-world learning experiences that showcase the breadth and depth of our course offerings. We are also committed to maintaining regular communication with parents/guardians of students through multiple channels. This ongoing dialogue will help build an understanding of the full range of academic opportunities available and empower families to support their children in accessing a broad course of study. We are expanding our partnerships with businesses and organizations to bring more mentors into the classroom. These industry experts will work with teachers to facilitate project-based and work-based learning, demonstrating real-world applications and skills students acquire across content areas. By connecting classroom instruction to authentic career experiences, we will inspire students to explore the many pathways open to them through our comprehensive curriculum. Met 2024-06-18 2024 30103060126037 Samueli Academy 7 Currently, Samueli Academy serves approximately 822 students in grades 7-12, with the following demographics: 85% Hispanic, 5% White, 5% Asian, 2% 2+ Races, 1% African American, and 1% Filipino. Of these, 12% are Students with Disabilities (SWD), 16% are English Learners, 2% are Foster Youth, 2% are Homeless, and 76% are Socioeconomically Disadvantaged. Samueli Academy believes that to prepare all students for post-secondary education and the careers of the 21st century, our school must 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, Career Technical Education (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 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 will be made, with implementation as needed. Met 2024-06-26 2024 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 2024-06-10 2024 30103060132910 College and Career Preparatory Academy 7 "The LEA uses several locally selected measures and tools: 1. Student Transcripts: Requested at enrollment for all students to review previous coursework and credits earned. 2. Assessments: Students undergo i-Ready online diagnostics in math and reading, and a career assessment. 3. Individualized Education Career Service Plan (IECSP): Developed by the student, School Counselor, and teacher to outline learning goals, interests, and transition plans. This ensures students are enrolled in appropriate classes. 4. School Counselor Support: Available to assist students in accessing a broad course of study. 5. MTSS Tiered Intervention Matrices: Supports the academic needs of all students, especially unduplicated pupils who face academic and social-emotional challenges, such as being credit deficient and experiencing enrollment gaps. 6. LMS Dashboard Data: Students enrolled in online CTE courses are monitored using LMS dashboard data, providing insights into student progress and engagement in their courses. 7. IEPs: Ensures that students with special needs receive tailored instruction and resources to meet their unique educational requirements 8. Dual enrollment opportunities 9. Federal workforce partners: Access to job placement, training and workshops By standardizing intervention delivery, optimizing resource allocation, and scaling interventions to meet diverse needs, the LEA ensures that every unduplicated pupil receives necessary support for their holistic development and suc" All students at CCPA have access to a comprehensive curriculum, including core subjects and electives for high school graduation. Plans are in place to adopt new EL curriculum and books for the 2024-25 school year. Successful previous adoptions include Discovery Science courses and Savvas Realized and Pearson enVision Algebra books. For online classes, CCPA uses Imagine Learning, offering a standards-based A-G curriculum in an asynchronous environment. This platform supports additional learning hours and provides automatic feedback. In the 2023-24 first semester, 368 classes were taken with a 78% completion rate and a 74% GPA, prompting continued promotion of online courses. Students can also concurrently enroll at local community colleges. In collaboration with the California National Guard and Long Beach City College, CCPA supports young adults in the California Job ChalleNGe program, leading to a high school diploma and a college certificate in fields like welding, automotive, or construction. Curriculum adoption plans focus on culturally relevant core academic areas, CTE, and electives, supporting all students’ academic and social-emotional needs, especially unduplicated pupils. This ensures alignment with state standards, access to credentialed teachers, and equitable educational opportunities, fostering academic growth and social-emotional well-being. The primary barriers for CCPA students in taking advantage of the broad course of studies offered are everyday life issues that affect young adults. These issues include transportation, daycare, work schedules, and family responsibilities. To support students in overcoming these barriers and improving their academic achievement, CCPA offers a flexible schedule, bus passes, a student pantry, and a revised Student Intervention Team (SIT) meeting process. Although a pantry with dry goods and hygiene kits was established in 2022-23, only 23% of students are accessing the resources provided by our Community Resource Specialist. To increase utilization rates in 2023-24, the Community Resource Specialist has been integrated into the tiered re-engagement process and is now a part of our Student Intervention Team (SIT) meetings, which target students to ensure their success. Additionally, CCPA will increase management staff in 2023-24 to continue streamlining our tiered re-engagement process, making identified interventions more meaningful, fostering growth, and enabling us to progress monitor students effectively. Technology and access to textbooks were identified as barriers for students during the COVID pandemic, potentially preventing students from accessing their coursework. Since then, 100% of students are offered and receive a Chromebook and, as requested, a hotspot, ensuring they have the necessary tools to succeed in their studies. In response to the results of the locally selected measures, CCPA has implemented several revisions and new actions to ensure all students have access to a broad course of study: CCPA provides all students who enroll with a Chromebook to ensure they have access to all courses and books online. If needed, students are also given a hotspot to use for internet connectivity, ensuring all students continue to have access to a broad course of study. Additionally, all courses can be taken online, and students have the opportunity to obtain support through 24/7 online tutoring and can meet with their teachers virtually. By implementing these actions, CCPA ensures that all students, including those facing significant life challenges, have the necessary tools and support to access a broad course of study and achieve academic success. Met 2024-06-18 2024 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 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, STEAM, 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 as well as other data sources, 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 among the focuses of OPA's current professional development plan. Increased professional learning opportunities for teachers in developing an Multi-Tiered System of Support (MTSS) framework, mathematical practices, differentiation, and multiple intelligences. Six-week, rotating intervention classes and opportunities at each site have been added to ensure that all students have access to rigorous curriculum and state standards. Additionally, weekly STEAM classes continue to be provided to all students in grades K-5, and STEAM/CTE elective wheels are available for grades 6-8. Met 2024-06-28 2024 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. 100% of Unity’s students had access to all of the courses provided by Santiago Canyon College in both CTE and academic offerings. This wide array of courses makes it easier for students to be able to find subjects that interest them. For the 24-25 school year, Unity will be offering a new LMS that will provide students with more courses that meet their interests. Additionally, for 24-25, Unity is increasing the VAPA courses available for students so that they can continue to broaden their experiences within the arts. 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. Met 2024-06-27 2024 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 2024-06-13 2024 30103060134056 Orange County Academy of Sciences and Arts 7 PowerSchool All students have access to a broad course of study. N/A N/A Met 2024-06-25 2024 30103060134239 Epic California Academy 7 EPIC Charter School uses teacher credentials and master schedules in School Pathways 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 TK-8 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. 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. Access and enrollment are 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 ensure they can participate in a broad course of study. No barriers to a broad course of study exist. EPIC is expanding access to A-G content teachers to all students regardless of graduation track. Met 2024-06-06 2024 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 2024-06-20 2024 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 2023-24 for the first three quarters. 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, Ethnic Studies, 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 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 2024-06-04 2024 30103060134940 Citrus Springs Charter 7 The Student Information System (SIS) monitors enrollment, attendance, and course completion, highlighting disparities among student groups. Teacher observations and evaluations support understanding of student engagement and progress. Feedback from parent and student surveys and PLP meetings informs curriculum adjustments. Digital tools for progress monitoring allow real-time tracking and interventions. All students have intervention, remediation, and acceleration opportunities that are identified through diagnostic assessment and ongoing progress monitoring. 8th-grade students have access to high school-level math and language courses. School counselors meet with high school students to create a 4-year plan that ensures required courses for graduation are met. This ensures that all students are not only enrolled in each required course of study and graduate with their cohort. All 9th-grade students are assessed for interventions, and they are all enrolled in Algebra 1 (if not previously completed) or Geometry (if Algebra 1 was completed in 8th grade), with Delta Math foundations support available as needed. In addition, the Director of High School Programs regularly reviews program course schedules to ensure access to a broad course of study. High school students also have access to several elective/thematic courses, college-level courses, and CTE pathways, with the option of taking them on-site and or online. School counselors help students set college and career goals. TK-8 students in all programs of the charter have access to a broad course of study. Over time, data shows improvement in ensuring equal access for all students. All students receive a Chromebook, ensuring complete access to intervention, remediation, and acceleration support. All high school students have access to a complete A-G sequence with a variety of elective options; 7th/8th grade students have access to A-G level math and foreign language (LOTE). All 9th grade students are assessed in math to determine interventions and support; Ramp Up to Algebra 1, Delta Math and Math Bridge courses are used to fill gaps on their way to Algebra 1 completion. CTE courses and dual enrollment courses are available online to ensure that students have access, regardless of where they live within the charter's service area. Data shows that SWD and EL students are underrepresented in CTE and dual enrollment courses. The school has increased CTE teacher support, dual enrollment opportunities, and work based learning options through the grant funding. School leaders are aware of a low pass rate in A-G LOTE courses. This need is being addressed through tutoring support and increasing scaffolding in Canvas courses; LOTE course options have also been expanded online (e.g. VHL and ASL). Our students have taken advantage of the dual enrollment opportunities since we partnered with Barstow Community College for priority registration for thirty-one course offerings. One barrier to TK-8 instruction is the diverse needs of the student population. Many students often require additional support and tailored instructional strategies, which can strain existing resources and staff capacity. Ensuring all educators are equipped to deliver a broad, inclusive curriculum requires ongoing investment in professional development. Variability in teacher expertise and experience can impact the quality and breadth of instruction provided to students. To address these barriers, all staff has engaged in an increased focus on the need for targeted interventions and enhanced support systems to ensure every student at Springs Charter School TK-8 can access and benefit from a broad course of study. 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). Students have access to all courses regardless of location through the use of Canvas, workshops, and online seminars. This includes offering Physics, Pre-Calculus, and Probability and Statistics to all high school students in an online course with synchronous sessions. The LEA has invested in ongoing training for teachers and school communities in inclusive practices, differentiated instruction, and technology use, ensuring educators can deliver a broad and inclusive curriculum. The curriculum is continuously reviewed and updated to include diverse perspectives and subjects that reflect students' interests and needs, integrating more STEM and arts education opportunities. Efforts to engage parents and the community have been increased to gather feedback and build partnerships, creating a supportive learning environment and addressing specific community needs. These actions ensure that Springs Charter Schools provide equitable access to a broad and enriching course of study for all students, regardless of their background or individual needs. In high school, the LEA has implemented math, reading, and writing diagnostics for all high school students. Results determine intervention courses including Ramp Up to Algebra 1, Ramp Up to Geometry, Math Bridge, Literacy Essentials, and Writing Essentials. New courses continue to be developed with embedded interventions to support all learners and address any learning loss. Programs used are Write Score, Reading Plus, Delta Math, and i-Ready. Algebra 2 in the World is offered as an optional choice for Algebra 2. This course embeds financial literacy within the curriculum making math more engaging for students. Met 2024-06-04 2024 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 2024-06-10 2024 30103060137976 Tomorrow's Leadership Collaborative (TLC) Charter 7 Tomorrow’s Leadership Collaboration (TLC) Charter School currently serves 200 students in grades TK-6 with the following demographics: 78% Hispanic, 14% White, 3% African American, 3% Asian, 1% Filipino, and 2% Pacific Islander, 18% Students with Disabilities (SWD), 24% English Learners (EL), and 73% 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, the principal will verify this during classroom observations and schedules 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, and Dance. There are no differences in course accessibility 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 that 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 will be made, with implementation as needed. Met 2024-06-18 2024 30103060138800 Suncoast Preparatory Academy 7 All students in grade TK-12th are given access to IXL and Schools PLP virtual curriculum. Student access is tracked in a spreadsheet that is monitored by our local authorizer which is the county office of education. Student use can be tracked by teachers within each platform. Using the rosters within each virtual platform provided by grade span in addition to our tracking spreadsheet, we found that 100% of all enrolled students had access to a broad course of study. In addition families work with their CA credentialed teacher to access customized curriculum and supplies that support individualized learning. There are no current barriers to students engaging with or having access to a broad course of study. We made the switch to a standards-based inclusive curriculum for all students TK-12 and will continue to develop tech support to ensure that all students have equitable access. In addition, all students have access to educational funding to purchase supplemental curriculum that supports their needs and learning styles. Met 2024-06-26 2024 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, counselor, 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, 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 a rich Public Waldorf School experience to all students (music, handwork, art, etc.). 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 high chronic absenteeism for identified students. Another 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 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 The Charter School has added a Social Emotional Learning and Behavior Coordinator, all staff has been trained on crisis intervention and de-escalation. The staff is receiving training on Talking Circles. Met 2024-06-25 2024 30103060139469 International School for Science and Culture 7 ISSAC approved the Sufficiency of Instructional Materials in September 2023 after discussions with educational partners to discuss and ensure each student had access to the curriculum in ELA, Math, Science, Social Studies, Mandarin, and Spanish. ISSAC conducted a public hearing to hear the feedback from parents as well as explain the reasoning behind the chosen curriculum for each of the group grade levels. All of the school’s curriculums are found both in paper and online versions. All students have access to chrome books that enable them to have access to online resources. None ISSAC will continue to implement weekly assessments to ensure the opportunity for teachers and staff to identify the students with specific needs. ISSAC will continue to have teachers implement the rotation model to ensure that students from low-performing levels can have individual assistants from the teacher. ISSAC is increasing parent engagement with workshops and with two way communication with students portfolio with English, Math and Science. Met 2024-06-30 2024 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 system such as Literacy Benchmark Data, NWEA MAPS, ELPAC and CAASPP data, Unified Insights for behavior, academics, and attendance. This system 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 and typing. 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. Finally, beginning in the 4th grade, all students begin learning Latin roots and begin their formal Latin classes starting in 6th grade. 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 Math Blocks to support enrichment and remediation for K-8, with additional support provided by our Instructional Assistant staff. After our 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 continuing to leverage measures to help capture behavioral and school attendance measures to supplement and guide MTSS discussions and resulting actions. Intervention has been effective through our Study Hall clocks in all grades Kinder- 8th. Small group support during this time from our Instructional Aids in Literacy and Math has significantly supported struggling students across grade levels. After our MTSS Data Talks and Needs Assessment discussions 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. Met 2024-06-13 2024 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 2024-06-18 2024 30103063030723 OCSA 7 As a standard practice, all students at OCSA complete the same college prep core curriculum in order to satisfy OCSA graduation requirements and prepare students for post-secondary choices. By this measure alone, all students have full access to the broad course of study of OCSA courses, including 23 Advanced Placement courses. Furthermore, teachers have been engaged in multi-year professional development centered on universal supports for all learners and mastery teaching and assessment. These operational practices and schoolwide initiatives help to ensure that all students have access to all courses. Even with OCSA’s curriculum access, some students with exceptional needs still require additional supports in order to access the broad course of study. These students receive support in accordance with their accommodation plans, and in many cases, specialized academic instruction within an executive functioning course designed to support the learning in their college-prep course work. Even with the large student population at OCSA, students with exceptional needs still find success in OCSA’s broad course of study. As stated previously, all students at OCSA complete the same college prep core curriculum in order to satisfy OCSA graduation requirements and prepare students for post-secondary choices. By this measure alone, all students have full access to the broad course of study. This practice, coupled with universal supports for all learners and a mastery focus on teaching and assessing ensures that all students have access to all courses. There are no barriers that need to be adjusted or removed in order for all students to access a broad course of study. As all OCSA students have access to a broad course of study, no further adjustments are needed in order to make this a reality. Met 2024-06-26 2024 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, STEAM lab rotations, and other programs are also monitored for access. At the intermediate level, the master schedule and student rosters are used to monitor access and enrollment. Individual student groups are monitored throughout the year for involvement in both enrichment and intervention opportunities to ensure access to supports to increase academic success. This is monitored through sign in sheets as well as flexible grouping rosters that change throughout the year based on need. A Coordinator position was created for the 2022-23 school year with the additional Expanded Learning Opportunities Program to ensure access for Unduplicated Pupils (UPPs-Free/Reduced Lunch, Foster Youth, English Learners) through monitoring participation in before and after school intervention and enrichment in addition to intersession opportunities for the additional 30 days. All students are enrolled in a broad course of study including all required content areas (mathematics, English Language Arts, Science, History/Social Science, PE) and a variety of enrichment and support opportunities. Students have choral instruction with a certificated music teacher with courses offered in 7th and 8th. All 5th and 6th grade students are given access to band in addition to offerings at the intermediate level including Drumline. With Chromebooks for all grades, students develop keyboarding skills and learn how to become good digital citizens with rigorous learning in developing 21st century skills. There are STEAM labs at each site with a robust STEAM pathway at Rancho including AP Computer Science. Rancho also has a Design and Construction course and offers Robotics for students. Each elementary STEAM lab has Ozobots, Strawbees, Spheros, a green-screen set up, Breakout boxes, supplies for art, and furniture where needed. The award-winning Flex program at Rancho provides additional access to enrichment ranging from calligraphy to cooking. More formalized GATE identification, training for all teachers, and enrichment opportunities open to all interested students helps meet the needs of our GATE students. The Dual Immersion program and Spanish elective continue to support the development of offerings around World Languages. The eSports program at Rancho has taken off along with interest at a few elementary sites that are exploring eSports through clubs. 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. Some of these enrichment offerings, like eSports, can be costly to set up and need to be prioritized in the budget, which we have been able to do. With looming budget cuts at the state level, it is possible that some of these programs will need to be scaled back. 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 have over 100 families participating in the Learning Link, so we are looking to open a second one to meet the needs of these students. We opened a third preschool this year as well to ensure access to opportunities for developing school readiness skills to create that foundation for school success.. 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 2024-06-17 2024 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 attendance rate, though improved compared to last year, continues to be low at 93.3% with 23.3% of students chronically absent. This makes it difficult to systematically ensure that all students receive thorough access to grade level content. Our African American, Pacific Islander, Students with Disabilities, Homeless, and Foster Youth groups have higher levels of chronic absenteeism. The statewide substitute teacher shortage impacts students’ access to tier 2 and 3 academic supports as intervention teachers on special assignments are needed to cover classroom assignments when a substitute is not available. Tier 1 is also impacted when professional development TOSAs are pulled from their in-classroom coaching roles to substitute. The amount evidence-based professional development classroom teachers can participate in to stay current is also limited due to the substitute shortage. Student Climate Survey indicates that only 52% of our 3rd-6th grade students are excited to participate in class and only 66% feel that they belong at their school. Our Observation Protocol for Academic Literacies (OPAL) tier one instruction walk-through data indicates that there is a need to improve instruction that builds on students’ life experiences and interest to make the content relevant and meaningful to them while simultaneously establishing high expectations for learning that builds on students’ linguistic and academic strengths and needs. Our biggest challenges are related to student attendance, student engagement, and substitute teacher availability. In 2024-25, response to our findings includes: -New attendance software that integrates with our student information system will be implemented in order to decrease the administrative burden on staff so that personal outreach and interaction with families can be prioritized. -Tier 1 Attendance Outreach & Support initiative will continue to be supported in SMART. This process prioritizes building relationships with families to 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. -School site leadership teams will do professional reading of “Yes We Can!” by Julia Schmidt to begin making PLC practices more inclusive of all students, including Students with Disabilities. -To accommodate the shortage of substitute teachers available, district office staff will cover classrooms on targeted dates to release classroom teachers to attend critical literacy professional development. -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. -A full-day Summer Literacy Institute will be offered to PK-2nd and 3rd-6th grade teachers. Met 2024-06-12 2024 30664230131417 Vibrant Minds Charter 7 Because we are a single school district with an enrollment of 240, tracking the extent to which all scholars have access to and are enrolled in a broad course of study is easy through Aeries attendance data, local measures of progress, and trimester report cards. At each grade level (i.e., TK-6) during the instructional day, teachers provide direct instruction and learning experiences in the areas of English-language arts, mathematics, science, and history/social science. Specialists provide instruction in physical education, visual/performing arts, and digital citizenship and skills. Additionally, the following is in place for additional access to a broad course of study: * Scholars who are struggling academically receive additional support through differentiated, individualized, and personalized instruction, as well as Tier 3 intervention with the support of a Teacher on Special Assignment. * English Learners receive 30-minutes of daily designated English Language Development instruction, as well as scaffolded lessons across the curricular areas. * Our Special Education staff members provide support to scholars with IEPs by providing access to the regular curriculum through one-on-one and small group instruction with a frequent focus on prerequisite skills. For participation in our after-school program funded through ASES, all scholars are able to participate with their parents' permission. This is also true of our 30-day Summer Academy Program, funded through ELOP. All of our scholars have access to and are enrolled in a broad course of study. There are no differences across school sites since we are a single school district. Additionally, in our small school setting, we are highly cognizant of the need to include all scholars in all aspects of the curriculum. This is true of participation in our rigorous academic program, as well as the plethora of enrichment activities. There are no barriers preventing Vibrant Minds Charter School to provide all scholars access to a broad course of study. At this time, Vibrant Minds Charter School needs to continue to implement our current practices for our scholars' access to a broad course of study. The only challenge continues to be inconsistent attendance from some of our scholars, which does not permit them to fully experience all that our school has to offer. As discussed in previous sections, the school will continue to implement strategies and offer support to parents so their scholars can attend school daily and on time. Met 2024-06-12 2024 30664236027379 Palm Lane Global Academy 7 All students at Palm Lane Global Academy have access to highly qualified teachers in core classes as evidenced by our master schedule. Palm Lane endorses a fully inclusive model that allows students with disabilities to participate in the general education setting, while receiving pull out and push in services, as evidenced by service logs. All English Learners receive integrated instruction, daily, as evidenced by teacher lesson plans. All students at Palm Lane Global Academy has daily access to a broad course of study. All core classes have a curriculum which students have digital access to. Teachers remain committed to developing lessons that encompass a cross curricular approach to teaching California content standards, and exposes students to varied disciplines ranging from engineering, technology, arts, and music. All students at Palm Lane attend weekly music classes, delivered by El Maestro Music which incorporates music and dance. Additionally, students across all grade levels attend American Sign Language (ASL) and art classes, weekly which aims to promote global competency and increase empathy among students through the awareness of varied languages of communication while increasing opportunities s to enhance an appreciation for the arts. Students at Palm Lane Global Academy do not have barriers preventing them from accessing a broad course of study. However, Palm Lane endorses an ongoing effort to minimize language barriers among stakeholders. In response to the influx of students with a newcomer status, Palm Lane is committed to enhancing ways for students who's first language is that of a language aside from Spanish. Palm Lane remains committed to increased opportunities for staff to engage in professional development that will elevate their teaching practices to foster a data driven school community and increase student academic achievement. Met 2024-06-10 2024 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, Ethnic Studies 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. Students with Disabilities (SWD) and English Learners (EL) have been identified as 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 2024-06-13 2024 30664490000000 Brea-Olinda Unified 7 BOUSD employs various measures to track the extent to which all students have access to, and are enrolled in, a broad course of study. Key tools and measures include: Data Archived in Student Information Systems (SIS): the Aeries SIS can track student enrollment, course schedules, and demographic data, allowing for analysis across grade spans, unduplicated student groups, and students with exceptional needs. Course Enrollment Data: Regular collection and analysis of course enrollment statistics, disaggregated by student demographics and grade levels, to identify gaps and ensure equitable access to advanced coursework, electives, and specialized programs. Equity Audits: Periodic audits focusing on the availability and enrollment in diverse courses, identifying discrepancies in access among different student groups and informing necessary adjustments in course offerings and counseling practices. Survey Tools: Administering student, parent, and teacher surveys to gather qualitative data on perceptions of course availability, barriers to enrollment, and suggestions for improvement. Special Education Records: Detailed tracking of course enrollment for students with exceptional needs, ensuring they are receiving appropriate accommodations and access to a full spectrum of courses. Professional Development Records: Monitoring training provided to teachers and counselors on inclusive practices and diverse course offerings to ensure they are well-equipped to support all students. Based on its use and reliance on local measures and tools (Aeries and iReady platforms, course enrollment data, educational partner surveys such as Qualtrics and the California Healthy Kids Survey, special education records, professional development records, academic marks and LCAP metrics) the District has made the following conclusions as to the extent to which all students have access to, and are enrolled in, a broad course of study: 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 as it relates to the performance of underrepresented groups such as English Learners, Socioeconomically Disadvantaged Students, Hispanic Students and Students with Disabilities. There are opportunities for growth as it relates to increasing the representation of unduplicated pupils in honors and advanced placement courses at the junior high and high school levels. An analysis of standardized testing at the elementary level indicated that performance lags among unduplicated pupils in ELA and Mathematics and overall performance in the same subjects declines in the upper elementary grades. The district’s overall graduation rate remains high and student performance on advanced placement examinations remains steady. 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 with two significant challenges: First, it is a district that has a wide and deep set of socioeconomic strata across the community, ranging from highly affluent sub-communities to others that qualify for Title I funding. Second, it is a district with a low UPP that allows for some supplemental funding beyond the base grant, but no concentration funding. The district does not qualify for additional grants to serve student subgroups that are most impacted by the social, political, cultural and economic barriers that all educators are duty bound to address. Existing barriers have been identified to include the need to meet the abilities of diverse learners. There are also varying degrees of commitment to a data driven culture for analyzing student performance. 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. 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 significant progress has been made in this area, especially as it relates to addressing student failure and offering open access to advanced placement courses, certain student groups in BOUSD still do not have equitable access to a broad course of study due to societal and institutional forces; minimizing these gaps will continue to be a priority for the district. BOUSD is continuing efforts described in the 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 schools, ongoing analysis of performance data through PLC practices, and early intervention though diagnostics are a few of the initiatives to promote the highest levels of student achievement to allow all students to access the broadest course of study possible. These initiatives are also designed to 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 include development of a process to monitor progress towards CTE pathway completion and intervention when a student is struggling. Schools that have been identified for Additional Targeted Assistance, Support and Intervention (ATSI) and the Differentiated Assistance (DA) Plan are driving the district to take 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. Actions in these areas include the expansion of Designated/Integrated ELD instruction, adherence to a MTSS framework, purposeful and targeted professional development, and the dedication of resources to address the underperformance of students with disabilities. Met 2024-06-27 2024 30664560000000 Buena Park Elementary 7 All students are engaged in a comprehensive curriculum encompassing core subjects, complemented by the opportunity to participate in District passion programs tailored to their respective sites. Enrollment in middle school courses is facilitated through the Aeries Student Information System (SIS), enabling efficient data extraction for measurement purposes. Student feedback highlights the wide range of educational options offered. An solid 94% of students in grades 7 and 8 acknowledge the availability of elective classes designed to facilitate career exploration. Further, an overwhelming 96% of students recognize the school's provision of honors or advanced courses, reflecting the commitment to academic enrichment. Finally, 92% of students affirm that the school effectively equips them for the transition to high school, highlighting the comprehensive preparation provided by the district. All students engage in core classes and specialty passion programs based on their school site. Passion programs include Music and Arts Electives such as Choir, Orchestra, Disney Musicals, and Percussion & Drumline. STEM offerings feature 3D Design & Modeling, Coding, Femineer Program, Robotics, STEM Aviation, and STEM Sailing Academy. College and Career electives encompass Agriculture, Journalism, Medical Science, and Culinary Arts. Other programs include Speech and Debate, AVID, IB Programs, and Innovation Vanguard. These are just a few of the outstanding opportunities students have to explore their passions. While the district offers a broad course of study for all students at every school site, both instructional time and budget are two challenges that limit each school from offering all passion programs and college/career classes. 1. Instructional Time Constraints: The existing school schedule is full focusing on core academic requirements, leaving limited time and flexibility to accommodate a full range of additional courses. Balancing core curriculum demands with the inclusion of broader study areas is a complex task. 2. Budget Constraints: Restricted financial resources limit the ability to offer a wider variety of courses at every site. This includes funding curriculum, staffing and any professional development training needed by staff to teach courses. To address these challenges, we have implemented a strategy where each school specializes in one or two passion program strands, such as arts, STEM, or vocational training. This approach not only differentiates each school but ensures that students across the district have access to diverse educational opportunities without exceeding budgetary limits. The Buena Park School District actively seeks grant funding to support and expand its innovative programs, enriching the educational experience for all students. The Buena Park School District is committed to a well-rounded education for all students. This is evident in their multi-pronged approach: - Expanding College & Career Options: The increasing access to college prep courses and Career Technical Education (CTE) pathways to prepare students for future success. - Boosting Literacy & Math Skills: Targeted interventions and support are offered to struggling students, ensuring strong foundational skills in reading and mathematics. - Personalized Learning with Technology: The District is leveraging technology to tailor learning to individual needs and provide high-quality instructional materials to all. - Empowering Educators: Instructional and Learning coaches, new for the 2024-2025 school year, will provide educators with the support they need to implement effective teaching strategies. - Securing Grant Funding: By actively seeking grants, the District is constantly exploring new avenues to enrich the educational experience for students. With these approaches, the Buena Park School District is well-positioned to provide an exceptional educational experience for all students. Met 2024-06-24 2024 30664640000000 Capistrano Unified 7 The District identified a-g completion rate as the measure for access to a broad course of study, and results indicated that in 2023-2024, 62.6% of students met a-g completion. There was a significant gap for some student groups including: English learners (17.3%), students with disabilities (16%), and socioeconomically disadvantaged (45%). Further analysis 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 2023-2024 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 17.6%, the students with disabilities group has a gap of 46.6%, and the English learner group has a gap of 45.3%. 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. To provide additional support for A-G completion, funding from the A-G Completion Improvement Grant will be used to increase access: 1) Counselors - The Futurology College and Career Counselors will assist and support the implementation of the CA College Guidance Initiative (CCGI). They 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 positions not currently in the LCAP for the duration of the grant through 2025/26 to increase the number of students who remediate and A-G course with an A-G class. Met 2024-06-12 2024 30664640106765 California Online Public Schools Southern California 7 California Connections Academy offers a diverse curriculum to all students, annually reviewing courses to optimize staff expertise and meet student needs. The Board evaluates these offerings. Given our online platform, courses are accessible anytime, eliminating constraints of traditional scheduling or location. Understanding graduation challenges, our high school team introduced Project Success. In 2022-2023, at-risk students achieved a 94.5% pass rate; by 2023-2024, this rose to 96.5%, motivating program expansion. Since 2020, our in-house summer school has replaced third-party programs, enhancing success rates from 77% pass and 85% graduation in 2020 to 83% pass and 95% graduation in 2023. These initiatives combat learning loss, underpinning our commitment to student success and equitable education access. They foster a supportive learning environment, empowering students to excel academically and reach their educational milestones. 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 has developed 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 2024-06-04 2024 30664640123729 Community Roots Academy 7 Community Roots Academy (CRA) is a WASC-accredited public school serving approximately 786 students in grades K-8 with the following demographics: 65% White, 14% Hispanic, 14% Two or More Races, 5% Asian, 1% Filipino, 0.4% African American, 0.6% American Indian/Alaskan Native; 3% English Learners (EL), 13% Students with Disabilities (SWD), 12% Socioeconomically Disadvantaged (SED). 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 skill sets empower students to take on the challenges to be who they want to be and excel to their fullest potential. CRA provides all students 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 will ensure classroom schedules are followed. An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study. At CRA, all students in grades K-8 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students have access to the following electives/enrichments: Music (K-4), Choir (Gr 5), Orchestra (Gr 5-8), Library (K-8), Garden (K-8), Art (K-8), 100-mile club, Green Champs (Gr 3-5), Junior Coaches (Gr 3-5), Student Leadership Team (6-8), and Algebra 1 (in addition to Math 8) for advanced learners. During the Advisory course, students and their Advisor also review academic grades, course enrollment, and academic progress and discuss the high school courses they must enroll in to meet UC A-G requirements. There are no differences in accessibility to courses across student groups at CRA. Currently, 100% of students have access to a broad course of study, and Community Roots Academy will continue to monitor this to ensure that no barriers arise to change access. Due to Community Roots Academy’s success in providing all students access to a broad course of study, no changes are currently planned. However, this data will continue to be monitored, and revisions will be made, with implementation as needed. Met 2024-06-10 2024 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 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, STEAM, 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 as well as other data sources, 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 among the focuses of our current professional development plan. Increased professional learning opportunities for teachers in developing an Multi-Tiered System of Support (MTSS) framework, mathematical practices, differentiation, and multiple intelligences. Six-week, rotating intervention classes and opportunities at each site have been added to ensure that all students have access to rigorous curriculum and state standards. Additionally, weekly STEAM classes continue to be provided to all students in grades K-5, and STEAM/CTE elective wheels are available for grades 6-8. Met 2024-06-28 2024 30664640140061 OCASA College Prep 7 PowerSchool All students have access to a broad course of study. N/A N/A Met 2024-06-25 2024 30664646117758 Journey 7 -Teacher assignment data -Master schedule of classes -Adherence to plan for programming as described in authorized Charter -Review and evaluation of Special Education programming The elementary and middle school program at Journey School delivers a Waldorf inspired education. Offerings range from core subjects (writing, reading, math, science, history, social sciences) to specialty programming including experiences in technology, digital media literacy, practical arts, visual and performing arts, physical education, cooking, gardening and nature studies. -Funding is limited for Charter schools and it is difficult to expand programming and incorporate additional courses of study given a relatively small enrollment footprint. Expanding specialty class offerings for ALL students, including access to new courses and expanded offerings through ELOP (summer school and after school programming). Met 2024-06-25 2024 30664646120356 Opportunities for Learning - Capistrano 7 Our program equips all students with personalized plans to support their academic and career goals, engaging them in a rigorous curriculum aligned with academic, college readiness, and schoolwide standards. Upon enrollment, services are promptly provided to English Learners and Students with Disabilities, ensuring access to appropriate courses, accommodations, and FAPE. Diagnostic assessments are conducted three times a year to guide course placement and refine instructional strategies. Our intervention staff offers targeted support, while teachers and counselors regularly adjust academic plans based on students' progress. Instruction includes independent study workbooks, direct instruction, and online learning, ensuring alignment with CCSS and NGSS. Edmentum guarantees courseware compliance with state standards. As of the 2023-24 school year, all English and Math courses conform to CCSS, and Science courses, including Biology, adhere to NGSS. Students can choose from over 60 core and 100 elective courses, with 90% UC A-G approved and 96% featuring SDAIE strategies. All students have access to a comprehensive course of study. Planning guides help identify necessary courses to address educational gaps. Our blended learning model provides Direct Instruction, Independent Study through Student Activity Workbooks, and online curriculum via Edmentum LMS, available charter-wide. All core subjects are A-G approved and meet NCAA standards. For students interested in Advanced Placement (AP) courses, discussions between the teacher, student, and parent/guardian assess the suitability of enrollment in AP courses. Direct Instruction is available to provide structured support in core subjects and is also integrated into our online learning options. Course offerings are tailored based on student course completion and analysis of RenStar ELA and Math benchmark data. For students needing tailored support, Response To Intervention (RTI) curriculum through Exact Path and Achieve 3000 is available. Additionally, the iLit program, an ELD reading intervention, is implemented across the charter to enhance reading comprehension and literacy for English Learners. The school has diversified its course offerings by adopting new curricula options and addressing digital barriers by providing educational technology to students with connectivity issues. These efforts have supported OFL Capo's ability to offer a broad range of courses to all students. However, a significant barrier remains: gaps in foundational skills prevent OFL Capo from providing access to a broad course of study for all students. As an academic recovery program, OFL Capo must meet students at their current academic levels and bridge the gap to bring them to grade-level coursework and towards graduation. This requires not only academic interventions but also social-emotional support to keep students engaged and motivated. OFL Capo is committed to providing the necessary interventions to promote student achievement and learning. To address the barriers, particularly the gaps in foundational skills hindering students' access to OFL-Capo's broad course of study, educational partners have identified the necessity for school personnel to engage in professional development opportunities. These sessions aim to better equip staff in their respective fields and support overall student academic progress, instruction, and social-emotional learning. Identified needs such as additional tutoring opportunities, enhanced educational technology, and diversification of curriculum options to bolster Mathematics and English Language Arts have been deemed essential. Therefore, they have been included in the LCAP as actions within Goal 2. Furthermore, to address social-emotional development and support among subgroups of students struggling to access the curriculum, the charter is focusing on this area through the inclusion of LCAP Goal 3 Action 1. Met 2024-06-24 2024 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 and local benchmark assessments 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. 100% of our students have access to, and are enrolled in, a broad course of study, including music and the arts. 100% of English Learners are enrolled in a Language Instruction Program. All CESD teachers have the appropriate multiple-subject credential to meet the needs of students and access to a broad course of study. Students identified for intervention programs are invited to participate in intensive programs during the school day and or after school. In addition, CESD provides a free and appropriate public education for all students with special needs in the least restrictive environment. Placement and services for disabled students are determined by the Individualized Education Program (IEP) Team. Services are implemented on 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. Raymond Temple School houses the the regional Deaf and Hard of Hearing (D/HH) program that serves eligible students throughout Orange County from preschool through the sixth grade with a documented hearing loss that impacts communication skills and/or access to the core curriculum. Miller School houses the Autism Special Day Classes for eligible students, and Mild to Moderate Special Day Classes are located at Centralia School, Dysinger, & San Marino. 100% of our students have access to, and are enrolled in, a broad course of study at all sites. There are no barriers identified that prevent our students' ability to access a broad course of study. Centralia School District will continue to utilize our local measures to ensure access to a broad course of study. Additional information about enrollment in courses and the number of courses offered in different subjects at schools is available on the California Department of Education DataQuest web page. Met 2024-06-12 2024 30664800000000 Cypress Elementary 7 All students in the Cypress School District have access to and are enrolled in a broad course of study, including access to English language development as appropriate. 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 includes English language arts, 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 2024-06-20 2024 30664980000000 Fountain Valley Elementary 7 FVSD is committed to ensuring that all students have access to a broad course of study that is appropriate to their grade span TK-5. This commitment includes mandatory participation in the core instructional areas of English-Language Arts, Math, Science, History/Social Studies, and Physical Education. FVSD is committed to providing students with a broad course of study that includes student choice options for participation in Visual and Performing Arts, Foreign Languages, Applied Arts, and Career Technical Education at the middle school levels. 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 continues to focus on providing early reading intervention programs for students in the primary grades (K-2). This 2024-25 school year included the start of the Proposition 28 Visual and Performing Arts support grant expanding the instruction of VAPA in addition to the music instruction provided TK-5. 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 are enrolled in physical education courses. Across all three middle school campuses, 100% of students have access to courses that encompass performing arts, visual and applied arts, leadership, academic intervention electives, and STEM/Career Technical Education. Although the analysis of the results demonstrates convincingly that students in FVSD encounter very few barriers to accessing a broad course of study in FVSD, the District is committed to constantly pursuing avenues for increasing opportunities for students that improve instruction in existing areas through the professional development of teachers. FVSD 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 2024-25 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 2024-25 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. Met 2024-06-20 2024 30665060000000 Fullerton Elementary 7 FSD utilizes the District's student information system, PowerSchool, alongside the State's student information system, CALPADS, for tracking students enrolled in courses for kindergarten through eighth grades. Courses required by Ed Codes are implemented at all grade levels. Additionally, courses are offered to students based on site-based initiatives, programs and needs that may include, but are not limited to, academic interventions, enrichment, technology, and student interests. The Illuminate student data management system provides information on student achievement by subgroups, including ELA status, GATE, SES, Ethnicity, and Gender, and gives school sites the ability to place students in various groups, including intervention groups, to track progress. Students are assessed using multiple measures to determine appropriate placement in courses offered at each school. Multiple measures include iReady diagnostic assessments, DIBELS universal screening and progress monitoring assessments, GATE assessments, Thrively, common formative assessments, and classroom grades/progress to determine placement in tiered interventions and GATE/Honors placement. All school sites in the district offer students opportunities for enrichment and interventions. Students needing intervention at each school have access to ELA and/or math RtI teachers. Additionally, students in need of additional support have opportunities to attend summer programs such as Encore Summer Camp and Extended Learning. Fullerton School District provides learning experiences beyond the core content areas. First, the district provides each student with access to technology devices, which creates opportunities to build 21st-century skills. Second, the arts is another strong element of instruction. Every elementary classroom is provided with instruction in all arts domains. Fullerton School District is committed to creating space for career exploration. The PATHFinder initiative empowers schools to use student survey data to identify their strengths and their interests, which then drives the programs at the site. Schools provide experiences in various fields within the school campus and through field trips. Students in 7th and 8th grades are also eligible to participate in the Middle College program, where they can enroll in high-interest courses at a local college while also earning college credit. Building literacy in multiple languages is a third touchstone. Two elementary sites have Spanish dual language immersion programs that span from TK through 5th grade. In addition, Korean dual language immersion was recently added at another school. Based on our parent/community survey data and student achievement data, FSD is not currently experiencing barriers that prevent students from accessing a broad course of study. FSD continues to expand and revise courses based on identified goals and student needs. FSD will continue to expand programs and professional development opportunities to ensure the EL population continues to make growth on state and local assessments. After school intervention programs for literacy and math as well as summer programs have been added and extended to ensure that more students have access. In addition, a sports performance academy will be piloted in the upcoming school year. This innovative pilot program aims to provide top-notch academic and sports opportunities for elite athletes, enabling students to engage in school activities without the expenses associated with private schools. Met 2024-06-18 2024 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 2024-06-11 2024 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, early college academy completion rates, high school dropout rates, a-g subject requirement completion, CTE pathway completion, and AP enrollment and pass rates. This data is included in our 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 identifying 9th grade students on/off track for a-g completion, and College & Career Mentoring Program (CCMP) 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. Beginning in 7th grade, 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. 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 motivating 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: 91.7% (2017); 90.4% (2018); 92.7% (2019); 94.0% (2020); 92.9% (2021); 91.4% (2022); 92.6% (2023) Orange County: 88.8% (2017); 89.2% (2018); 89.7% (2019); 90.4% (2020); 90.8% (2021); 92.4% (2022); 91.5% (2023) California: 82.7% (2017); 83.0% (2018); 84.5% (2019); 84.3% (2020); 83.6% (2021); 87.0% (2022); 86.2% (2023) 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. Achievement data is used to reflect upon student growth, determine subgroup achievement gaps, and plan for use of formative assessments. Instructional practices are adjusted based on student achievement 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 CA Ed. Code 51210. At the secondary level, the district placement guidelines provide for a system of course placement based on multiple measures of data. Through our SIS, 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. The BTSC for 9th grade students a-g completion tracking system identifies students who are off track to meet a-g completion requirements. 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 2024-06-18 2024 30665300000000 Huntington Beach City Elementary 7 LEAs annually measure their progress in the extent to which students have access to, and are enrolled in, a broad course of study that includes the adopted courses of study…including the programs and services developed and provided to unduplicated students and individuals with exceptional needs. For grades 1-6, an appropriate course of student includes English, mathematics, social sciences, science, visual and performing arts, health, and physical education. In grades 7-8, the course of study reflects all of the above referenced courses and is expanded to include foreign language, applied arts, and career technical education. 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. Career Technical Education (CTE) pathways continue to be developed and/or enhanced through articulation with the Huntington Beach Union High School District on an annual basis. Met 2024-06-18 2024 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. This is determined by classroom observations. All students (including unduplicated students and students with disabilities) have access to a broad course of study. This includes core curriculum in ELA, mathematics, history, and science. Students in TK-5th grades participate in art and foreign language instruction. Students in 6th-8th grades participate in an elective of their choosing. Some example electives are drama, foreign language, creative writing, financial literacy, and athletics. All students at Kinetic participate in at least 3 Project-Based Learning collaborative projects each school year. This is measured by the master schedules and formalized report cards. 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 2024-06-13 2024 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 district continues to offer a wide array of AP courses and exams, and maintains a high pass rate. Co-teaching classes continue to offer students with disabilities access to general education classes. English learners are provided access to the standard instructional program, including both designated and integrated English language development. We continue to identify and remove barriers to increase the A-G completion rates for all students and subgroups. The 2022-23 four-year cohort graduation rate was 92.5% for all students. 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 2024-06-25 2024 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 Language Development Instructional Coach, 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 was 97%, and 83% of graduating seniors met UC A-G requirements. Of the LBUSD graduates, 60% passed at least one AP Exam, 33% earned the State Seal of Biliteracy, and 66 students completed a CTE pathway. 25% of high school students enrolled in a CTE pathway in 2023-24, while 38% participated in AP testing. LBUSD will continue efforts to increase the number of students with disabilities, English Learners, and economically disadvantaged students in Honors, AP, and CTE, and college courses through school counselor outreach. 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 enhance 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 secondary school counseling staff will continue 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 community partner 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. Educational partners 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 and First-Generation college students. 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. 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 2024-06-10 2024 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. With the addition of Proposition 28 funds, all LHCSD students should have access to visual and performing arts, however, attaining highly qualified staff remains a barrier. Also due to a lack of ongoing funding, foreign languages are currently only offered at two elementary schools and both middle schools. Funding remains a barrier to increased Career and Technical Education. LHCSD will address CTE through the Strong Workforce Program Grant during the 2024-2025 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 2024-06-27 2024 30665890000000 Magnolia Elementary 7 State Measures: +Smarter Balanced Assessment of California (SBAC) in both English Language Arts and Mathematics +English Language Proficiency Assessment of California (ELPAC) +California Science Test (CAST) Local Measures: +i-Ready Diagnostic and Progress Monitoring Assessments in both English Language Arts and Mathematics +District Unit Assessment in both English Language Arts and Mathematics +Districtwide music schedules for all students TK-6th grade +Daily schedules for each teacher ensuring English Language Development instruction (30 minutes minimum) +Daily schedules for each teacher ensuring Physical Education minutes (200 minutes every 10 instructional days) 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. 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. 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. As an elementary school district, Magnolia School District is able to maintain a consistent course of study across grades Kindergarten through grade six that encompasses all content areas. The Governing Board and District staff maintain a strong commitment to providing a rich and multi-faceted course of study that includes the arts, social-emotional learning, and technology in spite of budgetary challenges that exist in all CA 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 MTSS is ongoing. Met 2024-06-27 2024 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 The default instructional program for 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. The default secondary program is aligned to A-G requirements and meant to satisfy both graduation and college eligibility requirements. In 2022-23, 18 Career Technical Education Pathways were offered; 245 students (14.7%) were CTE completers. 2022-23 Five-Year Graduation Rates: District: 94.7%; English learners: 84.4%; Low-income: 91.9%; Students with disabilities: 84.7%. Students Meeting UC/CSU Requirements: All graduating seniors: 58.4%; English learners: 19.2%, Low-income: 42.3%, SWD: 17.8%. Unique Populations: English Learner Students receive daily Designated ELD according to proficiency levels. Integrated ELD content instruction occurs with English Only and RFEP peers with regular, ongoing access and enrollment in the broad course of study. Students with an IEP are included in classrooms with their peers, to the greatest extent possible. Standards-aligned curriculum is tailored to meet the unique needs of students. Professional development is provided for teachers and paraprofessionals to support this work. Some students with moderate-severe disabilities are provided a Broad Course of study through Unique Learning Systems in an appropriate setting designated by their IEP. Barriers 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. For students with IEPs, having a shared vision between Special and General Education to support the unique learning needs of students. • Continue to provide a Broad Course of Study as the default program for elementary students • Continue to provide an A-G aligned course of study for secondary students, to the extent possible • Continue to provide CTE pathways meeting high levels of career and college readiness • For students who struggle in reading and mathematics, continue to provide elementary push-in support, secondary intervention, credit recovery, and tutorial support at the secondary schools • Continue to provide K-12 summer remediation and enrichment • For English Learners, to the extent possible, provide multiple intensive classes of Designated English Language Development and reading for secondary students new to the country • Access to content area courses (delivered in English) using scaffolds and supports (Integrated English Language Development) • Continue to explore scheduling options for ELD for Long Term English Learners to deliver English Language Arts and Designated English Language Development courses in tandem • Provide PD to support inclusive practices and co-teaching • For students with an IEP, continue to refine instructional practices through “inclusive practices,” where students with disability are included in classrooms with grade-level peers, supported by special education instructional staff pushing into the classroom, in addition to providing pull-out targeted instruction • Consistent collaboration between general and special education teachers Met 2024-06-25 2024 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. All students have a broad course of study. Met 2024-06-25 2024 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 was focused on co-teaching, assessment, AVID, mathematics, ELA, meeting the needs of diverse learners, foundational literacy, performance tasks, 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, 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 928 in 2022-2023, access to new CTE pathways, 6921 students enrolled in a CTE pathway course in 2022-2023, students took 810 dual enrollment classes in 2022-2023, 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 high school campuses 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 implement 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. There was focused professional development in math. OUSD believes that barriers are challenges that 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 also provide district-wide training in math to all teachers in grades K-6. We have 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 prepares our students for careers of the future. We are working to make classrooms more collaborative, and students are able to communicate their reasoning. We have seen an increase with students with special needs being included in gen ed settings with supports. District Instructional Specialists and TOSAs 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 professional learning plan yet, we are limited by the number of subs needed for full implementation. OUSD has offered training on non-work days, after work hours and 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 2024-06-26 2024 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 2024-06-26 2024 30666216094874 El Rancho Charter 7 El Rancho uses a variety of tools including teacher feedback, grades, parent input, student assessments, and elective course offering sheets to determine student placement for the following year. All students have access to a broad course of study while attending El Rancho. El Rancho is a single school LEA. All students have access to a broad course of study while attending El Rancho. At El Rancho, we offer over 30 different electives as well as multiple levels to support student needs in both ELA and Math. We offer a seven period day so students have access to their five core classes and two elective(s) or support(s) courses. In order for all students to access the supports and/or elective choices, El Rancho also offers a Zero Period course option in order to provide an extra period in the day, if students are required to take a support class. These options provide the opportunity for all students to engage in an elective of their interest, as well as support their core academic needs. Met 2024-05-29 2024 30666470000000 Placentia-Yorba Linda Unified 7 To track the extent to which all students have access to, and are enrolled in, a broad course of study, PYLUSD utilizes several locally selected measures and tools. These include: course enrollment data, inclusion efforts, and A-G completion rates. PYLUSD ensures students have access to core content areas, including English Language Arts/English Language Development (ELA/ELD), Math, History-Social Science, Science/Health, Physical Education, and increased access to Visual and Performing Arts (VAPA). This is measured through daily classroom schedules/agendas at the elementary level and by the student database for master scheduling at the secondary level. Course access and enrollment are analyzed monthly for all grade spans. Data on the inclusion of students from mild/moderate special day classes in the least restrictive environment (LRE) are also tracked to ensure students with disabilities receive education alongside their peers. The teacher contract ensures 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). Collaborative and co-taught classes are increasing at the secondary level with noticeable improvements in the LRE for students with disabilities. Additional preschools have opened this school year with full inclusion program offerings. Alternative diploma pathways increase the percentage of student with disabilities that earn a high school diploma. PYLUSD tracks the percentage of students completing A-G course offerings at the high school grade span. For 2022, the rates were 55.3% for all students, 40.6% for low-income students, 20.7% for English learners, and not available for foster youth. In 2023, the rates improved to 59.5% for all students, 42.9% for low-income students, 24.3% for English learners, and 44.4% for foster youth. The results reveal the need to enhance the percentage of Unduplicated Pupils (UPs) who complete a variety of A-G course offerings. PYLUSD graduation rates reveal a disparity between the graduation rates of English Learners (ELs) and students with disabilities (SWD) compared to the overall student population. In 2023, only 79.9% of English Learners and 74.9% of students with disabilities graduated, while the overall graduation rate was 94.3%. This highlights the need to examine and improve access and support for ELs and SWD to close this gap. According to the dashboard, no school sites experienced a decline in graduation rates. El Camino Real Continuation High School continues to maintain its graduation rate, although it remains low. The socioeconomically disadvantaged student group maintained their graduation rate, while homeless and Hispanic student graduation rates showed improvement. Given the results of the locally selected measures, several barriers are preventing the LEA from providing access to a broad course of study for all students. Barriers identified include the following: Impacted High School Schedules: High school students with heavily impacted schedules face limited options when selecting from available course offerings. This restricts their ability to participate in a wide range of subjects, particularly electives and advanced courses. Access to A-G Courses for Unduplicated Pupils: Unduplicated Pupils (UPs), which include low-income students, English Learners, foster youth, and students with disabilities are not accessing A-G courses at the same rate as all PYLUSD students. This gap indicates a need for targeted support to ensure these students can meet college readiness requirements. Reading and Literacy Barriers: Challenges in reading and literacy, especially for Long-Term English Learners (LTELs), hinder students' ability to engage fully with the curriculum. For many LTELs, electives are often replaced with ELD courses, limiting their exposure to a broader range of subjects. Chronic Absenteeism: Chronic absenteeism remains a significant barrier across all schools. Frequent absences negatively impact student performance and learning, reducing their ability to keep up with coursework and participate in a broad course of study. The district has expanded music and arts offerings, utilizing the Arts, Music Instructional Materials Block Grant and Proposition 28 funds. This initiative has positively impacted students by providing greater access to Visual and Performing Arts (VAPA) courses. Recognizing the need for targeted interventions to support Unduplicated Pupils (UPs) in accessing A-G courses, the district is implementing academic counseling, tutoring, and additional resources to help these students succeed. Comprehensive literacy support programs are being introduced to address reading barriers and ensure LTELs can engage with a broader curriculum without sacrificing elective opportunities. To combat chronic absenteeism, the district is developing strategies such as attendance monitoring, family engagement initiatives, and support services to improve student participation and performance. Additionally, targeted interventions during and outside school hours are being provided to enhance academic success in core subjects. A districtwide focus on implementing effective instructional strategies and differentiation is also in place. Efforts are being made to ensure that cultures of college and career readiness are pervasive at all schools. The PLC process is being refined to consistently measure, discuss, and support student progress across all sites. Special attention is being given to Algebra readiness for freshmen entering high school and A-G course offerings are being expanded. Met 2024-06-18 2024 30666700000000 Santa Ana Unified 7 To ensure all students have access to a comprehensive course of study, school counselors and administrators monitor various data sources at the school and district levels including: UC Compass (Transcript Evaluation Services), A-G course reviews, Master schedule meetings, High School Individual Academic Plan pilot, Xello (College & Career Exploration Platform), State reports disaggregated by student groups (e.g., 4-year cohort graduation rate, CCI, AP, IB, Dual Enrollment courses, A-G course enrollment/completion rates). Collaboration within Educational Services helps support student access as shown by the wide range of courses in the catalog. The Arts Department collaborates with research and evaluation staff and site administrators to ensure that all grades 6-12 students have access to A-G-aligned arts courses and pathways. PK-5 students' needs are identified in order to plan standards-based music instruction. ELs have access to all academic programs, and EL progress is measured by monitoring the EL Progress Indicator (ELPI) as well as other state and local indicators. ELs and Reclassified ELs are monitored and provided intervention where necessary. Arts educators implement strategies to support learners of all abilities, including English learners (EL) and students with IEPs/504s. 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, Arts Strategic Achievement Plan (ASAP), and CSI improvement plans, which identify access barriers and add targeted programs to support student needs for identified schools and student groups. Also, the Post Secondary Status (PSS) survey of CTE pathway completers identifies student postsecondary 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 collaborates 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 46 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 periods. There is also limited availability of hard-to-fill designated and single-subject credentialed teachers to support programs. Additionally, competing demands, especially compacted 10th-grade schedules, make it difficult for students to choose programs and electives while balancing their time for extended learning, academic pull-out programs, and sports affect access. Students may struggle to fit both AP and dual enrollment courses into their schedules, leading to difficult choices about which type of course to prioritize. There may be disparities in access to both AP and dual enrollment courses, with underrepresented or low-income students facing greater barriers to participation in these programs. Further, a lack of uniform schedules across sites/levels creates barriers to offering programs to students outside of their home school site. There is a need for more updated courses that are motivating, engaging, and relevant. Also, CTE courses vary from site to site limiting access to career pathway programming. To improve broad course of study access, collaboration among curriculum specialists, teachers, coaches, CLAS, and support staff has increased for standards-based instruction via the Learning Model created to meet the Graduate Profile. The Arts Department expands arts access with AMS funding, supporting district-wide performances and course offerings in dance, theatre, music, visual and media arts. Training has enhanced Datahub access, and the MTSS (COST) data wall is strengthened for tailored interventions. Priority access to pre-employment training, CTE pathways, and JROTC is ensured for students with IEPs/504s. AP course teachers receive training on accommodations and UDL. The primary goal is to increase access for IEP/504 students to college credit courses. SAUSD increases credit recovery opportunities and provides professional development for schools. To ensure students have access to a comprehensive educational experience, we will offer a detailed course catalog that includes all available AP and dual enrollment options. Counselors will assist students in creating personalized academic plans tailored to their interests and goals. Conduct continuous training sessions for staff and administrators to stay updated on AP and dual enrollment programs. Provide training for staff and administrators to effectively create student-centered master schedules that incorporate diverse courses and intervention support for students who need it. Met 2024-06-25 2024 30666700101626 Edward B. Cole Academy 7 Edward B. Cole Academy is a WASC-accredited tuition-free charter school that serves approximately 428 students in grades TK-5 with the following demographics: 98% Hispanic, 1% White, 1% Two or More Races, 10% Students with Disabilities (SWD), 52% English Learners (EL), 1% Foster Youth (FY), and 91% Socioeconomically Disadvantaged (SED). EBCA is authorized by the Santa Ana Unified School District (SAUSD). Edward B. Cole Academy provides all students 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. These tools include a master schedule, a 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 and music. 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 Edward B. Cole Academy's current success 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 2024-06-17 2024 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 2024-06-26 2024 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 2024-06-12 2024 30666700135897 Advanced Learning Academy 7 To ensure all students have access to a comprehensive course of study, school counselors and administrators monitor various data sources at the school and district levels including: UC Compass (Transcript Evaluation Services), A-G course reviews, Master schedule meetings, Xello (College & Career Exploration Platform), State reports disaggregated by student groups (e.g., 4-year cohort graduation rate, CCI, AP, IB, Dual Enrollment courses, A-G course enrollment/completion rates). Collaboration within Educational Services helps support student access as shown by the wide range of courses in the catalog. The Arts Department collaborates with research and evaluation staff and site administrators to ensure that all grades 6-12 students have access to A-G-aligned arts courses and pathways. PK-5 students' needs are identified in order to plan standards-based music instruction. ELs have access to all academic programs, and EL progress is measured by monitoring the EL Progress Indicator (ELPI) as well as other state and local indicators. ELs and Reclassified ELs are monitored and provided intervention where necessary. Arts educators implement strategies to support learners of all abilities, including English learners (EL) and students with IEPs/504s. Advanced Learning Adacemy's CA standard-aligned broad course of study meets requirements per CA Ed. Code for all TK-12 grade students. Our high school offers a broad course of study with courses that meet graduation and A-G eligibility requirements. Differences among school sites are identified through SPSA, ATSI, Arts Strategic Achievement Plan (ASAP), and CSI improvement plans, which identify access barriers and add targeted programs to support student needs for identified schools and student groups. Also, the Post Secondary Status (PSS) survey of CTE pathway completers identifies student postsecondary 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. Long Term ELs receive intervention to “catch up” and access core content. Advanced Learning Acadmy benefits from SAUSD's collaboration 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 46 career pathways. Course enrollment practices and individual academic planning increase honor and AP course access for underrepresented students. Our 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 periods. There is also limited availability of hard-to-fill designated and single-subject credentialed teachers to support programs. Additionally, competing demands, especially compacted 10th-grade schedules, make it difficult for students to choose programs and electives while balancing their time for extended learning, academic pull-out programs, and sports affect access. Students may struggle to fit both AP and dual enrollment courses into their schedules, leading to difficult choices about which type of course to prioritize. There may be disparities in access to both AP and dual enrollment courses, with underrepresented or low-income students facing greater barriers to participation in these programs. There is a need for more updated courses that are motivating, engaging, and relevant.More offerings available from CTE. To improve broad course of study access, collaboration among curriculum specialists, teachers, coaches, CLAS, and support staff has increased for standards-based instruction via the Learning Model created to meet the Graduate Profile. The Arts Department expands arts access with AMS funding, supporting district-wide performances and course offerings in dance, theatre, music, visual and media arts. Training has enhanced Datahub access, and the MTSS (COST) data wall is strengthened for tailored interventions. Priority access to pre-employment training, CTE pathways, and JROTC is ensured for students with IEPs/504s. AP course teachers receive training on accommodations and UDL. The primary goal is to increase access for IEP/504 students to college credit courses. To ensure students have access to a comprehensive educational experience, we will offer a detailed course catalog that includes all available AP and dual enrollment options. Counselors will assist students in creating personalized academic plans tailored to their interests and goals. Conduct continuous training sessions for staff and administrators to stay updated on AP and dual enrollment programs. Provide training for staff and administrators to effectively create student-centered master schedules that incorporate diverse courses and intervention support for students who need it. Met 2024-06-27 2024 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 leaders analyze class-based and school-wide data to monitor student progress and access across groups. Administrators monitor enrollment in advanced geometry, algebra, and advanced English and Spanish courses. Master schedules are reviewed before the beginning of every school year and monitored for changes and adjustments throughout each trimester. Goal-setting conferences are also set in place to support at-risk students before the end of the 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 ensures all students have equitable access to a broad course of study through comprehensive support and resources. As a single-site LEA, uniform offerings are provided across the school site. Locally designed and universal assessments identify students in need of intervention and reengagement services, who then receive both in and out-of-school support. A streamlined referral process ensures timely access to additional support each assessment cycle. Classrooms with students requiring extra support have access to classified staff, while those needing strategic language support receive assistance from staff offering strategic ELD or SLD. All students participate in learning that embeds support within core content, ensuring access to grade-level material regardless of subgroup. El Sol's VAPA team designs a broad scope and sequence, incorporating ample opportunities for language and vocabulary development for all students. This commitment ensures every student receives a robust educational experience, fostering academic success and equity across all demographics. Based on the results of the tool or locally selected measures, one barrier that poses a challenge at El Sol Academy from providing access to a broad course of study for all students is the limited number of teachers per grade level in middle school. While all teachers are certified in their respective subject areas, the challenge arises from having all English teachers responsible for teaching English to students across multiple grade levels (6th, 7th, and 8th grade) rather than having a grade-level focus. This limitation impacts the master schedule and poses challenges in providing sufficient teacher support and release time, although it has not directly hindered student access to a broad course of study. El Sol Science and Arts Academy is committed to enhancing access to a broad course of study for all students through ongoing initiatives. We will further collaborate with teachers and teacher leaders to implement the Universal Design for Learning approach, ensuring alignment with the special education team and English Learner support leads to support the success of all subgroups and students. Additionally, introducing site-based instructional leadership teams will strengthen teacher capacity and improve the instructional core, fostering sustainable, data-driven program improvement. Met 2024-06-13 2024 30666960000000 Savanna Elementary 7 Every student in the Savanna School District has access to a wide-ranging curriculum. The district has implemented the Standards for Achievement and Grade Level Materials to ensure all students remain engaged, including unduplicated student groups and those with special or exceptional needs. Teachers receive ongoing professional development to effectively utilize these standards and materials in their classrooms. Additionally, the district fosters an inclusive environment by providing necessary resources and support to address the diverse learning needs of all students. Regular assessments and feedback mechanisms are in place to monitor progress and make necessary adjustments to enhance student learning outcomes. State academic standards are integrated throughout the curriculum, incorporating Universal Design for Learning practices to support multiple subject areas and cultural diversity. The materials align with content standards and California academic frameworks, detailing goals, objectives, and expected outcomes for each grade level. The curriculum includes periodic assessments to monitor student learning, and site administrators conduct both formal and informal classroom observations. Additionally, intervention programs are available for grades K through 6, with supplemental support for students with exceptional needs. In Savanna, we implement MTSS, which combines RTI and PBIS to address the whole child, providing both academic and behavioral supports. English Learners receive both integrated and designated ELD instruction, and reclassified students are monitored to ensure their continued success. The most significant barrier for our students is their social-emotional well-being, which affects many aspects of their learning. Ensuring that every child feels safe and emotionally prepared to learn is a substantial challenge. Additionally, other obstacles identified include attendance issues, income disparities, and language barriers. Based on the results, there is a clear need for additional support in social-emotional learning (SEL). With the ongoing implementation of MTSS, our goal is to support the whole child, including integrating an SEL curriculum. We have introduced an SEL curriculum and provide additional counselor access at all our schools to bolster the social-emotional well-being of our students. Ensuring safety is a top priority, enabling our children to feel secure and ready to learn. Various safety protocols, such as closed campuses, are in place throughout Savanna. To address language barriers, we have two district liaisons fluent in Spanish and Vietnamese who help connect the families to the schools. Additionally, students are provided with free bus transportation to and from school to ease any financial burdens that might affect attendance. The Savanna School District is committed to creating an equitable learning environment, ensuring all students have access to a comprehensive range of learning opportunities. Met 2024-06-04 2024 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 a higher rate of chronic absenteeism. 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 2024-06-13 2024 30736350000000 Saddleback Valley Unified 7 Our SVUSD Local Control and Accountability Plan (LCAP) Goal 3 focuses on Access to a Broad Course of Study. LCAP Goal 3 metrics include: completion of UC/CSU “a-g” college entrance requirements, cohort graduation rate for all students and significant student groups, students enrolled in a Career Technical Education (CTE) pathway, student outcomes in Advanced Placement (AP) courses as measured by AP exams, K-12 AVID enrollment, and Visual and Performing Arts Course completions. During the 2023-24 school year, our district saw strong enrollment in a broad course of study. A total of 3,345 students took part in World Language courses, and 3,220 students were enrolled in Career/Technical Education (CTE) courses. At the elementary level, every student from kindergarten through sixth grade participates in the Visual and Performing Arts (VAPA) program. This commitment continues through our middle and high schools with 1,992 students in grades 7-8 and 3,442 students in grades 9-12 respectively engaged in VAPA courses. This ensures that all students have opportunities to explore their creative talents. Additionally, the AVID program, designed to boost college readiness, particularly for our low-income students, engaged 149 students in grades 7-8 and 311 students in grades 9-12. Our dual enrollment initiative, which allows students to take college-level courses, also had 752 out of 7,954 high school students successfully completing such courses this year. These figures highlight our district's dedication to providing educational programs that not only enrich the students' learning experience but also prepare them for a variety of future opportunities. Our foster youth, English learners, and low-income students face increased barriers to a broad course of study. For instance, the need to meet English language proficiency requirements can limit their time for elective courses that are available to other students. Our LCAP is intentionally designed to systematically increase and improve the services for our diverse learners. By implementing a culturally proficient Multi-Tiered System of Supports (MTSS) framework, we aim to accelerate learning and broaden student access to various courses of study. "To remove barriers to student learning, we are developing and implementing a strong Multi-Tiered System of Supports (MTSS) framework across all programs. This includes the SV Reads initiative, which focuses on reading instruction and intervention, and a comprehensive assessment system used across all schools to monitor student progress. We are also expanding our social-emotional learning curriculum and providing additional training for teachers to better support students' emotional well-being. Teachers and administrators learn how to set behavior expectations proactively and respond to unexpected behaviors in constructive ways. We are enhancing our College & Career Readiness programs with more guidance staff and resources. We are increasing the number and awareness of ""a-g"" approved courses required for admission to California state universities. We are also targeting support to enhance learning opportunities for foster youth, English learners, and low-income students. This includes additional support at individual schools, as well as specialized programs like AVID, dual language immersion, our Virtual Academy, and magnet programs. Lastly, we are working to increase the number of students completing Career Technical Education (CTE) programs to equip them with valuable job skills. " Met 2024-06-13 2024 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 ensures broad access to education with a 95.7% graduation rate, surpassing county and state averages. 60% of seniors meet UC/CSU a-g requirements, reflecting robust enrollment in rigorous coursework. AP participation and success increased, with 79% scoring 3+ on exams, a 10% rise from the previous year. Parent surveys underscore the value of extracurriculars alongside academics. However, disparities persist: SWD graduate at 79.5%, and certain groups lag in ELA and Math proficiency. Initiatives like improved reclassification rates for English Learners show progress, yet challenges remain in ensuring equitable access to advanced coursework across all student demographics. TUSD continues to prioritize closing these gaps to enhance educational equity and support diverse student needs effectively. Despite challenges, TUSD is dedicated to ensuring equitable access to a broad course of study. While disparities exist among student groups in academic performance and graduation rates, particularly for Students with Disabilities, English Learners, and socioeconomically disadvantaged students, the district is proactive in addressing these issues. With 60% of seniors meeting UC/CSU a-g requirements, TUSD strives to enhance access to preparatory courses for all students. Utilizing supplemental funds strategically, the district implements additional tutoring, specialized academic support, and professional development for culturally responsive teaching. These efforts aim to mitigate disparities, improve academic outcomes, and foster inclusive educational environments. Proactive community engagement initiatives enhance parental involvement and student access to enrichment opportunities, reinforcing TUSD's commitment to educational equity and fostering success for every student. Despite challenges, TUSD is committed to ensuring equitable access to a broad course of study. While disparities exist among student groups in academic performance and graduation rates, particularly for Students with Disabilities, English Learners, and socioeconomically disadvantaged students, the district is proactive in addressing these issues. With 60% of seniors meeting UC/CSU a-g requirements, TUSD strives to enhance access to preparatory courses for all students. Supplemental funds are strategically allocated to implement targeted interventions. These include additional tutoring, specialized academic support, and professional development for educators in culturally responsive teaching practices. The district also focuses on initiatives aimed at enhancing college and career readiness, such as career technical education (CTE) pathways and support for Advanced Placement (AP) courses. These interventions aim to mitigate disparities in access to rigorous coursework and support services. Moreover, TUSD emphasizes proactive community engagement efforts to enhance parental involvement and student access to enrichment opportunities. By fostering inclusive educational environments and supporting diverse student needs, TUSD demonstrates its commitment to educational equity and ensuring every student has the resources and support needed to succeed academically and beyond. Met 2024-06-24 2024 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 (69.1%) b. Graduation requirements and graduation rates (94.5%) c. College/Career Readiness (71% prepared on the CA Dashboard) d. Career Technical Education Pathway Offerings and Completion Rates (17 Pathways, 4,727 students enrolled, 1,367 unduplicated enrollments, and 413 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 During the past four years, 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 perform 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 is now implemented in fourteen of the seventeen secondary schools in IUSD. 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 to access various courses during the school year and summer. Expanded CTE exploratory options at middle schools have also increased access for middle school students to various 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 (79%) indicate they have access to Advanced Placement and advanced classes, ROP, blended learning and electives, athletics, clubs, and organizations, while students (76%) report being encouraged to pursue academically challenging c Barriers to providing access to a broad course of study for all students include: a. Staff workload and grading practices b Limited prevention and early intervention programs c. Program/Class enrollment size d. Prerequisites to classes e. Time class is offered f. Location of class 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 implementation and 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 as blended/online learning. Expand Career Technical Education (CTE) pathways Expand CCAP Dual Enrollment course offerings Expand Work Based Learning Opportunities Met 2024-06-25 2024 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 88.6%. 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 79.6%. In the graduation class of 2023, Los Alamitos High School had 41.4% of students qualify for the State Seal of Biliteracy, which was an increase from 2022. The district has a graduation rate of 100% in 2023 and in 2024. Los Alamitos High School has done a great job of increasing the number of CTE courses offered to students. In the 23-24 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 2023, 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 the 22-23 and 23-24 school year, 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 and has a dedicated TOSA who works directly with EL students and the EL staff. The District is adopted a new EL support curriculum for newcomers for implementation in the 23-24 school year. The District is also proud to have NGSS-aligned curriculum in all science classes. Met 2024-06-25 2024 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 2024-06-17 2024 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 study. 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. Four 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 virtual instruction. Met 2024-06-13 2024 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 has specific course requirement needs to earn 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 2024-06-13 2024 31667610000000 Ackerman Charter 7 Using our parent, student, and staff surveys as the tools to monitor progress on student engagement. This survey is given one time per year, and the data is regularly compared to previous years. ACSD is a one school district that focuses on offering all students an enriched, broad course of study beginning in transitional kindergarten through eighth grade. Students in grades TK-6 are exposed to classroom and instrumental music as part of their curriculum. In middle school students participate in an elective format. All students TK-8 receive physical education instruction. Because we are a one school district with one school site, all students are offered a broad course of study. "Ackerman Charter School District invested time and resources in developing three surveys for our stakeholders that focused on targeted information that was relevant to our needs and each specific group including staff, families, and students. Our student survey was available to all grade levels TK-8, with a modified version for the TK-2 group of students that focused on academic challenge. Grades 3-8 were given a longer more involved survey that targeted more in depth information. Overall student perception regarding the broad course of study and class rigor was highly positive. 63% of middle school students (6-8) felt they had many different and interesting choices of electives in middle school 72% of students who attended targeted interventions felt the time was helpful 47% of students feel that their assignments in ELA were ""just right"", and 36% stated it was ""challenging"" 38% of students feel that their assignments in math were ""just right"", and 37% stated it was ""challenging"" 53% of students feel that their assignments in science were ""just right"", and 25% stated it was ""challenging"" 58% of students feel that their assignments in social studies were ""just right"", and 32% stated it was ""challenging"" Our teachers continue to provide rigorous learning opportunities to our students at all grade levels. We will again be providing broad and rigorous courses of study in all grade levels for all students." Met 2024-06-20 2024 31667616031009 Bowman Charter 7 Using our parent, student, and staff surveys as the tools to monitor progress on student engagement. This survey is given one time per year, and the data is regularly compared to previous years. ACSD is a one school district that focuses on offering all students an enriched, broad course of study beginning in transitional kindergarten through eighth grade. Students in grades TK-6 are exposed to classroom and instrumental music as part of their curriculum. In middle school students participate in an elective format. All students TK-8 receive physical education instruction. Because we are a one school district with one school site, all students are offered a broad course of study. "Ackerman Charter School District invested time and resources in developing three surveys for our stakeholders that focused on targeted information that was relevant to our needs and each specific group including staff, families, and students. Our student survey was available to all grade levels TK-8, with a modified version for the TK-2 group of students that focused on academic challenge. Grades 3-8 were given a longer more involved survey that targeted more in depth information. Overall student perception regarding the broad course of study and class rigor was highly positive. 63% of middle school students (6-8) felt they had many different and interesting choices of electives in middle school 72% of students who attended targeted interventions felt the time was helpful 47% of students feel that their assignments in ELA were ""just right"", and 36% stated it was ""challenging"" 38% of students feel that their assignments in math were ""just right"", and 37% stated it was ""challenging"" 53% of students feel that their assignments in science were ""just right"", and 25% stated it was ""challenging"" 58% of students feel that their assignments in social studies were ""just right"", and 32% stated it was ""challenging"" Our teachers continue to provide rigorous learning opportunities to our students at all grade levels. We will again be providing broad and rigorous courses of study in all grade levels for all students." Met 2024-06-20 2024 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 achieving students. All students are offered the broad program which is delivered in a small class setting with intensive support from paraprofessionals. 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 2024-06-26 2024 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, Californ AUSD ensures all students have access to and are enrolled in, a broad course of study as prescribed by the Board of Trustees in our (LCAP) and Strategic Plan. The district uses assessment data when engaging in Professional Learning Communities (PLC) and MTSS to analyze and interpret data for planning and lesson design, the development of priority standards, scope and sequence and common assessments. Specific areas of focus for professional development and support have been identified and provided to staff after school, during professional development days, during staff meetings, and more. AUSD has implemented VAPA for students, especially our underserved students, to have access to the arts. Additionally, AUSD provides a foreign language course as an elective and a club for students. School sites across the district are in year two of the implementation of data roundtable meetings. Data roundtable meetings provide staff the opportunity to use data to develop individualized learning plans for all students based on needs. All schools ensure all students have access to all courses and instructional time is maximized for all students. AUSD currently has a current and up to date standards-based core curriculum. Additionally, AUSD had dedicated professional development days to provide staff with sufficient training in order to implement programs with integrity. 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 2024-06-18 2024 31667950000000 Colfax Elementary 7 Colfax Elementary School District is dedicated to providing students with a comprehensive education that includes diverse daily learning opportunities as well as after-school clubs and activities. At CESD, every student is ensured access to a wide-ranging curriculum. For instance, during the 2023-2024 school year, middle school students engaged in an enrichment wheel, while primary students explored science and engineering with a specialized professional. Students from third to eighth grade received weekly visual and performing arts lessons from a certified teacher. Additionally, all students from TK through eighth grade participated in weekly physical education classes led by a certified instructor. In the 2024-2025 academic year, CESD plans to introduce an agriculture program by hiring an agriculture teacher for grades 6-8. The middle school will also shift to a five-class rotational schedule featuring a single subject instructional model. To evaluate the effectiveness of our broad curriculum, we utilize the California Healthy Kids Survey, which gathers insights from students and families about their educational experiences. Colfax Elementary is committed to ensuring that all students have access to an inclusive and extensive curriculum. While the specific content varies by grade level, every student is enrolled in the same broad course of study. For instance, TK-8th grade students receive weekly physical education, and those in 4th through 8th grade participate in weekly visual and performing arts classes. Enrollment in this comprehensive curriculum does not require students to meet any prerequisites or qualifications. Additionally, the school provides after-school programs accessible to all students, with priority given to those from economically disadvantaged backgrounds for the Visual and Performing Arts Program. The inclusive nature of CESD’s educational approach ensures equal opportunities for all students, tailored to their respective grade levels. Analysis of the California Healthy Kids Survey highlights the necessity to enhance students' access to diverse educational programs. Only 40% of elementary students reported engaging in interesting school activities, while this figure slightly increased to 47% for middle school students. Moreover, 49% of parents believe the school offers quality programs tailored to their children's talents, gifts, or special needs. Despite Colfax Elementary's efforts to provide a comprehensive curriculum, these statistics indicate a pressing need to further expand the variety of learning experiences available. Enhancing these opportunities could involve bolstering programs in music, foreign languages, and technology. However, challenges such as recruiting and retaining specialized teachers in the rural setting of Colfax Elementary remain significant obstacles. 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 2024-2025, all students in grades TK-3rd grade will receive weekly instruction in the Visual and Performing Arts. Also, an agriculture teacher has been hired for the 2024-2025 school year to start an agriculture program for middle school students. The agriculture teacher will be part of a transition in the CESD middle school program to a five-class rotational schedule structured on a single-subject instructional model. These changes will continue to provide a broader course of study for the students of CESD along with continuation of the after-school Visual and Performing Arts Academy provided by the Placer Repertory Theater and the after-school STEAM program. Met 2024-06-20 2024 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 1. DCJESD has made significant strides in ensuring that all students have access to, and are enrolled in a comprehensive course of study. Across our school sites serving TK-5 and 6-8 grade levels, efforts have been focused on providing intervention or enrichment services to enhance access and proficiency. At each school site, a fully implemented Tier I program covering required standards-based programs is in place, supplemented by Tier II and Tier III supports to address individual student needs. Notably, our six Title I schools receive additional staffing to support students in achieving grade-level proficiency. Furthermore, schools with substantial English Learner populations offer designated English Language Development (ELD) instruction during the school day. DCJESD also prioritizes Career Technical Education (CTE) at the middle school level, facilitating pathways to connect students with relevant courses. Through initiatives like Project Lead the Way (PLTW), available to all 6-8 grade students, we ensure alignment with feeder high schools' courses, preparing students for future education and career paths. Monitoring enrollment in PLTW courses reveals notable trends. Of the 1,186 students enrolled, 49% are classified as low income, while 33% are English learner students. These figures underscore our commitment to equity and inclusivity, as we strive to provide all students with access to a broad course of study and necessary supports for academic success. DCJESD has identified several barriers that hinder access to a diverse range of courses for our students. These obstacles include socio-economic status, English learner needs, special education requirements, homelessness, and irregular attendance. In response to these challenges, the District has implemented a range of support services to ensure equitable opportunities for all students to participate fully. These services encompass interventions and enrichment programs delivered during school hours, as well as processes such as the Student Study Team (SST). Additionally, we provide increased access to technology resources, counseling services, transportation assistance, and after-school academic support. Targeted support services have been established to address the specific needs of English learners. These include programs such as Road to Reclassification along with integrated and designated ELD. District-wide, staff members receive training in Guided Language Acquisition Design (GLAD), and home-to-school technology usage is facilitated. Furthermore, additional after-school support is offered as needed. At the 6-8 grade level, students with special needs receive support in general education courses through co-teaching arrangements. Through these comprehensive efforts, DCJESD is committed to removing barriers and ensuring that all students have equal access to a broad course of study, regardless of their individual circumstances or challenges. The District will continue to implement District-wide Multi-tiered System of Supports (MTSS), which includes Academic and Social-Emotional tiered supports. Funding will be allocated to provide specific programs and interventions tailored to the needs of EL, SED, Homeless, Foster Youth, and at-risk students. Academic growth is monitored and analyzed 3-4 times a year at Collaborative Conferences to monitor student progress. Interventions, tutoring, and extended time for learning are discussed and prioritized. DCJESD will also roll out multiple attendance awareness and support programs to engage students and facilitate access to curricular content. Social-emotional supports such as counseling, Restorative Practices, and PBIS will be implemented to enhance student engagement and foster a sense of school connectedness. Professional learning opportunities will be provided to build the capacity of general education and EL specialists to teach English Language Development (ELD) effectively. This includes training on ELD standards, strategies, lesson design, and the use of the Road to Reclassification process. EL specialists will engage in meetings aimed at program improvement, strategy development, and resource building within the team. Moreover, technology tools and access will be provided to staff and students to enhance and support the curriculum. Enrollment and schedules will be closely monitored to ensure equitable student access and participation. Met 2024-06-18 2024 31668290000000 Eureka Union 7 EUSD 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. To further increase student access to electives, JHS have implemented zero period, allowing those students who need to attend an intervention class and/or access learning centers, the opportunity to access electives. This year, Cavitt JHS also offered zero period PLTW courses, further increasing access to electives during the day. A total of 184 students are enrolled in zero period, including students with disabilities, English Learners and SED (socioeconomically disadvantaged students). The following have been noted: GATE (Gifted and Talented Education) program has manifested increased enrollment for SpEd, ELs and traditionally underrepresented students. For 2023-24 of the 260 students in GATE, 11% of EUSD’s 3rd-8th population, 0 are ELs, 21 RFEPs (Reclassified English Proficient), and 14 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 23-24. 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 helps fund some enrichment opportunities but sustaining such programs remains a challenge for EUSD as one-time funds expire. Our JHS are smaller in size compared to other JHS which makes master scheduling more challenging. EUSD commits to continuous program monitoring to ensure that underrepresented students have access to all enrichments and electives that the district is offering. Student interests will continue to be a factor in determining the quantity and nature of electives and enrichments offered. For increasing accessibility, 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 2024-06-12 2024 31668370000000 Foresthill Union Elementary 7 For students in grades TK - 8, a Broad Course of Study includes courses in English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education, and Social-Emotional Learning. 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 will add an additional day of art instruction in 2024/25, representing a 50% increase in art courses for all students. 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 current. The district has adopted and is implementing History/Social Science curriculum as well as Social-Emotional Learning curriculum in 2024/25. 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, instructional coaching, 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 2024-06-20 2024 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. Given declining state budgets related to education LUSD has had to look for outside resources, such as grant funding, to address the growing needs of students and families. 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. During the 2024-2025 school year an English Learner Advisory Committee will also be added at Loomis Grammar School due to a growing population of English Learners at the site. 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 2024-06-13 2024 31668450117150 Loomis Basin Charter 7 LUSD and LBCS use 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 and LBCS use the SIRAS system to provide a more detailed look at course access for students with disabilities. LUSD and LBCS provide 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 K-8 and music education for grades K-6 during the school day. As elective courses, choir is offered for 6th grade, and art for grades K-8. All LUSD schools and LBCS, 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, LBCS has additional support in the form of International Baccalaureate, STEAM, and additional visual and performing arts opportunities. LUSD and LBCS continue 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. Given declining state budgets related to education, LUSD has had to look for outside resources, such as grant funding, to address the growing needs of students and families. 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 2024-06-13 2024 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 (with the exception of 3 2nd grade classes for 2023-24), 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 with general education students without variation to experiences or curriculum unless specifically indicated through an IEP. Using the master schedule, Aeries, and teacher assignments, the district is able to identify and track all students and placement within classes throughout the school year. Because there is only one school site, both Newcastle Elementary and Newcastle Charter students experience identical access to the course of study. The small school population ensures that students in each grade level are taught the same curriculum and that there is no variation to the courses they are enrolled in. All students, including English language learners, foster and homeless youth, socio-economically disadvantaged students, and special education students are enrolled in the same classes as all general education students and differentiation takes place within the classroom at the direction and instruction of the credentialed teacher. Over the past three years all students have had increased access to Spanish. Music classes are available for grades TK-5. Courses of study have been board adopted, aligned with California Education Code and reviewed annually through the LCAP process. Based on the results of the locally selected tools used to track student access to courses, the district has been able to ensure equal access to the required courses of math, social science, science, visual and performing arts, health, physical education, career and technical education and others, that prepares them for college and careers. Because our school is a TK-8, it takes additional evaluation of grade level coursework to ensure students are receiving college and career lessons and many of them are integrated into the English language arts, mathematics, and science curriculum. And while performing arts is a class for all TK-5 grade students, there is additional evaluation to ensure visual arts are taking place in the classroom and that 6-8 grade students are receiving performing arts integrated into the subject specific curriculum.. These are reflected in lesson plans and observation notes taken each trimester and are also reflected in development of the LCAP annually. In response to results that have been analyzed by the district, the LEA is taking a few action steps to continue to provide a broad course of study for all students. First, a library technician will be hired to ensure students have access to the school library weekly as part of their classroom schedules, but also at lunch on certain days for those who want to spend more time access the library and its content. Second, an art docent program will be launched with an art docent coordinator. This will push lessons into the classroom and ensure all students in all grade levels will receive the same access to art activities and content throughout the school year. And third, an accelerated pathway for math will be created and implemented that will give advanced students in grades 6-8 the opportunity to possibly complete IM1 before moving on to high school. Met 2024-06-26 2024 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 (with the exception of 3 2nd grade classes for 2023-24), 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 with general education students without variation to experiences or curriculum unless specifically indicated through an IEP. Using the master schedule, Aeries, and teacher assignments, the district is able to identify and track all students and placement within classes throughout the school year. Because there is only one school site, both Newcastle Elementary and Newcastle Charter students experience identical access to the course of study. The small school population ensures that students in each grade level are taught the same curriculum and that there is no variation to the courses they are enrolled in. All students, including English language learners, foster and homeless youth, socio-economically disadvantaged students, and special education students are enrolled in the same classes as all general education students and differentiation takes place within the classroom at the direction and instruction of the credentialed teacher. Over the past three years all students have had increased access to Spanish. Music classes are available for grades TK-5. Courses of study have been board adopted, aligned with California Education Code and reviewed annually through the LCAP process. Based on the results of the locally selected tools used to track student access to courses, the district has been able to ensure equal access to the required courses of math, social science, science, visual and performing arts, health, physical education, career and technical education and others, that prepares them for college and careers. Because our school is a TK-8, it takes additional evaluation of grade level coursework to ensure students are receiving college and career lessons and many of them are integrated into the English language arts, mathematics, and science curriculum. And while performing arts is a class for all TK-5 grade students, there is additional evaluation to ensure visual arts are taking place in the classroom and that 6-8 grade students are receiving performing arts integrated into the subject specific curriculum.. These are reflected in lesson plans and observation notes taken each trimester and are also reflected in development of the LCAP annually. In response to results that have been analyzed by the district, the LEA is taking a few action steps to continue to provide a broad course of study for all students. First, a library technician will be hired to ensure students have access to the school library weekly as part of their classroom schedules, but also at lunch on certain days for those who want to spend more time accessing the library and its content. Second, an art docent program will be launched with an art docent coordinator. This will push lessons into the classroom and ensure all students in all grade levels will receive the same access to art activities and content throughout the school year. And third, an accelerated pathway for math will be created and implemented that will give advanced students in grades 6-8 the opportunity to possibly complete IM1 before moving on to high school. Met 2024-06-26 2024 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 2024-06-17 2024 31668520121608 Harvest Ridge Cooperative Charter 7 Due to 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 or 504. Home Study students and families work closely with an individual credentialed teacher and are tracked accordingly. The school also has a system in place where students are identified for potential intervention and assessment. 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 Teacher, RSP Teacher, and Instructional Aides. Courses of study have been aligned with the California Education Code and reviewed annually through the LCAP process. Due to the schedule constraints of the classroom program, students are only able to attend class in person 80% of the time. Students have classes Monday - Thursday, which Fridays being Independent Study Days. Teachers place a focus on the core subjects during the time with students, including ELA, Math, Science, History, and PE. This schedule is not conducive to other enrichment like opportunities, such as language, performing arts, or STEM based electives. Students that want to seek these opportunities have the ability to during Independent Study Fridays, however it requires families to have the access and resources to do so. The school does provide opportunities for enrichment classes on Fridays at both our Home Study Campus as well as our Hybrid Campus. These opportunities are available to all students in our program. HRCCS has aligned the math curriculum for all the on campus students to ensure they are receiving consistent math instruction from K-8. The on campus program also has consistent ELA and Science curriculums across different grade bands in order to ensure consistency and continuity among the lessons for our students. Our home study program continuously works with families to ensure they have the curriculum needs in place for their students. This involves monthly parent meetings and reviewing of work samples/assignments, which allow our home study teachers the ability to coordinate new curriculum for their students to ensure they are receiving a broad course of study. Met 2024-06-27 2024 31668520127928 Rocklin Academy Gateway 7 Rocklin Academy tracks progress in meeting Priority 7 standards by reviewing course offerings, class schedules, and master schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. All Rocklin Academy Family of Schools students are enrolled in a broad course of studies. No barriers have been identified at this time that would prevent students from accessing a broad course of study at any of the Rocklin Academy schools. We will continue to regularly evaluate our course offerings, class schedules, and 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 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 2024-06-17 2024 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 adoptions, 6 yearly in-service 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 students’ progress towards meeting state standards. One assessment tool, i-Ready diagnostic, measures the progress and provides data in reading and math 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, drama, news production, and athletic activities to name a few. 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 maintaining its courses of study (and trying to expand them), 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 is optimizing monies and grants available to hire staff that would maintain and could possibly expand the courses of studies. 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 2024-06-26 2024 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 are 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 as they build their Site Plans for Student Acheivement. This district 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 100 sections across the district and hopes to increase that number in the future. Outside of the core content areas in 2023-24, 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 heave developed Study Skills classes and a highly effective push in model to help our students with disabilites. Additionally, our EL students are also provided support to ensure they have access to the curriculum. The counselors at each site conduct a diagnostic review of every student’s transcript before creating their schedule. This process results in creating a m 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 2024-06-18 2024 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 began offering courses last fall. Through the LCAP process, MVCA, in concert with Placer Union HSD, has created three goals, along with individual actions that will be implemented those goals. The goals include: 1) All students high school, college, career, and life ready; 2) Increase student achievement through competency-based education practices; 3) Provide a safe, healthy and engaged learning environment for all. Within these goals are specific actions that address the issues of a broad course of study for all students. To measure the progress in these areas, MVCA analyzes their outcomes using an LCAP Progress Tool. This tool requires each site to identify their achievement in each action and provide data as evidence. The analysis also includes data and evidence of our foster youth, English learners, and low-income students. Many of our indicators are consistent with the state dashboard. The Charter also states that MVCA will analyze outcomes that address increases in pupil academic achievement both schoolwide and for all groups of pupils served by the charter school. To this end, MVCA analyzes the Dashboard data and we develop plans to address any concerns presented in that data. This year our staff is analyzing our students progress in both literacy and numeracy. MVCA has begun the process of collecting predictive data and on-going data to help identify student needs earlier. This involves developing a systematic approach to gathering and analyzing student outcomes through our information techno Met 2024-06-18 2024 31669100000000 Roseville City Elementary 7 RCSD employs various locally selected measures and tools to monitor equitable access and enrollment in a diverse curriculum for all students. School administrators, counselors, teachers, and registrars collaborate extensively to ensure students are placed in engaging and challenging courses. This process involves analyzing student transcripts, i-Ready data, state assessments, student interests, and teacher input. At middle schools, counselors focus on individual student needs and utilize these measures to make informed course placements. They also work closely with families to provide insight into course placement and opportunities at feeder high schools, particularly emphasizing the significance and requirements of the State Seal of Biliteracy. This collaboration extends to the strategic planning and integration of Career Technical Education (CTE) courses, aligning them with high school offerings. Furthermore, schools actively strive to enhance inclusion for students with exceptional needs, responding to parental priorities and fostering a more inclusive school environment. This commitment ensures that students with diverse needs, including those with severe medical and academic challenges, have opportunities to engage with their grade-level peers daily, contributing to a positive school climate. RCSD employs a comprehensive approach to monitor and enhance course access for grades 1-8, utilizing diverse data and evidence. Administrators, teachers, and counselors collaborate continuously to evaluate each student's academic trajectory and ensure their individual needs are met. For instance, middle school counselors employ various methods, including direct discussions with each student, to confirm their enrollment in stimulating and challenging courses. This process incorporates student interest surveys, site-specific data, and feedback from teachers and parents. Biennially, middle schools conduct surveys among students, review annual course requests, assess satisfaction levels with existing offerings, and gather constructive suggestions for improving courses and programs. Notably, RCSD's middle schools provide a rich array of options, including International Baccalaureate (IB), Pre-Advanced Placement (Pre-AP), music, Career Technical Education (CTE), and world language courses. Data analysis remains central to RCSD's ongoing efforts in planning for improvement and allocating resources effectively to meet the diverse needs of our students. Additionally, our middle school staff ensures that students who undergo reclassification in the fall have quality elective choices, minimizing disruption to their academic schedules. RCSD staff consistently collaborates with neighboring districts, including our high school feeder district, to ensure seamless alignment of our courses with various pathways such as Career Technical Education (CTE). Throughout the academic year 2023-2024, RCSD actively conducted joint meetings with the high school district to foster vertical alignment between our educational systems. This concerted effort guarantees that all students, particularly those with unique needs, English learners, and unduplicated students, are enrolled in engaging and challenging courses, complemented by the necessary support within our middle schools and as they transition to high school. In our dialogues with the high schools, RCSD emphasizes the importance of aligning our advanced courses, such as Spanish 3 and Integrated Math I, to ensure a smooth continuation of advanced coursework at the high school level. Despite encountering certain barriers in these conversations, particularly stemming from differences in expectations among the various high schools, RCSD and the high schools have been actively working towards internal calibration. An illustrative example of this collaborative effort is the implementation of a world language placement test by the high schools, which involves joint calibration of scoring among middle and high school teachers. This strategic adjustment will provide teachers at all levels with a clear understanding of course expect Our district prioritizes providing a diverse and comprehensive educational experience through robust frameworks and resources. From professional development programs to psychologist and counseling services, Multi-Tiered Systems of Support (MTSS), and meticulous credentialing processes, we ensure barriers are addressed and foster a holistic approach to learning for every student. Utilizing the Local Control Funding Formula (LCFF) and the Local Control Accountability Plan (LCAP), we continuously strive for improvement by setting strategic goals, allocating resources, and closely monitoring data to ensure the successful implementation of educational initiatives. Our commitment to student engagement is evident as we regularly converse with students to identify elective courses and classes that ignite their passion for learning. In the upcoming academic year, 2024-2025, we are excited to announce the utilization of Proposition 28 funding to introduce dance courses at elementary schools and a diverse array of visual and performing arts programs tailored to the interests of each middle school. Each middle school will offer no fewer than two new courses, empowering students to explore their interests and support their learning journey. Met 2024-06-20 2024 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 • begin a Middle College pathway • Implement four-year graduation paths in Aeries, and • Advertise and market the various pathways to College/Career readiness, including AP/IB/DE program outreach, CTE, and Seal of Biliteracy. Met 2024-06-11 2024 31669280121418 John Adams Academy - Roseville 7 Grade Span Tracking: The academy systematically collects and analyzes course enrollment data across different grade levels to ensure that students from elementary through high school have equitable access to a wide range of subjects, including core academics, arts, and extracurricular activities. Disaggregated Data: This data is broken down by student groups, including those identified as socio-economically disadvantaged, English learners, foster youth, and students with disabilities, to ensure that all groups are equally represented in various courses. Comprehensive Tracking: The academy uses a robust Student Information System to track individual student schedules, course completions, and progress toward meeting graduation requirements. This system provides detailed insights into each student’s academic journey and course access. Access for Special Populations: The SIS is configured to monitor and report on the participation of students with special needs and those from unduplicated groups in advanced courses, electives, and enrichment programs. Individualized Education Plans (IEPs): The academy uses IEPs to ensure that students with exceptional needs have tailored support and access to a broad curriculum. Progress is tracked and adjustments are made as needed. Section 504 Plans: For students who require accommodations but do not qualify for an IEP, 504 Plans are utilized to monitor their access to the general education curriculum. The academy uses LCAP metrics to set goals Here’s a summary of how the academy ensures this across different student groups: The academy offers a wide range of subjects beyond the core academic requirements, including arts, music, leadership, and technology. This ensures that students have opportunities to explore various interests and develop a well-rounded skill sets. For students seeking higher academic challenges, John Adams Academy provides honors courses. These offerings help prepare students for college and advanced careers. The academy uses detailed data tracking to monitor course enrollment across different student demographics, including ethnicity, socioeconomic status, and special needs. This ensures that all groups are fairly represented and have equal opportunities to enroll in diverse courses. Targeted programs and resources are available for English Language Learners, students with disabilities, and those from low-income backgrounds, ensuring they receive the necessary support to access a broad curriculum. John Adams Academy integrates digital learning tools and platforms to provide broader course access, especially valuable for remote learning and supplemental education. This is crucial in maintaining educational continuity and accessibility for all students. Efforts are made to ensure that all students, including those from disadvantaged backgrounds, have access to necessary technology and resources to participate fully in the digital aspects of their education. While John Adams Academy strives to provide access to a broad course of study for all students, several barriers challenge the full realization of this goal. Here are the primary barriers identified: Financial Constraints: Funding limitations can restrict the ability to offer a wide range of courses, particularly in advanced and specialized subjects such as honor courses or elective programs in arts and technology. Budget constraints can also impact the provision of necessary resources, including technology and teaching materials, which are essential for a broad curriculum. A shortage of qualified teachers in specialized subjects can limit course offerings. Recruiting and retaining staff with expertise in areas like STEM, arts, and languages can be challenging, especially in a competitive job market. English Language Learners (ELLs) may struggle to access the full range of curriculum offerings due to language barriers, which can affect their understanding and engagement in courses that are not tailored to their language needs. Ensuring that students with disabilities receive appropriate accommodations and access to a broad curriculum. Physical space and classroom capacity can limit the number of students who can enroll in popular courses, leading to waitlists or restricted access, especially in electives and advanced placement courses . can be a challenge. This includes adapting course materials and teaching methods to meet diverse learning needs. 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. To ensure that all students have access to a broad and inclusive course of study, John Adams Academy has implemented several revisions, decisions, and new actions as part of their strategies. To ensure that advanced learners are challenged, the academy has increased the availability of honor courses, enabling students to pursue higher-level academic work that prepares them for college and careers. The academy has put in place specific programs to support students from underserved groups, including English Language Learners (ELLs), students with disabilities, and those from low-income backgrounds. These programs offer additional academic support, tutoring, and personalized learning plans. Staff training on cultural competence has been enhanced to better serve students from diverse backgrounds, ensuring that teaching methods and interactions are inclusive and sensitive to different cultural needs. The academy has instituted regular assessments and feedback mechanisms to monitor student progress and identify gaps in course accessibility. This data-driven approach allows for timely adjustments and improvements. Surveys and focus groups with students, parents, and staff are regularly conducted to gather input Met 2024-06-27 2024 31669280141622 New Pacific School - Roseville 7 New Pacific Roseville tracks progress in meeting Priority 7 standards by undertaking a qualitative and quantitative review of course offerings 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. We have a single school with all students mainstreamed in multiple subject classrooms. All New Pacific Roseville 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. Students in grades 6-8 have access to a comprehensive, student driven, visual and performing arts course selection. We have no barriers to providing access to all students to a broad course of study As we expand to high school next year, we will need to ensure that all students continue to have access to all core subject areas. Met 2024-06-13 2024 31669440000000 Tahoe-Truckee Unified 7 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. One of the barriers is the master schedule and schedule conflicts. 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 Met 2024-06-26 2024 31669440121624 Sierra Expeditionary Learning 7 As a small school we are able to track all student experiences, both socially and academically. Teachers regularly meet with students about their school experience, and conferences happen twice per year. All grade levels review curriculum annually and address strategies to ensure all student groups have effective access to materials and learning. All students have access to all curriculum and programming. All students have access to all curriculum and programming. All students have access to all curriculum and programming. Met 2024-06-10 2024 31669510000000 Western Placer Unified 7 WPUSD uses multiple measures to track the extent to which students have access to, and are enrolled in, a broad course of study. Elementary WPUSD tests all 2nd graders for GATE. Additionally, WPUSD has science and music specialists at all elementary schools, guaranteeing access to music and science for all elementary students. Their weekly instructional schedules note minutes of instruction by grade level. We also have art docents that assist with our elementary art programs, Rosetta Stone (to aid in learning Spanish) for our elementary GATE program, and AVID Elementary at 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. The past three years, Lincoln High School has contracted with Equal Opportunity Schools, proactively working to increase its recruitment of underrepresented groups in Honors/AP classes. The high school AVID program also serves approximately 13% of our high school student populat "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 (i.e. – welding," There are some barriers that are preventing WPUSD from fully providing access to a broad course of study for all students. First, K-8 students who need extra academic support in ELA and Math don’t have enough time in their school day to receive both the extra support and to access electives courses. Second, the district would like to fully implement the co-teach model at the high school and middle school level; however, full implementation is costly. Our middle school model, at this point, is more of a push-in model due to staffing constraints. Last, as WPUSD moves to mainstream more students with disabilities, there has been some staff resistance to the shift We are currently working with our middle school administration to revise teacher schedules so co-teach is given as a priority to support students with disabilities. This will increase access for students and also align learning better to the rigors of the general education classroom. 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 2024-2025. As a district, WPUSD has always committed to a well-rounded education for its students. We have science and music specialists at all elementary schools, and we maintained VAPA and CTE at grades 6-12, even when other districts were cutting during past recessions. Met 2024-06-18 2024 31669510135871 John Adams Academy - Lincoln 7 John Adams Academy employs several locally selected measures and tools to monitor and ensure that all students have access to and are enrolled in a broad course of study. These measures track progress across different grade spans, unduplicated student groups, and students with exceptional needs. Grade Span Tracking: The academy systematically collects and analyzes course enrollment data across different grade levels to ensure that students from elementary through high school have equitable access to a wide range of subjects, including core academics, arts, and extracurricular activities. Disaggregated Data: This data is broken down by student groups, including those identified as socio-economically disadvantaged, English learners, foster youth, and students with disabilities, to ensure that all groups are equally represented in various courses. Comprehensive Tracking: The academy uses a robust Student Information System to track individual student schedules, course completions, and progress toward meeting graduation requirements. This system provides detailed insights into each student’s academic journey and course access. Access for Special Populations: The SIS is configured to monitor and report on the participation of students with special needs and those from unduplicated groups in advanced courses, electives, and enrichment programs. Individualized Education Plans (IEPs): The academy uses IEPs to ensure that students with exceptional needs have tailored s John Adams Academy is committed to providing all students with access to a broad and inclusive course of study. Here’s a summary of how the academy ensures this across different student groups: The academy offers a wide range of subjects beyond the core academic requirements, including arts, music, leadership, and technology. This ensures that students have opportunities to explore various interests and develop a well-rounded skill sets. For students seeking higher academic challenges, John Adams Academy provides honors courses. These offerings help prepare students for college and advanced careers?. The academy uses detailed data tracking to monitor course enrollment across different student demographics, including ethnicity, socioeconomic status, and special needs. This ensures that all groups are fairly represented and have equal opportunities to enroll in diverse courses. Targeted programs and resources are available for English Language Learners, students with disabilities, and those from low-income backgrounds, ensuring they receive the necessary support to access a broad curriculum. John Adams Academy integrates digital learning tools and platforms to provide broader course access, especially valuable for remote learning and supplemental education. This is crucial in maintaining educational continuity and accessibility for all students. Efforts are made to ensure that all students, including those from disadvantaged backgrounds, have access to necessary technology. While John Adams Academy provide access to a broad course of study for all students, several barriers challenge the full realization of this goal. Here are the primary barriers identified: Financial Constraints: Funding limitations can restrict the ability to offer a wide range of courses, particularly in advanced and specialized subjects such as honor courses or elective programs in arts and technology. Budget constraints can also impact the provision of necessary resources, including technology and teaching materials, which are essential for a broad curriculum. A shortage of qualified teachers in specialized subjects can limit course offerings. Recruiting and retaining staff with expertise in areas like STEM, arts, and languages can be challenging, especially in a competitive job market. English Language Learners (ELLs) may struggle to access the full range of curriculum offerings due to language barriers, which can affect their understanding and engagement in courses that are not tailored to their language needs. Ensuring that students with disabilities receive appropriate accommodations and access to a broad curriculum. Physical space and classroom capacity can limit the number of students who can enroll in popular courses, leading to waitlists or restricted access, especially in electives and advanced placement courses can be a challenge. This includes adapting course materials and teaching methods to meet diverse learning needs. 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. To ensure that all students have access to a broad and inclusive course of study, John Adams Academy has implemented several revisions, decisions, and new actions as part of their strategies. To ensure that advanced learners are challenged, the academy has increased the availability of honor courses, enabling students to pursue higher-level academic work that prepares them for college and careers. The academy has put in place specific programs to support students from underserved groups, including English Language Learners (ELLs), students with disabilities, and those from low-income backgrounds. These programs offer additional academic support, tutoring, and personalized learning plans. Staff training on cultural competence has been enhanced to better serve students from diverse backgrounds, ensuring that teaching methods and interactions are inclusive and sensitive to different cultural needs. The academy has instituted regular assessments and feedback mechanisms to monitor student progress and identify gaps in course accessibility. This data-driven approach allows for timely adjustments and improvements. Surveys and focus groups with students, parents, and staff are regularly conducted to gather input Met 2024-06-27 2024 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 are tracked by Teachers, Administrators and through the Online Purchasing System (OPS). As an independent study charter school, each student’s master agreement is tracked by Teachers, Administrators and 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 Counseling 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, Electives, dual enrollment and CTE offerings, and CSU/UC admission requirements. Counselors work with students/families and Teachers to help bridge any information gaps relative to program options for high school students. Participation in all high school programs are tracked by the 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 Career Technical Education (CTE) Pathways. Horizon graduate 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). Although Horizon does not have significant barriers to a broad course of study, not all students are equally successful or are equally benefitting from the options we promote. Significant effort is in place to ensure Teachers can adequately promote programs and options and support students; Students fully understand their options and can successfully participate and progress; and Families are informed of the programs and options and can support their students appropriately. Key strategies to ensure success in a broad course of study for all students include: Align PLC focus and progress monitoring to Math, Writing, and High School Success to support the College and Career Indicators Implementation of UDL strategies designed for improved engagement Professional development in Math Concepts, Writing, Dual Enrollment, A-G Parent support and training to understand math concepts vs procedures, writing, dual enrollment options Expand CTE and other CCI options Increase Teacher targeted instructional time, Tk-5 Shared responsibility for T1 and T2 support Training and Resources to support improved outcomes for students with disabilities Evaluate grading practices, instructional pacing, and the quality of assignments for alignment to standards Improve high school collaborative planning between Counselors, Teachers, students and families Develop a plan to monitor and guide post high school objectives Met 2024-06-05 2024 31750850000000 Rocklin Unified 7 Rocklin Unified ensures all students have access to a comprehensive course of study per California Education Code 51210 for grades TK-6, including English Language Arts/Development, Mathematics, Social Studies, Science, Visual and Performing Arts, Health, Physical Education, Social Emotional Learning, and Digital Citizenship. For grades 7-12, courses include World Languages, Applied Arts, Career Technical Education, and Driver Education (Education Code 51220). Key actions include adopting standards-based curricula, training for effective implementation, monitoring student performance, engaging in Professional Learning Communities, and providing multi-tiered supports to develop essential skills. The A-G Readiness Report, based on UC/CSU A-G course completion standards and CALPADS reports 3.10/3.11, tracks student access and enrollment. This data, disaggregated by student group (language, ability, socio-economic, and foster status), helps identify students on track for completion and those needing support, guiding improvements in services and ensuring equitable access. Participation in Career Technical Education (CTE) courses is another measure. Rocklin and Whitney High Schools offer 12 pathways with 65 courses, enrolling 3,453 students. Spring View and Granite Oaks Middle Schools offer three pathways with five courses, enrolling 981 students. This data helps understand and enhance student access to a broad course of study. According to the A-G Readiness Report for 2022-23, data shows 70.6% of students are accessing and completing a broad course of study across the district, representing a 1.8% decrease from 2021-2022. There are gaps between the performance of our numerically significant student groups and all students, however these gaps are closing for socioeconomic disadvantaged students. For example, 49.4% of socioeconomically disadvantaged students and 15.2% of students with disabilities are accessing and completing a broad course of study according to this measure. This represents a 0.1% increase for socioeconomically disadvantaged students and a 7% decrease for students with disabilities from the 2021-22 school year to the 2022-23 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. 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. Additionally, RUSD is implementing an alternative diploma pathway for students with disabilities. These changes would enable more students to meet college and career 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 2023-24 school year. Rocklin Unified will continue exploring an expansion of a co-teaching model for college preparation courses provided by general education and special education teachers to support students with disabilities. In addition, students are now automatically enrolled in a second year of World Language and enrolled in needed A-G courses during their 12th grade year. RUSD offered 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. School sites are also 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. Additionally, an alternative diploma pathway will be implemented for students eligible for the California Alternative Assessment starting in the 2024-25 school year. Met 2024-06-20 2024 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 2024-06-24 2024 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 2024-06-17 2024 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 2024-06-17 2024 32103220000000 Plumas County Office of Education 7 NA NA NA NA Met 2024-06-21 2024 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 2024-06-21 2024 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, as well as the option to take classes at the local community college. 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. PCS offers equal access program options for all students, unduplicated students, and students with exceptional needs. PCS offers many program options including online, concurrent enrollment with local community colleges, small group instruction, A-G courses and CTE courses. PCS offers many course options including access to a broad course of study (English, Social Science, foreign language, physical education, science, mathematics, visual and performing arts, career technical education and driver education). Not Met 2024 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), GLEAM Framework, AVID, and Thinking Maps in the classroom. Teachers in Community school and Court school implemented service-learning projects in history/social science and science, and students completed personalized, interest-based projects. These project-based, service--learning opportunities incorporated interdisciplinary ELA, mathematics, social studies, sciences, and college and career readiness. RCOE revised the current synchronous online learning intervention courses in ELA, mathematics, and biology to align better with state standards. These are used as 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 lea Met 2024-06-05 2024 33103300110833 River Springs Charter 7 The Student Information System (SIS) monitors enrollment, attendance, and course completion, highlighting disparities among student groups. Teacher observations and evaluations support understanding of student engagement and progress. Feedback from parent and student surveys and PLP meetings informs curriculum adjustments. Digital tools for progress monitoring allow real-time tracking and interventions. All students have intervention, remediation, and acceleration opportunities that are identified through diagnostic assessment and ongoing progress monitoring. 8th-grade students have access to high school-level math and language courses. School counselors meet with high school students to create a 4-year plan that ensures that required courses for graduation are met. This ensures that all students are enrolled in each required course of study and graduate with their cohort. All 9th-grade students are assessed for interventions, and they are all enrolled in Algebra 1 (if not previously completed) or Geometry (if Algebra 1 was completed in 8th grade), with Delta Math foundations support available as needed. In addition, the Director of High School Programs regularly reviews program course schedules to ensure access to a broad course of study. High school students also have access to several elective/thematic courses, college-level courses, and CTE pathways, with the option of taking them on-site and or online. School counselors help students set college and career goals. TK-8 students in all programs of the charter have access to a broad course of study. Over time, data shows improvement in ensuring equal access for all students. All students receive a Chromebook, ensuring complete access to intervention, remediation, and acceleration support. All high school students have access to a complete A-G sequence with a variety of elective options; 7th/8th-grade students have access to A-G level math and foreign language (LOTE). All 9th-grade students are assessed in math to determine interventions and support; Ramp Up to Algebra 1, Delta Math, and Math Bridge courses are used to fill gaps on their way to Algebra 1 completion. CTE courses and dual enrollment courses are available online to ensure that students have access, regardless of where they live within the charter's service area. Data shows that SWD and EL students are underrepresented in CTE and dual enrollment courses. The school has increased CTE teacher support, dual enrollment opportunities, and work-based learning options through grant funding. School leaders are aware of a low pass rate in A-G LOTE courses. This need is being addressed through tutoring support and increasing scaffolding in Canvas courses; LOTE course options have also been by expanding online (e.g. VHL and ASL). Our students have taken advantage of the dual enrollment opportunities since we partnered with Barstow Community College for priority registration for thirty-one course offerings. One barrier to TK-8 instruction is the diverse needs of the student population. Many students often require additional support and tailored instructional strategies, which can strain existing resources and staff capacity. Ensuring all educators are equipped to deliver a broad, inclusive curriculum requires ongoing investment in professional development. Variability in teacher expertise and experience can impact the quality and breadth of instruction provided to students. To address these barriers, all staff has engaged in an increased focus on the need for targeted interventions and enhanced support systems to ensure every student at Springs Charter School TK-8 can access and benefit from a broad course of study. 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). Students have access to all courses regardless of location through the use of Canvas, workshops, and online seminars. This includes offering Physics, Pre-Calculus, and Probability and Statistics to all high school students in an online course with synchronous sessions. The LEA has invested in ongoing training for teachers and school communities in inclusive practices, differentiated instruction, and technology use, ensuring educators can deliver a broad and inclusive curriculum. The curriculum is continuously reviewed and updated to include diverse perspectives and subjects that reflect students' interests and needs, integrating more STEM and arts education opportunities. Efforts to engage parents and the community have been increased to gather feedback and build partnerships, creating a supportive learning environment and addressing specific community needs. These actions ensure that Springs Charter Schools provide equitable access to a broad and enriching course of study for all students, regardless of their background or individual needs. In high school, the LEA has implemented math, reading, and writing diagnostics for all high school students. Results determine intervention courses including Ramp Up to Algebra 1, Ramp Up to Geometry, Math Bridge, Literacy Essentials, and Writing Essentials. New courses continue to be developed with embedded interventions to support all learners and address any learning loss. Programs used are Write Score, Reading Plus, Delta Math, and i-Ready. Algebra 2 in the World is offered as an optional choice for Algebra 2. This course embeds financial literacy within the curriculum making math more engaging for students. Met 2024-06-06 2024 33103300125237 Leadership Military Academy 7 LMA provides access to high-quality instruction, and a broad course of study, for 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. We utilize a variety of methods to track student course access and enrollment, including: student course requests, class schedules, 4 year plans, graduation/transcript checks, and UC/CSU A-G completion reports. 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. Typical student course enrollment follows the standard course of study required to graduate and receive acceptance to a four-year college. These are 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 that provides an intimate learning environment, we 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 but we do have partnerships with the local community college if students choose to explore dual enrollment options. 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. This year we offer a floral shop on campus as an option for students to creatively explore. Met 2024-06-20 2024 33103300125385 Imagine Schools, Riverside County 7 Imagine Schools Riverside (ISRC) utilizes a comprehensive student information system to ensure all students, including those with exceptional needs, have access to and are enrolled in a broad course of study. This system tracks student participation in state-required coursework, ensuring compliance and providing real-time data on attendance and academic progress. For grades K-8, ISRC offers a rigorous dual language program, designed to prepare students for subsequent educational levels. This program is accessible to all students, supporting a diverse learning environment and promoting bilingual proficiency. To address the needs of English Language Learners (ELLs) and students with exceptional needs, ISRC provides tailored services and resources. The student information system helps monitor these students' progress, ensuring they receive the necessary support to succeed academically. By maintaining up-to-date data, the system allows for timely interventions and adjustments to meet individual learning needs. ISRC’s commitment to inclusivity and academic rigor is reflected in its strategic use of data and targeted support services, ensuring every student has the opportunity to thrive in a comprehensive educational program. All K-8 students at Imagine Schools Riverside (ISRC) have access to and are engaged in a rigorous course of study in a dual language curriculum designed to ready them for future academic challenges. The school ensures that students with exceptional needs and English Language Learners receive the essential support services they require to succeed. ISRC students are enrolled in a comprehensive curriculum that includes all mandated state coursework. Additionally, ISRC students participate in a dual language program aimed at achieving bilingualism and biliteracy. All K-8 students at Imagine Schools Riverside are enrolled in a challenging dual language curriculum designed to prepare them for future educational levels. The school ensures that students with exceptional needs and English Language Learners receive the essential services they require. Based on feedback from stakeholders, the school continues to explore various options to expand its coursework offerings, including career and technical education (CTE), college and career readiness programs, and both arts and music learning opportunities. Met 2024-06-13 2024 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 2024-06-14 2024 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 2024-06-27 2024 33103300136168 Temecula International Academy 7 The LEA utilizes Aeries to keep track of students enrollment in a broad course of study. Students are assigned to their courses at the beginning of the year, and this information is reviewed periodically to ensure that all students are placed appropriately. Our unduplicated student group and individuals with exceptional needs receive access to programs based on their identified need. The Barton program is in place for EL students or others who need additional reading support, and our support staff track student progress throughout the course of study. Additionally, other programs like IXL and MAP give an overview of student progress so teachers can continually adjust instruction and ensure students are receiving what they need. 100% of students have access to a broad course of study at Temecula International Academy, as observed in our local measures and tools. There are no barriers present for students to access a broad course of study at Temecula International Academy. Temecula International Academy will continue to ensure that all students have access to a broad course of study. Met 2024-06-27 2024 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. Pivot offers a blended learning program for elementary, middle, and high school. Students access courses online, including electives and remediation. Elementary students can attend optional on-site programs where teachers supplement the online curriculum with projects and group activities. Parental involvement is crucial, as regular home support is essential for student success. Middle and high school also have optional on-site programs with workshops, clubs, and electives led by credentialed teachers. These programs enrich the online learning experience, but are not mandatory. Pivot prioritizes student choice. Students can access courses from anywhere with internet. The school provides laptops at the resource center and loans them to students in need. Pivot even encourages high schoolers to explore concurrent enrollment at community colleges. Elementary students face the biggest hurdle if they lack parental support while attending online classes. Training is provided, but some parents underestimate the commitment needed for independent learning. By providing additional training and increasing parental involvement, elementary students can engage more in a board course in study by finding more success in their core courses, having the ability to take elective courses, or increasing participation in our on-site program. Middle schoolers often prioritize core subjects, leading to lower elective enrollment. Resource center visits and field trips offer enrichment, but those who don't participate might miss out. Core remediation can also limit elective choices. By improving supports in core courses, middle student students with have more bandwidth to participate in broader course of study and activities. 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 2024-06-20 2024 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, and new textbooks, etc. were purchased to address the needs of EL, Unduplicated, and SPED as well. All curricula have been vetted through Ed Reports and are recommended by the county office of education for use with students in grades TK-8. JLPAA uses school pathways as its student information system, which keeps track of all courses offered to all student groups, and grade spans including unduplicated student groups and individuals with exceptional needs. JLPAA is one school site for all, inclusive of all student groups who are recipients of a broad course of study in ELA, Mathematics, Social Studies, Science, and VAPA. 2024-2025 SY students in grades K-5th will receive a new ELA curriculum due to the result of assessment deficiencies on CAASPP results. EL students will receive a new curriculum that enhances vocabulary, listening, and speaking development. JLPAA does not have any barriers to providing access to a broad course of study for all students. JLPAA will continue to consult the county office of education, CDE, educational partners, and ED Reports on any new curriculum to ensure a broad course of study for all students. Met 2024-06-14 2024 33103300137869 Excelsior Charter School Corona-Norco 7 Excelsior Charter School Corona-Norco reviews student academic transcripts, academic plans, and currently enrolled courses to ensure all students are appropriately enrolled in a broad course of student. Also, a-g readiness and enrollment within a CTE pathway or Dual Enrollment courses are tracked. This ensures the successful and on-time promotion of junior high students within 2 years and high school graduates within 4 years. All students enrolled at Excelsior Charter School Corona-Norco 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 School Corona-Norco are provided equal access to a broad course of study. Excelsior Charter School Corona-Norco 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 2024-06-27 2024 33103300138024 Journey 7 The Journey School has implemented various measures to ensure all students have access to and are enrolled in a comprehensive course of study: School-Wide Subject Area Schedule: The Journey School has adopted and implemented a schedule for core subjects that meets or exceeds state-mandated instructional minute requirements. This ensures that students across all grade levels have ample time dedicated to learning essential subjects. Designated English Language Development (ELD) Instruction: The Journey School provides daily instructional minutes specifically allocated to English Language Development (ELD) for students in grades TK through 6th. This targeted instruction supports the language acquisition needs of diverse student populations, ensuring equitable access to language development opportunities. Differentiated Reading Instruction: At the Journey School, a differentiated block of reading instruction is provided, tailored to the individual reading levels of students in grades 1st through 6th. Recognizing the diverse needs of learners, this approach supports literacy development effectively by offering instruction at specific reading levels. These measures collectively support the Journey School's commitment to providing all students, including those with exceptional needs, with access to a broad and comprehensive course of study. At The Journey School, all students from TK to 6th grade benefit from a comprehensive course of study. A school-wide subject area schedule guarantees consistent instructional time for core subjects at each grade level. Daily designated ELD minutes are provided for all students from TK to 6th grade, supporting language development. Additionally, a differentiated reading instruction block caters to students' specific reading levels from 1st to 6th grade. These measures ensure equitable access to a broad course of study across student groups. Ongoing monitoring and adjustments are made to address any emerging discrepancies and ensure continuous progress towards achieving inclusivity and excellence in education. One barrier hindering The Journey School from providing access to a broad course of study for all students is chronic absenteeism. Irregular student attendance disrupts the consistent delivery of the implemented curriculum, preventing students from fully engaging in the broad range of educational opportunities offered. Addressing chronic absenteeism through targeted interventions and community engagement strategies is crucial to ensure that all students can access and benefit from the comprehensive educational program provided by the school. To address the barrier of chronic absenteeism and ensure all students have regular access to a broad course of study, The Journey School has implemented several action steps: Attendance Incentives: Weekly, monthly, and quarterly incentives such as free dress passes, activities/events, and award recognition are provided to motivate students to attend regularly. Family Incentives: Monthly attendance incentives for families, including prize raffles, encourage parental involvement in promoting regular attendance. Marketing Campaign: A school-wide marketing campaign emphasizes the importance of daily attendance, utilizing flyers, banners, digital media, etc., to raise awareness and encourage commitment to regular attendance. Solutions Teams: Dedicated Solutions Teams focus on implementing strategies to target chronic absenteeism, providing support for families throughout the year and addressing barriers to attendance. These initiatives aim to foster a culture of attendance and ensure that all students can consistently access the broad course of study offered by The Journey School. Met 2024-06-27 2024 33103300138602 JCS - Pine Hills 7 Graduation data, Written Learning Agreements, and transcripts listing classes of all students are reviewed each semester to make sure students are enrolled in a broad range of studies and individualized needs are being met. 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 support 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 2023) this group of students continues to struggle to meet a-g requirements despite having access to the courses in both home study and the academy. An action/service for the 24/25 LCAP is the continued support of the student group to enroll in a-g courses through our Bound for Blue program and high school counseling. The LEA has not identified any barriers preventing students from accessing a broad course of study. Dual enrollment opportunities began in 2020-21 and are being expanded each year. A wider range of a-g offerings will be implemented in the 24/25 school year using the Prop 28 Arts & Music Grant. Additionally, the school is committed to building a CTE pathways program and is applying for CTE grant funding with the state. Met 2024-06-14 2024 33103300139428 Garvey/Allen Visual & Performing Arts Academy for STEM 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. Garvey/Allen STEAM Academy teachers created a Scope and Sequence that incorporates all Common Core State Standards, NGSS standards, 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 STEAM Academy 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 a rich visual and performing arts and STEM. 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. 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 high chronic absenteeism for identified students. Another 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 academic intervention and rigor. 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 The Charter School has added a Dean of Culture and a Dean of Achiever Support Services. Met 2024-06-27 2024 33103300140780 Audeo Valley Charter 7 "As of CBEDS 2023-2024 Audeo Valley Charter served 241 students in grades k-12. The student demographics include: • Percentage of Students with Disabilities: 18.7% • Percentage of English Learners: 10.8% • Percentage of Socioeconomically Disadvantaged: 73.0% • Percentage of Homeless and Foster Youth (FY): 2.5% Audeo Valley Charter qualifies as a Dashboard Alternative School Status (DASS) program. This status holds schools accountable for the same state indicators, some with modified methods. The school is approved as a DASS school through the eligibility criteria of serving “high risk” student groups; the school has an unduplicated count of over 70% of students in that qualify as “high risk”, including credit deficient students and high transient students. Audeo Valley Charter 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. " Audeo Valley Charter’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 Valley 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 Audeo Valley Charter 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 2024-06-26 2024 33669770000000 Alvord Unified 7 Alvord Unified School District has established a thorough system to monitor students' access to and enrollment in a diverse curriculum. Utilizing locally chosen metrics, the district ensures equitable opportunities for all learners. Key components of this system include assessing enrollment in Advanced Placement (AP), International Baccalaureate (IB), and A-G courses, ensuring access to rigorous coursework like AVID, IB, and Puente programs. Evaluation of Early Assessment Program (EAP) participation aids in gauging college readiness. Furthermore, tracking Career Technical Education (CTE) enrollment ensures access to career-oriented coursework for all students. The district also monitors participation in extracurricular activities to promote a well-rounded educational experience. Through these measures, Alvord strives to enhance access to a comprehensive course of study, fostering academic success and readiness for all students. The data from the Class of 2023 and various reports indicate mixed levels of access to and enrollment in a broad course of study. Overall graduation rates stand at 55%, suggesting a moderate level of access. However, disparities exist among subgroups, with English Language Learners and Economically Disadvantaged students showing lower graduation rates at 37.9% and 53.5%, respectively. AVID, IB, and Puente programs demonstrate higher graduation rates, indicating increased access for participants, particularly among AVID graduates at 88%. Norte Vista High School boasts slightly higher graduation rates compared to the district average, suggesting localized efforts in promoting access. The IB program shows promising results, with a 2023 score report indicating notable participation across various student groups. However, CTE pathway enrollment remains relatively low at 14.6%, indicating potential areas for improvement in providing access to career-oriented coursework. Additionally, the EAP data reveals a need for improvement in ELA and Mathematics proficiency levels among 11th-grade students. Overall, while strides have been made in providing access to diverse programs, efforts are needed to address disparities and enhance overall academic achievement. While Alvord Unified School District has implemented various measures to promote access to a broad course of study, disparities persist. Barriers to equitable access include low participation rates in rigorous programs like AP, IB, and A-G courses among underserved student groups. Additionally, limited enrollment in career-oriented CTE pathways and lower proficiency levels in college readiness assessments highlight areas for improvement. Socioeconomic factors, language barriers, and inadequate support systems may contribute to these disparities, underscoring the need for targeted interventions to address systemic barriers and ensure equitable access for all students. In response to identified disparities, Alvord Unified School District is implementing targeted interventions to enhance access to a broad course of study. This includes utilizing equity multiplier funds to improve Teaching and Administrative Monitoring and Oversight (TAMO) at alternative high schools, aiming for equitable access to A-G coursework and instructional interventions. Additionally, the district is implementing strategies to increase participation in rigorous programs like AP, IB, and A-G courses among underserved student groups. Enhanced support systems, expanded outreach efforts, and culturally responsive practices are being implemented to address systemic barriers and ensure equitable access for all students. Met 2024-06-20 2024 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, Poly SCI 101, 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 2024-06-26 2024 33669930000000 Beaumont Unified 7 "The District offers a range of digital tools and assessments to track the academic performance, well-being, engagement, behavior, and school climate for all student groups, including Students with Disabilities (SWD), Foster Youth, Low-income, English Learners (EL), and students performing at the ""Very Low"" performance levels. Key tools include Aeries, our Student Information System (SIS); the Special Education Information System (SEIS); EduClimber; ELLevation; and the California School Dashboard (Dashboard). For academic monitoring, the District utilizes iReady for Reading and Math for kindergarten through grade eight and Renaissance Learning (STAR Reading and Mathematics) for grades nine through twelve. Additionally, Panorama, Ed-Data, California Dataquest, and the Dashboard are integral for reviewing broader educational outcomes and compliance with UC and CSU admission requirements. This comprehensive toolset allows for the disaggregation of data by student group, aiding in the tailored support of diverse student needs. Reviews of District-wide course offerings, student transcripts, and school site master schedules ensure that all students, particularly those with exceptional needs, have access to and are enrolled in a comprehensive course of study." During the 2023-24 school year, all students in the District continued to have full access to a broad course of study as outlined by LCFF Priority 7 (Statement of Model Practices). At the high school level, the District offers a diverse range of Career Technical Education (CTE) pathways, including Residential and Commercial Construction, Culinary Arts, Manufacturing and Engineering, Public Safety, Patient Care, Sports Medicine, Health Care Administrative Services, Performing Arts, Digital Media and Game Design, Digital Video Production, and Technical Theater. Partnerships with Mt. San Jacinto College (MSJC) allow high school students to engage in dual enrollment and articulated courses, earning college credits while still in high school. Additionally, Advanced Placement (AP) courses are available, offering students further opportunities for post-secondary advancement. Beaumont Middle College High School (BMCHS) opened in the 2022-23 school year and expanded in 2023-24 to include grade twelve. The goal of BMCHS is for students to fulfill the Intersegmental General Education Transfer Curriculum (IGETC) requirements alongside earning their high school diploma, thereby meeting lower division General Education requirements for both the University of California (UC) and California State University (CSU) systems. We continuously monitor enrollment patterns and access across different school sites and student groups to ensure equitable participation in these programs. Our assessment The District is committed to eliminating all barriers that might prevent students from accessing a broad course of study. Despite this commitment, several challenges persist, mainly related to scheduling and resource allocation. These include constraints within the master and bell schedules that may limit access to desired courses. Specific issues include support or intervention classes that restrict student access to elective opportunities within the regular school day, conflicts within the daily schedule preventing students from enrolling in multiple desired courses simultaneously, and high levels of student interest with limited sections available for specific courses. Additionally, facility limitations sometimes preclude the expansion of programs. The District continuously monitors and addresses these potential barriers to ensure that all students have the opportunity to participate fully in a diverse range of academic and extracurricular programs. Efforts are made regularly to adjust schedules, enhance facilities, and optimize resource allocation to maximize educational opportunities for every student, particularly those from underrepresented groups such as Foster Youth, Low-income students, English Learners (EL), and students performing at Very Low performance levels. In response to the results of the tools or locally selected measures, the District has implemented several strategic actions for the 2023-24 school year to ensure that all students have access to a broad course of study. This includes significant investments in developing elective courses, Visual and Performance Arts (VAPA) courses, and Career Technical Education (CTE) courses. At the high school level, the District offers diverse pathways, including Residential and Commercial Construction, Culinary Arts, Manufacturing and Engineering, Public Safety, Patient Care, Sports Medicine, Health Care Administrative Services, Performing Arts, Digital Media and Game Design, Digital Video Production, and Technical Theater. Additionally, the District is bolstering its Science, Technology, Engineering, and Mathematics (STEM) programs across all grades, focusing on Kindergarten (K)-5. The expansion of the Dual Language Immersion (DLI) program to a second elementary school and the recent opening of the first middle college highlight our commitment to providing varied and substantial educational pathways. For the 2023-24 school year, the District expanded the mathematics state standard training. The District plans to enhance elementary and middle school programs by adding enrichment teachers, music teachers, and art teachers to strengthen the VAPA programs and ensure a robust feeder system in high school VAPA offerings. Met 2024-06-11 2024 33669930127142 Highland Academy 7 Our Student Information System (SIS) PowerSchool helps us track the extent to which all students 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 Highland Academy is a single campus LEA. We offer a curriculum that meets the state and grade level standards and provides a variety of courses across core subjects, electives, and career pathways. Our data shows that certain student groups, such as English Learners, students with disabilities, and social economically disadvantaged, would benefit from additional support and remedial opportunities in their core classes. This next school year brings exciting enhancements to support student success. Our 7th-period intervention program will be expanded and refined, offering more targeted assistance to at-risk students. Additionally, a brand new school-wide socio-emotional curriculum will be implemented. This curriculum equips students with valuable tools to manage everyday stressors, fostering a more focused and positive learning environment for all. Met 2024-06-20 2024 33669930139360 Mission Vista Academy 7 "Our LCAP Goal 3 is entitled Improve Access and Success in a Broad Course of Study. This goal aims to provide each student with the support they need to attain the expected learning outcomes for each class, particularly those required per state or school policy. The metrics for this goal include the percent of: • English Learners (ELs) who make progress toward English proficiency as measured by the California Schools Dashboard English Learner Progress Indicator (ELPI) • The percent of ELs who reclassify, the percent of students who score At Prepared on College Career Indicator (Dashboard) • The percent of parents/guardians of ELs, those in foster care, and those living in low socio-economic conditions (priority groups) who meet with a counselor or coordinator once per school year to discuss academic progress • The percent of English Language Development (ELD) teachers who participate in research-based professional learning" We are a single-school charter school. Per our LCAP metrics, all students have access to and are enrolled in a broad course of study. In the 2023-24 school year, we continue to experience difficulty in finding and hiring qualified career technical education (CTE) teachers. Despite our efforts, we were unable to find qualified teachers to add additional pathways. 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 2024-06-13 2024 33670330000000 Corona-Norco Unified 7 CNUSD uses a variety of tools and measures to ensure all students have access to and are enrolled in a broad course of study. Our student information system, Aequitas Q, stores student data including master schedules and transcripts, allowing counselors and administrators to ensure that students have the schedules they need to find academic success. ELLevation is a tool used to measure and track the progress of our English Learner students so that site leaders can monitor and adjust plans to best meet student needs. SEIS is the tool used to develop and monitor students on an IEP. The progress is monitored by case carriers and assessment to determine next steps are housed here as well. DataInsights is an CNUSD reporting tool that helps to ensure students are on track for graduation, A-G completion, Seal of Biliteracy, CTE pathways, and College and Career. Illuminate is used to report subgroups and students who are part of various groups and custom reports can be built to show access to a broad course of study for specific student groups. CNUSD provides a wide variety of educational programs such as: Gifted and Talented Education, K-12 Dual Language Immersion, Expanded Learning Opportunities Program (ELOP)/After School Education and Safety Program (ASES), full-day kindergarten, AVID K-12, Advanced Placement (AP), International Baccalaureate (IB) TK-12 through the Primary Years Program (PYP), Middle Years Program (MYP), Diploma Program (DP), and Career Program (CP) in grades 11-12. Additionally, CNUSD offers a robust Career-Technical Education (CTE) program with over 60 2-year pathways. CNUSD also partners with Norco College to offer dual enrollment to all comprehensive high schools and in our Middle College High School. In Elementary, all classrooms teach ELA, Math, Science and Social Studies. Students in grades 4- 6 engage in visual and performing arts every other week. Physical education is held weekly. All elementary sites have implemented Evidence-based reading strategies and Illustrative Math. Pilots for new Science and Social Studies texts are scheduled for the next two years for this level to enhance the instruction already occurring in these subject areas. Dual Language Immersion is available in both Spanish and Mandarin. Spanish Dual Language Immersion is available at 9 Elementary Schools, 4 Intermediate-level schools and 2 High Schools and continue to expand. In Secondary, courses align to graduation requirements, career technical education pathways and a-g criteria, offering an abundance o CNUSD recognizes that A-G completion rates are influenced by students' goals for high school graduation versus college and career readiness. As the district expands Career and Technical Education (CTE) options, it aims to ensure that all students either meet A-G requirements or follow a career pathway to prepare for post-high school opportunities. Resource allocation, particularly in schools with smaller enrollments, may limit the ability to offer a comprehensive range of electives. CNUSD has committed to ensuring access to a broad course of study at our smaller high schools and efforts in this area continue under the Envision 2030 initiative. While progress is being made, equity gaps and enrollment barriers in advanced courses persist among different student groups. California Assembly Bill 101 mandates a minimum of five credits in Ethnic Studies for high school graduation starting with the Class of 2030. The impact of this requirement on students' elective course selections and access is still being evaluated. Increase in visual and performing arts access to elementary students will begin in 2024-25 to align to our Tk-12 Comprehensive Plan. Students will be regularly taught lessons in Dance, Music, Art and Theater based on grade level. The district is focused on continuing to advance the AVID program throughout the district, understanding that AVID helps to support students to find success with highly rigorous coursework. The expansion of AVID to elementary sites and continued growth at the secondary level is one of the keys to ensuring access to a broad course of study for ALL students. CNUSD is proud to offer a robust CTE program with pathways in 13 of the 15 industry sectors for students. Students in CNUSD CTE classes are provided highly qualified teachers, industry standard equipment, and industry standard curriculum to prepare them for high wage, high demand careers. The work in this area continues, as we continue to develop registered youth apprenticeships within local businesses that align to these pathways, leading the state in this area. Met 2024-06-18 2024 33670410000000 Desert Center Unified 7 Eagle Mountain School uses a variety of locally selected measures and tools to ensure all our students have access to, and are enrolled in, a broad course of study though the different grade spans of our TK - 8th grade school. With our very small student enrollment we can ensure the needs of unduplicated student groups and those students with exceptional needs are fully serviced. These locally selected measures include: • Course Enrollment Review: Track the courses students are enrolled in across different multi-grade level classrooms to ensure they have access to a wide range of subjects. • Student Groups: Look at enrollment numbers for different groups of students, such as those from different backgrounds or with special needs, to make sure everyone has fair opportunities. • Individual Education Plans (IEPs): Monitor the courses students with special needs are taking and ensure they match their personalized education plans. • Equity Review: Regularly check if there are any differences in which courses students can take and fix any gaps. • Surveys: Ask parents and students what they think about the courses offered to get more perspectives. • Teacher Feedback: Get input from teachers about what courses are needed and how students are doing Eagle Mountain School utilizes their selected measures and tools to support students in their transition of grades at Eagle Mountain School. Our goal is for the successful transition of our students to high school and possible post-secondary endeavors of students after high school. This is accomplished by: • Collecting Data: We gather data to which courses our students are enrolled in at the school. This includes grade levels and student demographics including income levels, language skills, and special needs. • Comparing Student Groups: We monitor to see if there are differences in course access between different student groups. We can monitor and compare enrollment rates and course offerings to students from diverse backgrounds or with special needs. • Compare Over Time: We monitor changes over time to see if more students are gaining access to a broad range of courses. This data can ensure efforts to improve equity in course access are effective. • Get Feedback: Seek input from teachers, parents, and students about their experiences with course offerings. This qualitative feedback provides additional insights alongside quantitative data. • Report Findings: Share regular reports with school administrators and the community to keep them informed about progress in providing equitable access to a diverse curriculum. As we follow these steps, our single school district can ensure that all students have equal opportunities to enroll in a variety of courses. Eagle Mountain School is a small, rural single school district. At times we are faced with barriers that prevent providing access to a broad course of study for students. These factors include: •Teachers: Hiring and retaining qualified teachers, especially in STEM or arts, limit course offerings. •Facilitates: Aging buildings limit space and dedicated course offerings that can be offered. •Geographic Location: Our remote location makes access to cultural institutions, libraries, and other educational resources more challenging. •Special Education: Needs of students with IEP’s varies at times. This can present challenges with necessary staffing services. •State and Federal Mandates: Compliance with state and federal educational mandates become challenging and places workloads on existing staff. •Professional Development Specific professional development and training for teachers restrict the implementation of new instructional methods and subjects. EMS strives to overcome these challenges through a combination of advocacy for increased funding, creative resource allocation, collaboration with community stakeholders, and leveraging technology to expand educational opportunities. We will continue to assess these challenges and work towards equitable solutions to ensure all students have access to a comprehensive education. Eagle Mountain School will be active in addressing a variety of challenges it is faced with to ensure access to a broad course of study for all its students. Decisions to support teachers in recruitment and retention along with the providing of professional development is at the forefront. The ongoing support with our governing board will identify facility needs and a course of actions to develop areas for student learning and course offerings. Efforts to attain support staffing with aspects to arts and library will support aspects of program offerings. These actions are outlined in the 2024-24 LCAP of the school. Met 2024-06-26 2024 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: Data Warehouse Equity Dashboards 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 least restrictive environment Student Success Teams and 504 teams support students to ensure they have the supports in place to ensure student success Language Appraisal Teams at each school review the needs and progress of our English learners in both designated and integrated ELD, to ensure they are receiving language acquisition support and scaffolds in all core classes as well as enrollment in an appropriate ELD class Students are provided with a tablet (TK-1) or Chromebook (2-12) to use at school and at home All students have access to the internet at home. Desert Sands built its own LTE network to provide access for all Effective MTSS and PLCs in all schools lead to best first instruction, timely intervention, and re-teaching within the classroom setting, limiting the need for tier two and three supports A culture of college and career readiness is supported at all schools to help students to make educated decisions Desert Sands schools offer open enrollment; with an approved application, students may request a transfer to any school within the district. This opens up opportunities for students that may show interest in specific programs that may be limited to one or more schools. Examples include: International Baccalaureate programs at Amelia Earhart Elementary, Benjamin Franklin Elementary, John Glenn Middle, and La Quinta High. Advanced Placement Capstone Program at Palm Desert High and Shadow Hills High. 25 Career Technical Education programs at all four comprehensive high schools and two alternative schools. Pre-Advanced Placement courses in English I, English II, 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 including both our non-traditional sites, and fifteen elementary schools. We anticipate adding two more elementary 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 LRE. 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 difficult. Additionally, due to Proposition 28, we have a need for additional performing and visual arts teachers, which has proven to be challenging. 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 is providing professional development to build their structures. 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 ELA 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 8-11 to participate in the SAT Suite of Assessments. DSUSD will continue to support a reduced HS and MS counselor ratio at 400/1, allowing for more face time between students and counselors. We will continue to support full-time counselor at each ES. Cardonex, a master schedule software, supports efforts to increase the probability that students will receive their course selections at MS and HS. Met 2024-06-18 2024 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 2023-24 school year 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 Multiple after school classes offered through the Expanded Learning Opportunity Program Robust summer school program in June 2024 Flexibility with regard to sending home devices during the school year Met 2024-06-17 2024 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 take mathematics and science courses, including 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 courses. 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 give 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 is 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 2024-06-12 2024 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 setting. Met 2024-06-18 2024 33670820120675 Western Center Academy 7 In order to measure our students’ access to a broad course of study, we use survey data, graduation rate, and a-g completion rates. Since our mission specifically states that our target is college attendance, graduation and college preparedness are critical. These measures are directly related to those two goals and to our goals and actions above. Our middle school students take the same schedule covering all four honors-level core courses each year as well as a STEM elective course. As such, there are no student groups without access to these courses as every student takes them. High school students have more autonomy in selecting their coursework, but nearly every course that we offer (besides teacher assistant or office aide) count as graduation requirements and are approved as a-g courses. Even with some selectivity in their course schedule, the courses are still guaranteed to be rigorous, broad, and college-preparatory. Our data shows that we are being successful with our course of study. Our course pass rate is very high, our graduation rate is perfect, and our a-g completion rate is nearly perfect. In response to this data, we will continue to provide extra supports for those students who are struggling with the curriculum, more CTE courses and pathways, and more elective options to round out a transcript. WCA will continue to prepare students for STEM majors in college. The a-g requirements ensure a broad course of study and nearly all WCA students complete these requirements. Our Mission of preparing students for STEM majors and careers is in perfect alignment with this Priority. Met 2024-06-03 2024 33670900000000 Jurupa Unified 7 Jurupa Unified 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 other significant student groups. Students receive course guidance starting in 7th grade through a 6-year plan that is updated annually and has access to a high school course catalog that outlines all available course offerings. -All students in grades TK-6 are enrolled in a broad course of studies. All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. Elementary students can access some courses and standards, such as visual and performing arts, both within and outside the school day. -All secondary students have access to a broad course of study within their school offerings. In many instances, course offerings and/or programs (e.g., CTE) are appropriately student-driven by their interests and past student success and outcomes while placing them on a trajectory to graduate college and career-ready. While some schools offer different pathways and specific programs within a course study, secondary students have the ability to transfer and attend schools within the district that offer 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. Our College and Career Indicators (CCI) are increasing, which demonstrates that students are taking advantage of and benefitting from a broad course of study. No barriers have been identified at this time for students accessing a broad course of study. Education Code references Drivers Education as a component of a broad course of study; however, due to difficulty in finding teachers with an appropriate credential, that is not included as a part of our broad course of study. 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 chool 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. Access to courses through Extended Learning Opportunities and summer school is offered to students based on need. Revised CTE course plans are responsive to the changes in the industry. CTE pathways are annually reviewed in response to labor market demands. All 7th-12th grade students meet with their Counselor to craft and modify a 6-year educational plan that is updated annually. Met 2024-06-24 2024 33671160000000 Menifee Union 7 The Menifee Union School District (MUSD) employs a robust set of systems and procedures to guarantee the enrollment and involvement of every student in essential subject areas, aligning with the requirements for a comprehensive course of study. This encompasses the utilization of a Student Information System (SIS), Special Education Individualized Education Program (IEP) System (SEIS), and a Master Scheduling process. Our Education Services Department collaborates closely with Site Administrators to regularly assess disaggregated student performance data derived from various assessments, including the SBAC, MUSD Benchmark Assessments, and CAASPP Interim assessments. Through meticulous data analysis, we can closely monitor student progress and formulate targeted support strategies to ensure their success and active participation in academic pursuits. To accurately disaggregate student groups for evaluating compliance with the metrics for a comprehensive course of study at the middle school level, we utilize queries within our Student Information System, ensuring the comprehensive representation and inclusion of all student demographics. Moreover, the district-wide social-emotional curriculum undergoes meticulous monitoring via an administrators' dashboard, which meticulously tracks implementation and usage metrics. This oversight guarantees that our students receive holistic support in their social and emotional growth and development. The Menifee Union School District (MUSD) utilizes the Student Information System to capture student data showcasing their access to a comprehensive course of study. Each MUSD middle school offers a variety of elective courses, ensuring students have diverse options to explore their interests and capabilities. These elective offerings typically include band programs, music electives, and courses in technology, video production, or photography. Additionally, one of our district middle schools provides foreign language instruction. To tailor elective offerings to student interests and needs, each middle school administers student surveys to gauge preferences for current and potential elective courses. Based on this data, middle schools customize their elective course offerings accordingly. Analysis of demographic data within the Student Information System reveals key insights into student enrollment patterns and elective access: • 4.6% of students enrolled in Special Day Classes (SDC) are enrolled in advanced electives like ASB, WEB, and College and Career Readiness (CCR). • 51% of unduplicated students have access to Compacted Math, a challenging course. • 55.2% of unduplicated students are enrolled in advanced electives such as ASB, WEB, and CCR. • None of the Foster Youth are enrolled in advanced electives. • 63.4% of unduplicated students are enrolled in Spanish, demonstrating their participation in a rigorous course of study. A root cause analysis, based on previous years' Performance Indicator Review, has identified barriers stemming from the absence of a defined Multi-Tiered Systems of Support, differentiated instruction, and Universal Design for Learning. These barriers have hindered a small percentage of students with exceptional needs from fully accessing the grade-level curriculum in general education classes. The ongoing emphasis on Universal Design for Learning Guidelines for Access throughout 2023-2024 serves as a cornerstone for expanding opportunities for students with exceptional needs to engage in a comprehensive course of study. This focused approach aims to foster increased engagement and ensure equitable access to educational opportunities for all students. "The District has prioritized the implementation of Multi-Tiered Systems of Support (MTSS) to enhance student outcomes by offering comprehensive differentiated instruction, fostering social-emotional learning, providing academic interventions, and promoting Universal Design for Learning principles to support all students' engagement in the District's broad courses of study. Throughout the 2023-2024 academic year, teachers and support staff continued to deepen their understanding and application of strategies for ""Access,"" while also integrating the Universal Design for Learning Guideline of ""Build."" Under this guideline, the MTSS District leadership team, in collaboration with all teachers through staff meetings, has identified several key strategies and practices: 1. Explicitly teach collaborative group roles and expectations. 2. Encourage students to understand both the ""what"" and the ""why"" of learning. 3. Utilize various visual aids such as diagrams, flow charts, animations, videos, physical or virtual manipulatives, and original student creations. 4. Employ text-to-speech technology, provide sentence strips or starters, and offer scaffolds that can be gradually released as students develop increasing independence and skills. By implementing these strategies, the District aims to create an inclusive and supportive learning environment where all students can thrive and actively engage in their educational pursuits." Met 2024-06-13 2024 33671160109843 Santa Rosa Academy 7 The LEA examines annually the course selections available to students. For the 2024-25 SY, the Middle School will add support classes in math and ELA. High School students continue to have expanded options to take concurrent, dual, and articulated credit courses with the local community college. Elementary will continue to have an opportunity to participate in enriched PE programs. All students have access to a broad course of study and have ample opportunity and resources to fulfill an A-G graduation pathway and pursue completing college credits whilst in HS. Santa Rosa Academy is a small school and the options for students are limited by the current facilities' size. Additional school buildings would need to be added to expand program offerings on-site. However, the current campus size provides a robust and broad course of study for all students. All students, including all student groups, have access to a broad course of study. As a single-site charter, staffing and course scheduling decisions are based on the enrollment needs of the student population. The high school academic counselor ensures that all students have access to courses to fulfill the A-G requirements of the CSU-UC system and are enrolled in courses that fulfill graduation requirements. For example, for students on the independent study track, enrollment in lab sciences classes is offered on campus to fulfill the eligibility requirements 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 Learners, or have a learning disability, additional support and services are provided by designated support staff to meet their individual needs during the school day. 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 2024-06-10 2024 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 Factilitators 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). The District also uses various forms for students who apply to or progress monitor in programs such as Jr. Scholars, AVID, AP, IB, DLI etc. and provide them with a broad course of study. Additionally, Classlink is available to all students so they can access their digital resources. Illuminate/EduClimber is used to progress monitor student academic achievement so that site administrators and counselors can properly place students in grade level courses. Elementary – ELA, Math, Science, and Social Studies. Weekly VAPA opportunities, including elementary band program for 4th and 5th grade students. VAPA instruction on a rotating basis (art, music, etc.). The required Physical Education minutes are met weekly. Dual Language Immersion, P3 Read. AVID, Xello career exploration software, STEAM learning, and one elementary school is certified as a PYP IB school. Secondary – The courses align to A-G criteria, career technical education pathways, and graduation requirements. Universal Access Support is provided 7-12 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, Physical Therapy, Deaf/Hard of Hearing, Vision Impairment services , Adapted PE, mental health and Special Day Programs. Students have access to Middle College, honors courses, Advanced Placement, International Baccalaureate, Dual Enrollment, Jr. Scholars and Scholars, AVID, STEAM Pathways, CTE and more. Designated ELD when taken in conjunction with a separate English Language Arts course and Special Education Study Skills classes limit students from taking traditional 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 and number of teachers with appropriate certifications may prevent some students from accessing the Dual Language Immersion Program. Additionally, only one school at each grade span offers IB. Also, only 50 students each year have access to the middle college program. The Building Assets Reducing Risks (BARR) program is new at the middle school level. One middle school has all teachers STEAM certified; 13 students received their apprenticeship certification; Increase in the number of students taking college courses (concurrent, dual, middle college). New PLC Intervention Program for Integrated Math 1 at the high school level. Elementary AVID will increase to 13 school sites: Butterfield, Cloverdale, Creekside, Edgemont, Honey Hollow, Hendrick Ranch, La Jolla, Moreno, Ramona, Seneca, Sunnymeadows, Sunnymead, and Towngate. A second high school will add the Dual Language Immersion program. Expansion of the Middle College Program with an HBCU pathway offered to over 500 students. Expansion of the District’s continuation school and updating board policy to provide students the support they need at the alternative sites. Also, increase the awareness and promotion of the District’s continuation school. Met 2024-06-25 2024 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 study for grades 1-8. 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 study for grades 1-8. Barriers preventing NUSD from maximizing a broad course of study for all students is time during the regular school day and number of offerings at the middle school level. Regular analysis of enrollment in a broad course of study helps to inform the district as it makes decisions on offerings. Based on this, the middle school will now offer an elective wheel for students and both elementary and middle will increase offerings in visual and performing arts. Met 2024-06-13 2024 33671573331014 Nuview Bridge Early College High 7 Metrics developed during the 2023-24 school year as part of the subsequent three-year LCAP refined the data being monitored to evaluate student success by measuring elements such as gpa, enrollment in early college courses, and A-G completion among others. These data will be collected for the total student group and for our unduplicated student group separately and compared against each other in order for us to ensure progress toward access and outcomes for all students and for individual subgroups. This system will also enable the LEA to make programmatic adjustments to our efforts related to specific programs and student groups to correct any areas of inequity that arise. All students in our LEA have access to a broad course of study based on grade level appropriate and state approved standards in all secondary content areas. Our LEA also highly emphasizes students’ participation in the early college program and measures participation rates for our total student group as well as our unduplicated students. As measured by the LEA’s rate of A-G completion for graduating seniors, 69% of all students and 67% of unduplicated students were identified as having completed these requirements. As a measure of student success in that broad course of study, approximately 85% of all students in the LEA earned a gpa of at least 2.0 and approximately 73% of all students earned a gpa of at least 2.5 during the 2023-24 school year. As described above, the LEA is currently providing access to a broad course of study for all students and student groups. Our ongoing program monitoring and systems development will continue to focus on understanding gaps in outcomes and creating equity amongst all students in regard to success in all academic programs. As noted above, the LEA is currently providing access to a broad course of study to all students and student groups. The LEA’s ongoing efforts will focus on ensuring equitable outcomes and success for all students and student groups in all academic programs. Met 2024-06-04 2024 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 utilize 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 use data systems and updated scheduling practices to address identified barriers to student 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 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. 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 improving based on recent increases in A-G rates for graduating cohorts. Chronic absenteeism rates continue to be the most significant barrier towards accessing and completing a broad course of study. Rates continue to be significantly higher compared to pre-pandemic levels, with all student groups reporting high to very high rates. 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. District mental health services provide students with needed support for coping with a wide range of needs. 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 and follow-up action continued into 2023-24 to address these issues. Students continue to need academic support and grade recovery options in subjects such as mathematics 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. Multi-Tiered Systems of Support (MTSS) structures continue to evolve to best support students based on identified needs. Improvement efforts in A-G completion rates are supported through tools developed to monitor student access and timely intervention to support students in completion of A-G coursework. Adjustments to counseling approaches, progress monitoring, and academic supports address barriers identified through progress monitoring systems. 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 continue to be implemented to address chronic absenteeism, tailored to meet the needs of students and families. Social-emotional learning and mental health supports are in place to provide individualized assistance 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 2024-06-25 2024 33671736032411 Cielo Vista Charter 7 Cielo Vista Charter has identified the master schedule, synergy reports and panorama education data to track the extent to which all students have access to and are enrolled in a broad course of study. Cielo Vista Charter has implemented an 8 period day for our middle school students in which the additional period allows for students to have access to two electives instead of one. This model also provides access to math and reading intervention built into the student's school day for our most vulnerable students in a more equitable approach. Cielo Vista Charter consistently has 160 students enrolled in A-G Spanish courses. A barrier that may limit access is the 8 hour school day; in which we then provide additional enrichment programs and opportunities for our students after school. 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. ?CVC will hire a CTE Dance Teacher in order to introduce dance literacy, and explore careers in the professional dance and performing arts industry. ?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. Met 2024-06-25 2024 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, Class Size Reports, and review of student IEPs. 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, cyber security, 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, II, and III, 3-D Arts, Media Production I and II; Transitional Band, Intermediate Band, Advanced Band, Guitar I and II, and Music Theory. World language courses include Spanish I, II, III, and AP Spanish Language. 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 continues to be redesigned so that it is more student-needs centered. 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 2024-06-25 2024 33671810138610 Scale Leadership Academy - East 7 SCALE Leadership Academy East employs several locally selected measures and tools to ensure that all students have access to and are enrolled in a broad course of study. Academic counselors create personalized course placements with each student, ensuring they receive a balanced curriculum tailored to their needs and interests. This includes adding CTE courses to 6th-12th grade students. Four-year graduation plans are provided for high school students, outlining the necessary courses for graduation, including core subjects, electives, and advanced placement courses. These plans help track student progress and support academic and career goals. The LEA uses data monitoring and reporting systems to analyze enrollment patterns and ensure equitable access to a comprehensive curriculum for all student groups. For students with exceptional needs, individualized education plans (IEPs) guide their course selections, ensuring they receive appropriate academic and support services. Regular reviews of course offerings, informed by feedback from students, parents, and teachers, ensure the curriculum remains relevant and comprehensive. Additionally, surveys and focus groups provide qualitative data on course availability and satisfaction, complementing enrollment data and enhancing the understanding of students' educational experiences. Through these measures, SCALE Leadership Academy East ensures that all students have access to a broad course of study. At SCALE Leadership Academy East, we are committed to ensuring that all students, regardless of their needs, have access to and are enrolled in a broad course of study. Our academic counselors personalize course placements with each student, creating balanced curriculums tailored to individual needs. Our four-year graduation plans for high school students outline necessary courses, including core subjects, electives, and advanced placement options, helping track progress and support academic goals. Our data monitoring systems analyze enrollment patterns to ensure equitable curriculum access across student groups. While students generally have equal access, some differences exist, such as the varying availability of advanced courses across grade levels. However, for students with exceptional needs, our individualized education plans (IEPs) are there to guide course selections, ensuring appropriate support and integration. Regular reviews of course offerings, informed by feedback from students, parents, and teachers, show progress over time, with more courses and activities being added to meet diverse interests. Surveys and focus groups reveal that most students feel they have broad access to courses, though improvements are needed to ensure equal diversity of options. Overall, SCALE Leadership Academy East is making significant strides in providing a comprehensive and inclusive educational experience, continually working to bridge gaps and promote equity. Currently, SCALE Leadership Academy East faces no significant barriers in providing access to a broad course of study for all students, and we can address all identified needs. We will continue to offer various courses, including AP courses, electives, and specialized programs, ensuring a well-rounded curriculum that meets diverse interests and academic goals. Academic counselors will continue to create personalized course placements and four-year graduation plans for high school students, tailoring the curriculum to their unique needs and aspirations. The LEA will establish bilingual communication practices, translate key materials and communications into multiple languages, and increase bilingual support staff to assist non-English speaking families. Special education students will continue to be fully integrated into general education courses with individualized education plans (IEPs), and teachers will receive ongoing professional development in inclusive practices. Regular curriculum reviews, incorporating feedback from students, parents, and teachers, will help identify and address gaps, maintaining a dynamic educational environment. Additionally, the LEA will strengthen partnerships with local businesses, community organizations, and higher education institutions to provide students with dual enrollment programs and hands-on experiences in career technical education (CTE). To further support students with exceptional needs, the LEA is enhancing teacher training on inclusive practices and individualized education plans (IEPs), including professional development workshops focused on differentiated instruction and integrating special education students into general education courses. Recognizing the importance of bilingual communication, the LEA is expanding efforts to translate key educational materials and communications into multiple languages and increase bilingual support staff to assist non-English speaking families. Additionally, the LEA is strengthening partnerships with local businesses, community organizations, and higher education institutions to provide students with additional learning opportunities, such as dual enrollment programs and CTE hands-on experience, enhancing practical and experiential learning aspects of the curriculum. SCALE Leadership Academy East will implement a robust feedback mechanism, regularly collecting input from students, parents, and teachers to assess the effectiveness of these changes. The LEA will also monitor key performance indicators related to course enrollment, student satisfaction, and academic outcomes to make data-driven adjustments as needed. Regular updates on progress will be shared with the school community to maintain transparency and accountability. Met 2024-06-22 2024 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 two school sites and expanding to TK. 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 2024-06-13 2024 33671996105571 Innovative Horizons Charter 7 IHCS has identified measures and tools to track student access and enrollment in a broad course of study, tailored to assess access based on grade spans, unduplicated student groups, and individuals with exceptional needs. These include course enrollment data, which tracks enrollment across various courses offered by the district and is disaggregated by grade level, student demographic groups, and exceptional needs to ensure equitable access. Master scheduling analysis ensures all students have access to diverse courses by examining course offerings, class sizes, scheduling conflicts, and resource allocation to identify disparities or areas for improvement. Student course requests and placements are reviewed to ensure students are placed in courses aligned with their academic needs and interests, considering factors like performance, prerequisites, and individualized education plans (IEPs). Equity audits evaluate the distribution of resources, opportunities, and support services across different student groups and grade spans to address disparities in educational opportunities. Educational partner feedback surveys gather input from students, parents, teachers, and administrators to assess perceptions of access to a broad course of study, helping identify barriers faced by specific groups and informing targeted interventions. IHCS aims to ensure all students, regardless of background or individual needs, have equitable access to a rigorous course of study. Using locally selected measures and tools, IHCS has assessed the extent to which all students have access to and are enrolled in a broad course of study. The summary identifies differences across school sites and student groups in access to and enrollment in a broad course of study and describes progress over time. An analysis of course catalogs and master schedules indicates that all schools within PESD offer a diverse range of academic subjects, including core courses, electives, and advanced programs. IHCS has implemented strategies to ensure equitable resource allocation across schools, reducing disparities in access to specialized courses and programs. Funding, staffing, and physical resources are allocated based on student needs and school demographics. Targeted interventions, such as academic counseling, mentorship programs, and support services, address barriers to access for historically underserved student groups, including students from low-income backgrounds, English language learners, and students with disabilities. Enrollment data shows that most students across all school sites have access to and are enrolled in a broad course of study, including a variety of academic subjects and elective courses. IHCS continues to monitor enrollment data and track progress in access for all students. Targeted support and interventions are provided to student groups where disparities persist, ensuring equitable access to educational opportunities. Our student climate survey data shows that Low self-efficacy is an area of concern, or the lack of belief in one's ability to succeed academically, and can act as a significant barrier to providing access to a broad course of study for students. Negative Impact on Motivation and Persistence: Students with low self-efficacy may experience reduced motivation and persistence in the face of academic challenges. They may be more likely to give up easily when encountering difficulties or setbacks, further limiting their engagement with a broad course of study. Self-Fulfilling Prophecy: Low self-efficacy can become a self-fulfilling prophecy, where students' beliefs about their academic abilities influence their actual performance and course choices. If students doubt their ability to succeed in certain subjects, they may not invest the necessary effort or seek out opportunities for growth in those areas. IHCS will address low self-efficacy as a barrier to providing access to a broad course of study and focus on SEL interventions that focus on building students' confidence, fostering a growth mindset, and providing targeted support to help them recognize and develop their academic strengths. This may include implementing interventions such as personalized academic counseling, mentoring programs, academic support services, and interventions that promote a positive and supportive learning environment. The goal of IHCS is for students to believe in their ability to succeed. Changes to existing plans include adding academic coaches for K-2 literacy and math. These coaches will model best practices, plan with teachers, analyze student data, and implement tiered interventions and small group instruction. LETRS training (Language Essentials for Teachers of Reading and Spelling) will help teachers diagnose reading levels and enhance reading and spelling skills. This addresses academic data showing a lack of foundational skills, impacting students' confidence and success. Early intervention is a key focus. Additionally, a major change to the K-8 master schedule will add a school-wide intervention block for tier-two academic and behavioral needs. Additional Targeted Support (ATSI) based on 2023-24 CAASPP data. African American student suspension is at 11.9%, a 1.6% decrease, while chronic absenteeism is at 24.4%, a 2.2% increase. For students with disabilities, suspension is at 7.9%, a 6.4% increase, and ELA scores are 123.7 points below standard, a 26.1-point decline. Math scores are 155 points below standard but stable. Chronic absenteeism for these students is 24.4%, a 20.5% decrease.IHCS also qualifies for Differentiated Assistance (DA) with similar issues. Grade-level teams will analyze CAASPP, IAB, CFA, and provide data to target specific academic, SEL, and behavioral needs and provide targeted support. Met 2024-06-06 2024 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 2024-06-12 2024 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 2024-06-12 2024 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 have customized computer applications that can 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 identify who has the potential to be successful in higher-level courses 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. Additionally, the College and Career Readiness Dashboard and frequent transcript analysis are used to assist in the monitoring of student progress towards attaining A-G completion status for CSU/UC schools. For the 2023-24 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 2023-24 school year, all comprehensive high schools and Riverside Virtual School 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. Although all students have access to a broad course of study, some schools offer specific pathways and specialty programs within a course of study. For example, at one comprehensive high school, students can participate in a Project Lead the Way Engineering pathway; at a different high school, students can join a Project Lead the Way Biomedical Sciences program. At another high school, students can participate in an International Baccalaureate program. At RUSD Alternative High School, students can engage in an automotive pathway, where they can earn a certification that allow them to secure a job directly after graduation. Students are given access to a broad course of study that allows them to obtain A-G eligibility. However, as mentioned in the previous question, the career technical education courses may differ across the secondary sites. Students enrolled at one site have access to CTE, such as Game Design and Development, but the student doesn’t have access to the Law and Public Services pathway which is at another high school. If the student would like to participate in the Law and Public Service pathway, the student would need to transfer schools. Similar barriers occur for dual enrollment. Access to credit-bearing college courses differs from site. Students can enroll in courses that are transferable to a UC/CSU at any of the schools with dual enrollment agreements but only two schools, Arlington and Ramona High School offer an accelerated nursing pathway that guarantees admission to Riverside Community College School of Nursing to obtain a Registered Nursing (RN) degree. Students outside of these two schools interested in pursuing the nursing pathway need to apply for a transfer. Additionally, bussing for the nursing pathway is a yearly challenge. While the first two years of the nursing pathway provide courses at the high schools, the last two years of high school require transporting students to and from Riverside City College to complete both lectures and labs. RUSD increased the number of options students have in selecting specific courses that meet the broad course of studies parameters. To resolve the barrier mentioned in Question 3, in 2023 and 2024, the RUSD Board of Education approved increases in funding to support the expansion of CTE offerings at the sites, as well as explore opportunities for students to access programs at other schools after school. This will allow more students to explore career technical education in areas that they are interested in. Another example is that RUSD significantly enhanced the VAPA offerings at all district schools through LCFF base and LCAP funds by 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 CTE and VAPA allow students who are English learners or have special needs to access visual and performing arts and CTE if their regular school day schedule does not have space for such an elective. For 2024-2025 dual enrollment has expanded to include alternative education sites in course offerings. Met 2024-06-27 2024 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. The LEA currently does not have any barriers preventing the LEA from providing access to a broad course of study for all students. 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. No new actions will be implemented. Met 2024-06-25 2024 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 2023-24 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 2023-24, 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. Grade TK: With the onset of the LCFF and LCAP, the District added Transitional Kindergarten (TK) classes at each elementary school site 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: With the onset of the LCFF and LCAP, the District added elementary physical education teachers to teach students their 100 minutes of weekly physical education. An elementary music teacher and program were also added to provide music education for grades 3-5. Elementary visual arts teachers are being added in 2024-25 to expand arts instruction for elementary students. Grades 6-8: With the onset of the LCFF and LCAP, the District added a broad selection of STEM and VAPA electives many years ago. In recent years, and in response to stakeholder feedback and student performance data, 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 and Spanish 2 in 2024-25. 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 was added in 2023-24. Met 2024-06-18 2024 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. The District data continues to identify that unduplicated students, especially our English Learners, are disproportionately represented in our Advanced Placement courses. Based on an analysis of our master schedules at the secondary level, this appears to be due to our English Learners also having an added requirement of participating in a designated English Language Development (ELD) course when they have not reclassified. Additionally, our local data indicates that many students are not able to enroll in honors and advanced courses due to previously failing a core content class. Students that fail a core content class have limited access to other courses due to having to retake their original class to earn credits. 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 2024-06-17 2024 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, Advanced Placement, International Baccalaureate, and Career Technical Education 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, equipment for sports, dues or supplies for clubs, etc. The resources to families are offered to increase parent engagement. SJVA utilizes the College Guidance Initiative ran by College Next. This partnership will allow our students 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 Spanish, Aviation, Culinary Arts, Film, Audio, Public Service, Guitar, Musical Theatre, 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. Students 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 Edgenuity. 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 Concurrent Enrollment program. Over the last couple of years, SJVA has offered more courses with limits being facilities to house all these opportunities. 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 2024-06-06 2024 33736760000000 Coachella Valley Unified 7 Students in CVUSD are provided with access and are enrolled in a broad course of study schools. 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 support 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.; 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 vary by site. A total of 27 CTE courses are offered throughout the nine pathways, all of the courses have been approved through the UC/Cal State system and awarded A-G credit. A culture of college and career readiness is prevalent 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. Opportunities include: Advancement Via Individual Determination (AVID) has been implemented at all secondary and elementary schools.; 27 CTE pathways and programs are offered across the 4 high schools in CVUSD; CVUSD offers families the option to enroll in a continuation high school (La Familia), Independent Studies (serving 500 students district-wide), or a virtual school.; high school students have access to AP courses and district funded AP testing.; high school students have access to Dual Enrollment through a partnership with College of the Desert (COD).; our Dual Language Program is offered at all elementary and middle schools, and will be offered at our high schools in the 2024-25 school year. This gives students the opportunity to become biliterate and earn the State Seal of Biliteracy, thereby meeting prepared for college and career on the Dashboard CCI Indicator.; our English learners and students with disabilities are offered full access to standards-aligned curriculum through inclusion, with support as needed.; and our SDC students are enrolled in the least restrictive environment. La Familia High School, our continuation high school of approximately 270 students, and West Shores High School, geographically the farthest school in our district boundaries located in Imperial County, offer only one CTE Pathway each. Districtwide, students that are transported by bus are not able to participate in afterschool programs. In a district that covers 1,200 square miles, many of our students rely on transportation by school bus. Also, finding highly qualified teachers for programs and content areas such as special education, mathematics, science, and CTE is difficult. All schools have implemented Multi-tiered System of Support (MTSS) and continue to build their tier structures. CVUSD is providing professional development to support MTSS. Academic and behavioral support will ultimately lead to students being more engaged, connected, and in class. CVUSD added a CTE Pathway for our continuation high - 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 2024-06-27 2024 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 2024-06-26 2024 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 measure continues to need refinement particularly in the areas of A-G requirements, specialized programs, and Academic Placement (AP) requirements. In the LCAP survey, families responded 43% of families knew of specialized programs, 62% knew of AP requirements, and 67% knew of A-G requirements. Seventy-seven percent (77%) of students rated feeling safe while at school. In addition, students stated they had access to classroom resources and curriculum to support their success with 78%. Students did report having two-way home and school communication was at 85%. 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-economic 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 42.4% of 1,667 students met these requirements with Asian, Filipino, African American, Hispanic, Two or More Races, White, and Socio-economic Disadvantaged students having the highest representation. More work in these areas is critical to support student achievement. In 2023/24, the College & Career Counselor worked alongside the Director of College/Career Readiness to 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. The chronic absenteeism rate experienced in 2021/22 (35.5%), in 2022/23 (approximately 31.5%) and on the 2023 CA Dashboard, the chronic absenteeism rate is 28.4%. While the rate is declining, chronic absenteeism 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. Providing school of choice options and independent study has assisted some students and families with access to a broad course of study. For 2023/24, staff members report a tremendous, continued need to further intervene in Chronic Absenteeism. To support the secondary chronic absenteeism rate, Academic & Engagement Specialists were hired at each secondary school who will focus on chronic absenteeism and re-connecting students to their schools. Lake Elsinore must not only look to 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 were hired to increase student achievement in academics and Social Emotional Learning (SEL). 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. Digital learning for credit recovery with Ortega High School will be another avenue to support student success towards on time graduation. Met 2024-06-13 2024 33751760120204 Sycamore Academy of Science and Cultural Arts 7 Sycamore has identified several locally selected measures and tools to track the extent to which all student have access toand are enrolled in a broad course of study, ensuring equity across grade spans, unduplicated student groups, and individuals with exceptional needs served. These measures include: Course Enrollment Data, Individual Education Plans (IEPs), English Learner Program Audit Analysis of the After School Program offerings, enrollment, and attendance, GATE program Audit. These measures and tools are essential for Sycamore to track and evaluate the extent to which all students, including those from diverse backgrounds and with exceptional needs, have equitable access to a broad and enriching course of study. By regularly monitoring these indicators, Sycamore can identify disparities, implement targeted interventions, and fost an educational environment that supports the academic success and well-being of all students. Based on locally selected measures and tools, Sycamore has assessed the extent to which all students have access to and are enrolled in a broad course of study, revealing both progress and disparities across student groups. Access: Sycamore has made significant strides in expanding access to a broad course of study. Efforts include increasing the availability of unique offerings throughout the school day and after school. Enrollment: All students are enrolled in a broad course of study during the school day, however, after school enrollment shows only about 35% are accessing these courses, with a slow but steady increase in participation rates over the past few years. While Sycamore has made significant strides in expanding access to a broad course of study, disparities across student groups remain a focus for ongoing improvement efforts. By continuing to monitor and adjust strategies based on locally selected measures, Sycamore will further enhance equity and ensure all students have equitable access to a comprehensive and enriching educational experience. Based on the results of the locally selected measures, barriers have been identified that may contribute to Sycamore's ability to provide equitable access to a broad course of study for all students such as resources allocations disparities, scheduling constraints, linguistic barriers, transportation and perception or expectations of programs. In response to the results of the locally selected measures, Sycamore has implemented several new actions to ensure access to a broad course of study for all students. These actions are designed to address identified barriers and promote equity. Actions such as restructuring resource allocations, leveraging technology, providing additional training for staff, examining alternative scheduling, addressing linguistic barriers, adding services and accommodations for SWDs, and increased communication with parents and guardians regarding program options. Met 2024-06-25 2024 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. Graduation Rate- 93% A-G Completion Rate- 68% Enrollment in AVID- 12.8% Enrollment in CTE-34.5% Enrollment in AP Courses- 43% 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 LCAP. Met 2024-06-13 2024 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. We do not see any barriers preventing the school from providing access to a broad course of study for all students. Based on feedback from students and parents, our most recent 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. We continue to offer this program so that students can take advantage of these course offerings. Met 2024-06-19 2024 33751926112551 Temecula Valley Charter 7 In reviewing the Master Schedule, course offerings, and course enrollment data, all students have access to a broad course of study including intentional instruction in laboratory based science, visual arts, performing arts and physical education for all students. Additionally, middle school students have access to elective courses in theatre, music, art, GATE, leadership, health and athletics. All students have access to a broad course of study including intentional instruction in laboratory based science, visual arts, performing arts and physical education for all students. Additionally, middle school students have access to elective courses in theatre, music, art, GATE, leadership, health and athletics. TVCS would like to offer additional elective courses in Foreign Languages and Instructmental music, however, student schedules and personnel budgets limit these options. The Master Schedule will continue to be designed so that there is designated time for all grade levels to receive instruction in lab-based science (in addition to classroom instruction), dedicated time for ELA and Math, Performing and Visual Arts, and Physical Education. Met 2024-06-10 2024 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. 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 in 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, and 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 for the 2022-23 school year, was 59%. A – G rates for the comprehensive high schools were all in the low sixty percent range. MCA’s A-G rate was much lower at 4.5%. Low-income, African American, and Hispanic student groups were in the fifty percent range. Rates for English Learners were lower at 33.3%, and rates for Students with Disabilities were lower at 14.7%. On the Dashboard's College Career Indicator (CCI), all students were classified as Medium with 53.7% prepared. All student groups were classified as Medium or Higher, other than English Learners and Students with Disabilities who were classified as Low. District participation in AVID at the Demonstration Schools was 17.4%, and all student groups were at or near that level, other than Foster Youth (5.3%), American Indian (10%), and Multi-Race (10.3%). District participation at non-Demonstration Schools was 9.1% with all LCAP student groups at or near that level except for Foster Youth which was at 6.4%. 2,324 students participated in a CTE class in the 2022-23 school year, and 13.0% completed a CTE pathway. District-wide, 29.0% of students participated in an AP course in the fall of 2023. 37.4% of AP students were in the socio-economically disadvantaged student group, 38.6% of enrollments were in the Hispanic student group, and 6.1% were in the African American student group. Enrollment rates were lower for English Learners (<1%), Foster Youth (<1%), and Students with Disabilities (1.9%). 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 post-high school goals. 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. We will focus greatly on our College and Career Indicator results so that we can ensure all students are prepared for their intended plans post-high school. 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, particularly those in targeted student groups. 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 increase their ability to access a broad course of study 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, we have recently implemented a career-focused curriculum as part of students’ entry into high school, and we are raising 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 2024-06-13 2024 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 2024-06-18 2024 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. We use the LCAP survey to identify additional areas of student interest for the development of new courses and opportunities and areas where staff need additional training. 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 history course to complete their graduation requirements and may not enroll in extra courses due to work obligations. Nonetheless, all students have access to the courses they need for their educational plans and have options to take more. Student survey results showed that when asked what other courses or subjects students wanted, the responses included wanting more course credit options, post-secondary planning, and field trips. Some methods used to meet these needs included workshops offered through community partners (career exploration, financial literacy, etc.) as well as summer computer science and technology camps (Game On! Summer of CS). Plans to expand this area for next year include the SCOE Enterprises initiative that will bring multiple CTE and work-based learning opportunities to our campuses. As alluded to, the 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 essential for graduation. Another barrier to a broad course of students is the competing belief of students who just want to be finished with school and our recognition that the students need more than the minimum graduation requirements to be successful. Helping students understand that they can achieve more and be better prepared for life if they take a few more courses is a challenge and is something we continue to work on. Based on feedback received from the prior year, changes implemented in 2024-25 included year-long professional learning opportunities in culturally responsive practices, development of SCOE Enterprises, analysis of our welcome process and transcript notations, and selection of a literacy intervention of implementation to increase achievement, course access, and engagement. We also employed workgroups to focus on health and ethnic studies curriculum adoptions, identify key literacy standards, plan for community school model implementation, and develop English Language Development units and assessments. Implementation of, and expanded training in these areas, will continue through 2024-25. Another change planned for 2024-25 will be a formalized welcome process during enrollment that will ensure that all students are assessed for academic and personal needs, have an educational plan, engage in career planning, and select the best courses to maximize their potential. Met 2024-06-25 2024 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 2024-06-11 2024 34103480140160 American River Collegiate Academy 7 Rocklin Academy tracks progress in meeting Priority 7 standards by reviewing course offerings, class schedules, and master schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. All Rocklin Academy Family of Schools students are enrolled in a broad course of studies. No barriers have been identified at this time that would prevent students from accessing a broad course of study at any of the Rocklin Academy schools. We will continue to regularly evaluate our course offerings, class schedules, and 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 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. No barriers are 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. 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 2024-06-17 2024 34672800000000 Arcohe Union Elementary 7 To track the effectiveness of programs, the district uses multiple methods. These include: face to face interactions, parent and student survey, focus groups, direct and indirect communication using such tools as Parent Square and social media. Beyond providing information, the district wants to know what else it can be doing to support students. Based on these conversations, the district has increased services like providing enrichment classes, create sports programs, and giving students unique opportunities to explore career options. Ten years ago, the district only offered music as an elective to all students in grades TK-8. In 2024-25, the district is set to offer thirteen electives to students at the middle school as well as continuing to offer music instruction at the lower levels. This increase to access to a board course of study allows students to explore topics of interest and gives them a glimpse of what career paths them may choose in the future. The limitation in this area is the lack of community resources and available staff members to provide all the needed programs to students based on their desires. While the district does a good job in providing a wide range of options, their is a finite list of possibilities given these limitations. The district continues to work with the neighboring high school district to funnel students into their CTE programs. Knowing our district cannot provide access to all fields, it it important to have strong relationships with other outside sources. Met 2024-06-27 2024 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. 2022-23 is the latest full year representing this measure and is described below. Grades covering the full 2023-24 year will be reported with all EGUSD’s LCAP Metrics in Fall 2024. 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, Advancement Via Individual Determination (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 2022-23, 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 (same as in 2021-22), and 100% received PE. 2023-24 data will be available in Fall 2024. In 2023-24, data show 53% of middle school students had taken an honors/accelerated or AVID course. By ethnicity, this ranged from 36% for African American students to 68% for Filipino students. For other student groups, the percentage was 22% for English Learner (EL) students, 27% for Long-Term EL students, 10% for Foster Youth, 13% for Homeless, 46% for socioeconomically disadvantaged (SED) students, and 13% for students with disabilities (SWD). By school, this ranged from 44% of students at Rutter Middle School to 62% at Toby Johnson Middle School. At the high school level, 48% of students were enrolled in one or more Honors, AP, or IB courses in 2023-24. By ethnicity, the percentage of students ranged from 30% for African American students to 66% for Filipino students. For other student groups, the percentage was 13% for EL students, 13% for Long-Term EL students, 14% for Foster Youth, 17% for Homeless, 41% for SED students, and 7% for SWD. By comprehensive high school, this ranged from 35% of students at Florin High School to 56% at Cosumnes Oaks High School and 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 enrichment opportunities, 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 master schedule offerings at the secondary levels. The traditional six period class schedule limits student opportunity to a wide variety of course offerings compared to a block schedule. Lastly, the quality of instruction that varies across courses and schools is a challenge 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. We will continue to build upon previous successes. 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 2024-06-25 2024 34673140111732 California Montessori Project - Elk Grove Campus 7 As a Montessori public school, all of CMP’s teachers are Montessori trained. This training includes English Language Arts, Math, Zoology, Botany, Social Studies, Geography, Physical Education, and Science to name a few of the subject matters. All CMP classrooms are equipped with the full suite of Montessori materials which in and of itself exposes students to a broad course of study. Additionally, CMP has identified and currently utilizes several tools to articulate the expected schoolwide learner outcomes for students. In connection and alignment with California State Standards, CMP has created and implements a curriculum guide that outlines the specific content areas to be addressed. Further, CMP employs several assessment tools in order to measure progress towards meeting these articulated outcomes. One of the assessment tools utilized by CMP is the Curriculum Associates i-Ready diagnostic assessments in reading and math. This measure of progress provides the data necessary to uncover areas of need and drive appropriate instruction and interventions. CMP is also making steady progress against goals within its Strategic Plan to ensure that all CMP students have access to enrichment programs, during the school day and outside of traditional school hours including sports, physical education, standards aligned field trips, academics, visual and performing arts, and STEM. All CMP students have access to the following program components: *Comprehensive academic and social skills development using Montessori- based curriculum aligned to the California State Standards *Highly qualified, dynamic, California State Credentialed and Montessori- trained/certified teachers (dual certification) *Low student-to-teacher ratios *Quality didactic Montessori learning materials *State standards aligned instructional materials *Personalized technology based (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 Response to Intervention model with academic intervention programs *CMP has adopted PBIS Practices, positive behavioral support program *CMP has adopted Second Step, a Social Emotional Learning program *Dean of Students to support implementation of RTI, PBIS Behavior support, curriculum alignment/ implementation and accreditations Physcial education and art instruction 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. CMP has adopted and provides a SEL curriculum. Funding limitation and hiring barries have prevented CMP from offering additional teachers and programs to students. Continuing work to secure adequate funding to hire staff and implement new programs. Met 2024-06-10 2024 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. IS 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/ 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. " "-Continued focus on expanding live, synchronous course offerings, particularly with the Integrated Math sequence (1-3) -School leaders to build in structured PD time to facilitate collaboration between CTE teachers and core-content specialists to align core standards in CTE programs -Teachers 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 -Expand the use of Canvas as an additional LMS that allows for course and content customization to support student needs -Continue to increase opportunities for student internships and experiential learning outside of the classroom -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." Met 2024-06-18 2024 34673146112254 Elk Grove Charter 7 Elk Grove Charter measures student access to, and enrollment in, a broad course of study based on a variety of measures. EGCS tracks the completion of college prep A-G course completion, Dual enrollment in Community College courses, the number of students who take Advanced Preparation (AP) courses, Explore Career Technical Education (CTE) enrollment, and completion rates of comprehensive and alternative diploma requirements. A unique feature of EGCS’s instructional program is students can complete either traditional diploma requirements or alternative diploma requirements. EGCS tracks the number of students who complete each diploma requirement. EGCS has had a dramatic increase in the percentage of students completing A-G college preparatory courses. During the previous LCAP cycle, the A-G completion rate was as low as 11% with a high in 2022-23 to 38.4%. The number of students enrolling in community college courses has also risen from 16 students to 24 students. Students often take world languages other than Spanish, higher level math or science courses at the community college. AP enrollment has also improved with 8 students taking AP courses the 1st year the school offered AP to 24 in 2023-24. Participation in the district’s Explore CTE program has dwindled to between 1-3 students over the years. As for the completion of alternative requirements compared to traditional requirements, EGCS has seen the following trend: in 2022-23 94.9% of students complete traditional diploma requirements and in 2023-24 85.7% completed the traditional pathway. Barriers to access a broad course of study at EGCS include student performance prior to enrolling at EGCS, program requirements, transportation, navigating enrollment processes, and teacher/facility capacity. EGCS students enroll and leave at various points during the year. Course scheduling is driven by the transcript evaluations and prior completion of prerequisites and enrollment dates may limit access to programs. In addition, for those students who are working to recover credits, taking additional courses beyond alternative or traditional graduation requirements may not be enticing. Mindset of the student and parent may be a barrier. Understanding of the benefits of the programs beyond completing graduation requirements are self-limiting. School staff work to explain not only the requirements and process of enrolling in these programs, but also the benefits. CTE satellite programs are run by EGUSD and changing requirements are beyond the control of EGCS. CTE satellite courses are limited to only 12th graders. Transportation or timing of courses is another barrier. Students and families cite transportation as a limiting factor. EGCS provides bus passes for all students and is flexible with appointment scheduling. The community college enrollment process may be difficult, and students need 1x1 support. Advanced Placement courses have been hindered by teacher capacity/qualifications and finding the proper delivery model that fits within the scope of EGCS. EGCS will continue to strive for increased enrollment and understanding in a variety of courses on campus and at partner sites. Student awareness and promotion campaigns will be conducted to better explain the benefits and process of programs. EGCS also implemented AP classes and will continue the program into the future. As well, staff training on A-G requirements and the benefit of A-G course completion will continue. Barriers to Dual 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 2024-06-25 2024 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 instructional 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 2024-06-19 2024 34673300000000 Folsom-Cordova Unified 7 To track the extent to which all students have access to and are enrolled in a broad course of study, the Folsom Cordova Unified School District tracks the following metrics: Graduation Rate, Advanced Placement (AP) Participation Rate, International Baccalaureate (IB) Completions Rate, A-G Completion Rate, Career-Technical Education (CTE) Completion Rate, and State Seal of Biliteracy (SSB) Earn Rate. The Graduation and A-G Completion Rates show whether students are accessing the core curriculum that the district provides and how well unduplicated students and students with disabilities are able to progress through the core curriculum and take the higher-level math and science classes required to meet the rigorous requirements set forth by the UC/CSU systems for college admissions. The CTE, IB, and AP Participation rates provide a snapshot of whether students are extending their learning beyond the core curriculum and participating in Career-Technical Education Pathway and Advanced Placement courses. The SSB recognizes graduates who have attained a high level of proficiency in speaking, reading, and writing one or more languages in addition to English. While 93.4 % of seniors graduate, those percentages are lower for Students with Disabilities (75%), Homeless Youth (78.8%), Socioeconomically Disadvantaged students (88.1%), and English learners (79.9%). 50.7% of students met UC/CSU Requirements, while Students with Disabilities (8.9%), Homeless Youth (13.5%), Socioeconomically Disadvantaged Students (22.3%), and English learners (15.4%) are doing the same. 27.5% of all students complete a CTE pathway, while Students with Disabilities (14.1%), Homeless Youth (12.5%), Socioeconomically Disadvantaged Students (18.6%), and English learners (14.8%) are doing the same. 13.8% of all students earned the State Seal of Biliteracy, while students with disabilities (1.5%), Homeless Youth (2.9%), and Socioeconomically Disadvantaged students (7.5%). The FCUSD comprehensive high schools and virtual high school offer A-G courses in English, Math, Social Science, Science, and a variety of electives. These schools offer A-G courses as a “first course of action” unless there is a specific reason (Individualized Education Plan (IEP), Beginning English Language Development (ELD) status, etc.) that would make A-G placement inappropriate. The two continuation high schools and our independent study high schools are increasing A-G course options. All three FCUSD comprehensive high schools and our continuation schools have vibrant CTE course offerings. We continue to work towards more CTE offerings at our independent study schools. Barriers preventing the FCUSD from providing access to students may include master schedule variance, teacher attrition, guaranteed and viable curriculum implementation, school choice, and school capacity. Budget and facilities are also potential barriers in the future, but currently, the district has adequate facilities. With the metrics, student grades, and discussions with counselors, teachers, and administrators, the most significant barrier that keeps students from accessing the full range of courses offered at their school is students failing and needing to retake classes. This has a compound effect on a student’s ability to access courses. First, it prevents students from moving on to higher-level courses in a subject area until they pass the lower-level course. This requires that they retake the course, sometimes multiple times until they pass, reducing the number of periods available in the student’s schedule to participate in electives and CTE courses. Furthermore, English learners and students with disabilities are usually required to take additional support classes, like designated English Language Development or Curriculum Support, which already affect their ability to take as many electives and higher-level courses as their peers. When students need to repeat coursework it becomes difficult for these students to access the full scope of courses we offer or to progress to the higher-level coursework. Another barrier is a lack of knowledge about the courses. "FCUSD increased access to A-G, CTE, International Baccalaureate (IB), Advanced Placement (AP), Science Technology Engineering and Math (STEM), and VAPA with an increased number of courses in these areas and shifted from ""criteria"" to '""guidelines"" for enrollment. FCUSD offers additional science courses and program certificates (Seal of Biliteracy, AP Program, International Baccalaureate Middle Years Program (MYP), and the International Baccalaureate Diploma Program (IB)). For 2024-2025 the District is focusing on equitable grading practices and providing more support and interventions. The District will also continue to offer Intervention support and programs to provide students with the ability to recover learning and makeup courses. The District hires intervention teachers and support staff to support students with academic progress and achievement. Professional Learning Communities are in place to ensure high levels of learning for all students. PLSs support the alignment of best practices and ensure tier 2 support for students to reach grade-level mastery. Site and district leaders use student data to drive continuous improvement with many district schools participating in Marzano’s High Reliability Schools Program to align their practices with evidence-based research to increase teacher efficacy and reduce student learning gaps. Districtwide, schools remain focused on learning recovery and acceleration to ensure students succeed." Met 2024-06-20 2024 34673300106757 Folsom Cordova K-8 Community Charter 7 Teachers work closely with their students and their homeschool parent teachers to individualize instruction and tailor curriculum to meet individual academic and socio-emotional needs. We use Renaissance Star assessments to track student progress and inform instruction. The document used to assign lessons is called the Educational Learning Form (ELF) It 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 identifies resources for the parent/guardian to teach their child during a two week cycle. Teachers track student academic progress and collaborate with the homeschool parent/guardian to adjust curriculum and instruction to meet the individual needs of each student. Teachers respond quickly to the changing needs of their students by adjusting pace, curriculum and instructional strategies. Students and parents come to their bi-monthly meetings with a minimum of 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. In addition to access to curriculum, all of our students are invited to join field trips and on campus school assemblies at not cost. The school and teachers provide access to CCSS aligned curriculum and support our homeschool parent teachers to deliver high quality instruction at home. Student progress is tracked by Renaissance Star tests, CAASPP tests, progress on the ELF, chapter/unit assessments, etc. Barriers have been supporting homeschool parents who have yet to master the skills necessary to effectively homeschool their child. Educational consultants are trained to provide support for parent/guardians and to develop, build the parent/guardian's capacity to teach all subjects and provide one-on-one instruction through mini-lessons for academic skills identified at the family meeting or through reviewing student progress. In order to offer a broad course of study and tailor instruction to meet each student's individual academic needs, families need a variety of curriculum to choose from. FCCC has amassed a large collection of other resources throughout the years and has recently adopted a new CCCSS aligned TK - 8 math curriculums and ELA curriculums. Parents and their educational consultants work in partnership to determine what is appropriate and rigorous for the student. Educational consultants meet students' match student academic learning level to the appropriate curriculum and can intervene and enrich immediately. Met 2024-06-04 2024 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 2023 - 2024 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 art, AVID, choir, band, piano lab, technology and after school plays. In reviewing data reports of enrollment in exploratories, the district has found that English learners in Grades 7-8 do not have access to exploratories since they are enrolled in English Language Development course. Additional research is needed to ensure that all English learners 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 general art. Continued efforts to increase access to CTE courses in middle school are reflected with the addition of an introduction to agriculture as another option on list of exploratories at the middle school for the coming year. AVID program will continue to be available to students in Grades 4-6 at one school as the pilot program continues to evolve. 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 2024-06-18 2024 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 five metrics: A-G Completion Rate and Participation Rates for Career-Technical Education (CTE), Advanced Placement (AP), World Languages, and Visual and Performing Arts (VAPA). The 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 various participation rates provide a snapshot of whether students are extending their learning beyond the core curriculum and participating in the broad range of courses offered within the district, include CTE, AP, VAPA, and world language courses. While our schools offer a broad course of study to all students, data demonstrates that our students with disabilities, English learners, and homeless youth continue to experience barriers which prevent them from accessing all the opportunities we provide. English learners and students with disabilities are participating significantly less often than their peers in world language, arts, career-technical education, and Advanced Placement courses. Homeless youth are participating less frequently in world language, career-technical education, and Advanced Placement courses. Socioeconomically disadvantaged students show slightly less participation in all four areas. Hispanic students, however, are accessing these courses at about the same rate as their peers. A-G completion rates are significantly lower among our students with disabilities, English learners, homeless youth, and socioeconomically disadvantaged students. Students at Galt High School are accessing career-technical education and world language classes at a higher rate than those at Liberty Ranch. While students at Liberty Ranch are accessing arts classes at a slightly higher rate. A-G completion at Liberty Ranch is also slightly higher than at Galt High. Estrellita students show a much lower participation in all areas. Interestingly, Estrellita’s A-G completion was very high this year. English learners, students with disabilities and homeless youth are failing their course work at a higher rate than their peers which requires that they retake necessary core courses to graduate. This limits their opportunities to take other courses and makes it more difficult to meet the A-G requirements. This also results in these students feeling like they are not capable of being successful in Advanced Placement or world language courses. Furthermore, English learners and students with disabilities often have other support classes that they need which takes up time in their schedules. Students at Galt High have more career technical education courses to choose from compared to students at Liberty Ranch. The differences in world language are attributable to a very strong Spanish for native speakers program at Galt High. Galt High was unable to fill a teacher vacancy in their Art Department resulting in offering fewer arts courses this year. Estrellita being a very small continuation school does not have the resources to offer students a full range of courses and must focus on providing the courses students need to graduate. To reduce the number of students having to retake core coursework, staff will be focused on increasing academic supports for high needs students in the core areas, especially math. A new Math 180 intervention course will be available for students with disabilities who need additional support in math. A new textbooks and curriculum have been adopted in English, science, and social science classes which have improved supports for high needs students and teachers are in the process of learning to use these resources. Additional professional learning will be provided around effective instructional practices for English learners and students with disabilities. Case managers will rethink how they provide special education interventions to maximize the amount of time students with disabilities are participating in general education courses. A committee will be formed to develop a plan to encourage high needs students to participate in the full range of courses offered in our schools. A new theatre teacher will be hired thereby increasing access to arts courses. Additionally, a new classified coordinator position has been created to support our arts department and help promote arts courses throughout our schools. We have surveyed students to see which career pathways are of most interest to them, and are exploring adding an additional pathway at Liberty Ranch. Estrellita is increasing the opportunities for students to participate in arts and career-technical coursework. Met 2024-06-20 2024 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. Our two comprehensive high schools offer a variety of CTE courses. At Delta High and Clarksburg Middle schools we offer a variety of Agriculture courses. Courses offer skills such as welding, construction, floral design. At Rio Vista High the same agriculture classes are offered in addition to CTE courses in Digital Imaging, Culinary Arts and education. We identified 70-75% of our students have access to and are enrolled in a broad course of study. Our two middle schools differ from one another in 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 access and enroll in because they are required to enroll in English Language Development class. Additionally, many of our students with exceptional needs are also limited to a broad course of study because their IEP require Specialized Academic Instruction (SAI) minutes to be delivered daily which is offered one period a day in a Study Skills class. Furthermore, students who are English Learners and also identified as Students with Exceptional Needs have even less access to a broad course of study because they have two required classes to enroll in above and beyond the required subject are courses. RDUSD has aligned our English Learner reclassification process with recent changes from CDE, including the use of the OPTEL. This will allow students to reclassify more readily and will decrease the need for students to be in designated ELD classes in high school. RDSUSD continues to focus its special education on maintaining students in the least restrictive environment possible. 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. During the 2024-25 school year we will continue to focus on reclassifying students and educating students who are on the cusp of reclassification what skills they need to focus on to reclassify. Our Special Education department is working with case managers and collaborating on system changes 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. RDUSD is systematizing our MTSS strategies for all students. These changes will help all RDUSD students to better access all the classes available. Met 2024-06-25 2024 34674130114660 Delta Elementary Charter 7 Delta Elementary Charter 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 Delta Elementary 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. 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 2024-06-24 2024 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 2023-24 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, 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. 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. We have fully expanding the Spanish Dual Immersion program to include grades Preschool through 6th grade. We have also expanded access to the Sacramento State String Project by providing student transportation to Sacramento State University 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 2024-06-27 2024 34674210132019 Paseo Grande Charter 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 2023-24 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, 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, and computer assisted learning programs. 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 personalized academic plans. However, there is access to foreign language courses through online courses. English learners are receiving ELD courses. We believe that students should participate in coursework that ensures their graduation and enhances their college or career-readiness. We are continuing to look into online career technology education. Enrollment in CTE and College and Career Prep, as well as 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 to the extent that we have classes to offer, and we have seen participation in college courses increase as we extend dual enrollment offerings. Met 2024-06-24 2024 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 2023-24 for the first three quarters. 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, Ethnic Studies, 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. We noticed that there were no 12th grade in driver ed and math interventions. Foreign language only had 12th graders. Foster youth and students with disabilities were not yet assigned foreign language or math intervention courses. This is likely based on their individualized academic plans. However, there is access to foreign language courses through Edmentum. 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 will promote access to math intervention, foreign language and driver’s ed courses. Additionally, 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 2024-06-24 2024 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 2024-06-24 2024 34674390000000 Sacramento City Unified 7 "To track student access and enrollment in a broad course of study, SCUSD will intently use Graduation On-Track Status and A-G On-Track Status to monitor and intervene in two of the areas of low performance on the district’s California School Dashboard: Graduate Rate Indicator and College/Career Indicator. 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 the following underserved student groups is key to this effort: Student Group (2023-24 Gr 9-12 Graduation On-Track Status Rate | 2023-24 Gr 9-12 A-G On-Track Status Rate) • All (58.6 | 55.0) • African American (43.5 | 38.5) • American Indian (56.5 | 43.5) • English Learners (42.1 | 33.5) • Students with Disabilities (43.8 | 28.4) • Foster Youth (25.0 | 22.9) • Homeless Youth (26.5 | 28.0) • Socioeconomically Disadvantaged (55.9 | 50.0) " Gaps in access are present in A-G on-track status for these student groups: English learners (EL), Foster Youth (FY), Homeless Youth (HY), Socioeconomically Disadvantaged Students (SED), Students with Disabilities (SWD), African American students (AA), and American Indian (AI). Similar gaps were noted in the Graduation on-track status. 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 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 students meeting A-G requirements 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 2024-06-20 2024 34674390101048 St. HOPE Public School 7 7 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. In 2023-24, the middle grades (6th-8th) added designated Reading Blocks in their schedule. Reading Block is utilized to ensure all students have access to books that are on their reading level, thus supporting them in their independence and growth with literacy and reading. Reading Block also provided students with additional time with their instructor to ask questions and inquire about literacy. 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 2024-06-27 2024 34674390101295 Sol Aureus College Preparatory 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, Visual and Performing Arts, and Physical Education. The school is continuing a variety of measures to mitigate learning loss due to COVID-19, 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. Administrators, students, and parents/guardians also monitor whether the student is academically progressing and works with teachers & parents to develop a pathway for 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. All students are enrolled in ELA, mathematics, science, social studies, and physical education. Currently, 100% of the students have access to a broad course of study and S.A.C. Prep will continue to monitor this to ensure no barriers arise to change access. Due to the current success of S.A.C. Prep 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 2024-06-26 2024 34674390101881 New Technology High 7 Our local measures are on our local information systems Our LEA is a single school site. Some of our barriers may include but are not limited to: Limited Financial Resources: Small high schools often have smaller budgets, restricting their ability to hire specialized teachers or purchase resources necessary for a wide range of courses, such as advanced science labs, arts supplies, or technology. Insufficient Staffing: With fewer teachers on staff, small high schools may struggle to cover a broad curriculum. Teachers might need to teach multiple subjects or grade levels, limiting their ability to offer specialized or elective courses. Small Student Population: With fewer students, it can be challenging to justify offering courses that attract only a handful of students. Low enrollment in elective or advanced courses may lead to their cancellation. Scheduling Conflicts: In a small school, creating a timetable that accommodates a wide variety of courses can be difficult. Limited staff and overlapping student needs can lead to conflicts that prevent students from taking desired courses. Addressing these barriers typically requires creative solutions such as forming partnerships with other schools, utilizing online learning platforms, seeking grants, and engaging the community to support a more diverse curriculum. As of the 2024-25 school year, the LEA will be an Early College Program. Every student enrolled at New Tech will be dually enrolled in 1 or more college classes during their regularly scheduled school day. This change will vastly increase New Tech's ability to offer a broad course of study. Met 2024-05-23 2024 34674390101899 George Washington Carver School of Arts and Science 7 Our local measures are on our local information systems. Our school is a single school site. Our barrier is communication with under represented parents. In addition we are working on parents knowledge of our new dual enrollment program and our A-G requirements. We are working to increase our dual enrollment program and have implemented a expanded learning program to offer more electives and increase enrollment. Met 2024-06-20 2024 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 2024-06-20 2024 34674390102038 Sacramento Charter High 7 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 2022-23, there were few differences between the 4-year adjusted cohort graduation rates for significant subgroups (all students = 86%, Black/African American = 85.0%, Hispanic/Latino = 79%, Socioeconomically Disadvantaged Students = 86%, Students with Disabilities = 75%) and 100% of graduates were A-G eligible. We also have a team of staff, including a special education team, a college coordinator, two student services coordinators, and an academic counselor, to ensure that all scholars are enrolled in a broad range of courses. In 2023-24, we added two programs to further ensure a broad course of study and leave high school college ready. We added a dual enrollment program called Panther Pipeline so that scholars can earn high school and college credits attending college courses right on the Sac High campus. In addition, we added a credit recovery program so that scholars are able to catch up on A-G requirements towards graduating eligible to attend a CU/CSU. SHPS has policies in place to ensure that all scholars have equal access to a broad course of study. All scholars are placed into a broad course of study to meet the A-G requirements and receive specialized instruction as needed to meet their needs as measured by progress towards meeting those requirements on an ongoing basis, by students. 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 currently offer one CTE course 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, we will continue to explore introducing additional options to all scholars. During the 2023-24 school year, we implemented a credit recovery program to allow students to catch up more quickly towards meeting the A-G requirements and accessing a broad course of study. Met 2024-06-27 2024 34674390102343 Aspire Capitol Heights Academy 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 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 2024-06-27 2024 34674390111757 California Montessori Project - Capitol Campus 7 As a Montessori public school, all of CMP’s teachers are Montessori trained. This training includes English Language Arts, Math, Zoology, Botany, Social Studies, Geography, Physical Education, and Science to name a few of the subject matters. All CMP classrooms are equipped with the full suite of Montessori materials which in and of itself exposes students to a broad course of study. Additionally, CMP has identified and currently utilizes several tools to articulate the expected schoolwide learner outcomes for students. In connection and alignment with California State Standards, CMP has created and implements a curriculum guide that outlines the specific content areas to be addressed. Further, CMP employs several assessment tools in order to measure progress towards meeting these articulated outcomes. One of the assessment tools utilized by CMP is the Curriculum Associates i-Ready diagnostic assessments in reading and math. This measure of progress provides the data necessary to uncover areas of need and drive appropriate instruction and interventions. CMP is also making steady progress against goals within its Strategic Plan to ensure that all CMP students have access to enrichment programs, during the school day and outside of traditional school hours including sports, physical education, standards aligned field trips, academics, visual and performing arts, and STEM. All CMP students have access to the following program components: Comprehensive academic and social skills development using Montessori- based curriculum aligned to the California State Standards Highly qualified, dynamic, California State Credentialed and Montessori- trained/certified teachers (dual certification) Low student-to-teacher ratios Quality didactic Montessori learning materials State standards aligned instructional materials Personalized technology based (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, CMP has adopted Second Step to support SEL Dean of Students to support implementation of RTI, PBIS Behavior support, curriculum alignment/implementation and accreditations Physical education and Visual and Performing Arts Instruction As a part of its Strategic Plan, CMP made a commitment to implement CA standards aligned instructional materials for ELA and Math (including for students in need of intervention and remediation), and Next Generation Science Standards instructional materials for science which will be in alignment with the core Montessori curriculum and has been successful in achieving that goal. CMP has adopted and provides a Social Emotional Learning Curriculum to all students. Funding limitation and hiring barries have prevented CMP from offering additional teachers and programs to students. Continuing work to secure adequate funding to hire staff and implement new programs. Met 2024-06-10 2024 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 2024-25 school year. Met 2024-06-10 2024 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 2024-05-20 2024 34674390131136 New Joseph Bonnheim (NJB) Community Charter 7 New Joseph Bonnheim offers students access to a limited broad course of study. In addition to ELA, Math, Social Science, and PE, students have access to hands on learning on the farm. 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. New Joseph Bonnheim will continue to work with all vested stakeholders and partners such as families, ELAC committee, DELAC, Steering Committee, and Black Parallel School Board to ensure the need's assessment to create and update the LCAP is informed and relevant. NJB will continue to support staff in their Professional Learning Communities to ensure they have an effective curriculum that will: Bring coherence to instruction by articulating goals that are attainable and increasing students’ knowledge; Are thoughtfully planned and aligned to content standards; Include periodic assessments to monitor student learning and modify instruction; and are appropriately sequenced and related across grade levels. All students have an equal access to a broad course of study. NJB offers a well-funded after school program under the direction of the principal who partners with teachers during the school day to provide interventions in the classroom as well as after school tutoring and extension activities including hands on learning in Science, Art, and Agriculture. Additional funding and a better understanding of integrating access other subject areas is necessary to provide access to more art, science, and agriculture. NJB hired a site based instructional coordinator to collaborate with teachers on how to integrate standards across subject areas which will build a depth of knowledge. An additional position to provide access to art during the weekly schedule. The agricultural component of the charter is being supported by a district training specialist and increased funding is being provided to ensure more time in hands on learning. Met 2024-06-20 2024 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 curriculum embedded assessments from our newly adopted math curriculum, Illustrative Mathematics (IM). This curriculum is verified by the state, which ensures that the assessments are in alignment to the Common Core state math standards. In language arts, all students take the NWEA-MAP assessment three times each year, curriculum embedded assessments from our adopted ELA curriculum, Expeditionary Learning (EL) Education. This curriculum is also verified by the state, which ensures that the assessments are in alignment to the Common Core state ELA standards. 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 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 new curriculum adoptions and the corresponding 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 Expeditionary Learning (EL) Education and Illustrative Mathematics (IM). Arts and Music curriculum is teacher created across grades based on the Visual and Performing Arts state standards. Met 2024-06-25 2024 34674390137406 SAVA - Sacramento Academic and Vocational Academy - SCUSD 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. IS 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/ 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. " "-Continued focus on expanding live, synchronous course offerings, particularly with the Integrated Math sequence (1-3) -School leaders to build in structured PD time to facilitate collaboration between CTE teachers and core-content specialists to align core standards in CTE programs -Teachers 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 -Expand the use of Canvas as an additional LMS that allows for course and content customization to support student needs -Continue to increase opportunities for student internships and experiential learning outside of the classroom -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." Met 2024-06-18 2024 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 and language program We have not encountered any barriers to providing access to our students. We will continue to monitor our students enrollments at the beginning year to ensure they are appropriately assigned. Met 2024-06-20 2024 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 English language Arts (ELA), mathematics, science, social science, and physical education (PE). For grades 9-12, San Juan tracks the percentage of students in grade 12 who received a broad course of study throughout grades 9-12 based on receiving a grade in course/graduation requirements* in ELA, mathematics, science, social science, PE, foreign language, and visual and performing arts (VAPA). This data is gathered, disaggregated, and monitored using information from report cards that are found in the district student information system. Expected course enrollment by grade level: ? TK-5th – 93.2% or more students enrolled in ELA, mathematics, science, social science, and PE. ? 6th-8th – 94.5% or more students enrolled in ELA, mathematics, science, social science, and PE. ? 9th-12th – 90.4% or more students enrolled in ELA, mathematics, science, social science, PE, foreign language, and VAPA. *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.). " "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: 93.2% (percentage of eligible students with a report card grade in all broad course of study subject areas) ? AA: 89.6% ? AI: 91.4% ? AS: 90.3% ? EL: 91.1% ? FI: 93.2% ? FY: 91.3% ? HIS: 93.3% ? HM: 92.1% ? PI: 93.7% ? SED: 92.0% ? SWD: 92.5% ? WH: 94.2% ? TOM: 94.9% The percentage of 6th-8th grade students who received a broad course of study based on enrollment in English language arts, math, science, social science, and physical education included: ? All: 94.5% (percentage of eligible students with a report card grade in all broad course of study subject areas) ? AA: 93.0% ? AI: 95.0% ? AS: 94.6% ? EL: 88.5% ? FI: 97.3% ? FY: 95.2% ? HIS: 94.5% ? HM: 87.3% ? PI: 96.6% ? SED: 93.0% ? SWD: 72.2% ? WH: 94.5% ? TOM: 95.7% The percentage of students in grade 12 who received a broad course of study throughout grades 9-12 based on receiving a grade in course/graduation requirements in English language arts, mathematics, science, social science, foreign language, physical education, and visual and performing arts. ? All: 90.4% (percentage of eligible students with a report card grade in all broad course of study subject areas) ? AA: 83.5% ? AI: 88.9% ? AS: 88.7% ? EL: 82.9% ? FI: 88.1% ? FY: 80.0% ? HIS: 91.4% ? HM: 86.8% ? PI: 86.7% ? SED: 87.9% ? SWD: 62.1% ? WH: 90.8% ? TOM: 94.1%" 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 English 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 ? Increase access to general education core content for students with disabilities by refining the general education enrollment process 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. We are currently conducting a Graduation Requirements workgroup that has been meeting monthly to analyze data, gather community input, and create actionable options for continuing years. The goal is to identify options for students, gather data to measure students' needs, and a process for supporting students on their path to graduation." Met 2024-06-25 2024 34674470112169 California Montessori Project-San Juan Campuses 7 As a Montessori public school, all of CMP’s teachers are Montessori trained. This training includes English Language Arts, Math, Zoology, Botany, Social Studies, Geography, Physical Education, and Science to name a few of the subject matters. All CMP classrooms are equipped with the full suite of Montessori materials which in and of itself exposes students to a broad course of study. Additionally, CMP has identified and currently utilizes several tools to articulate the expected schoolwide learner outcomes for students. In connection and alignment with California State Standards, CMP has created and implements a curriculum guide that outlines the specific content areas to be addressed. Further, CMP employs several assessment tools in order to measure progress towards meeting these articulated outcomes. One of the assessment tools utilized by CMP is the Curriculum Associates i-Ready diagnostic assessments in reading and math. This measure of progress provides the data necessary to uncover areas of need and drive appropriate instruction and interventions. CMP is also making steady progress against goals within its Strategic Plan to ensure that all CMP students have access to enrichment programs, during the school day and outside of traditional school hours including sports, physical education, standards aligned field trips, academics, visual and performing arts, and STEM. All CMP students have access to the following program components: *Comprehensive academic and social skills development using Montessori- based curriculum aligned to the California State Standards *Highly qualified, dynamic, California State Credentialed and Montessori- trained/certified teachers (dual certification) *Low student-to-teacher ratios *Quality didactic Montessori learning materials *State standards aligned instructional materials *Personalized technology based (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 Response to Intervention model with academic intervention programs *CMP has adopted PBIS, a positive behavioral support program *CMP has adopted Second Step, a Social Emotional Learning program *Dean of Students to support implementation of RTI, PBIS Behavior support, curriculum alignment/ implementation and accreditations Physical education, art, and music instruction 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. CMP has adopted and provides a SEL curriculum. Funding limitation and hiring barries have prevented CMP from offering additional teachers and programs to students. Continuing work to secure adequate funding to hire staff and implement new programs. Met 2024-06-10 2024 34674470114983 Golden Valley River 7 As a Waldorf public school, all of the LEA’s teachers received training in Waldorf principles and grade-level curriculum. This training includes English Language Arts, Math, Music, Painting, Movement/Physical Education, Science, History and Social Science, and Visual Arts to name a few of the subject matters. In connection and alignment with California State Standards, the LEA follows the Alliance for Public Waldorf Education’s Common Core Placement Tables that outlines the specific standards and content areas to be addressed in any given grade. The LEA employs several assessment tools in order to measure progress towards meeting these articulated outcomes. One of the assessment tools utilized by Golden Valley is the Fastbridge screening assessments in reading and math. This measure of progress provides the data necessary to uncover areas of need and drive appropriate instruction and interventions. The LEA also ensures that all students have access to enrichment programs, during the school day and outside of traditional school hours including sports, physical education, STEM, academics, and visual and performing arts. "Golden Valley students have access to the following program components: • Comprehensive academic and social skills development using Waldorf-inspired curriculum aligned to the CA State Standards • Highly qualified CA State Credentialed and Waldorf-trained/certified teachers. • Instructional Assistants in grades TK-3 • Full implementation of RTI model with academic intervention programs • PBIS Practices, positive behavioral support program • Mindfulness Room and staff to help support development of students’ social emotional learning" 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. "The following steps are being taken to increase access and opportunity for all students: • Expanded Learning Opportunities Program • Field Trips • After School Sports • New strategies and relationships to recruit staff • Parent advisory committees for students with exceptional needs and unduplicated pupils to better support identified needs of these students. • Professional development on restorative practices, differentiation, academic rigor, and supporting neurodivergent students in the classroom are being planned for the next school year." Met 2024-06-05 2024 34674470120469 Aspire Alexander Twilight College Preparatory Academy 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 34674470121467 Aspire Alexander Twilight Secondary Academy 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 34674470128124 Gateway International 7 All students at GIS participate in the International Baccalaureate Program which is a program that prepares students for college and Career Readiness. IB, PLTW, and GLAD teach students the necessary skills to be competent, life long learners. All students at GIS had their basic educational needs met including supervision, textbooks, facilities, technology, and instruction to be successful in these programs. GIS continues to train teachers in IB every year increasing teachers' capacity in IB so they are all highly-qualified and meet state requirements. The IB program requires that students have a well-rounded education with exposure to world language instruction, visual and performing arts, and technology. GIS provided Russian and Spanish language instruction and art or music for all students. There is adequate supervision at all points on campus, every time of the day. GIS are 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 ELD para-educators and extended day program staff in supporting students during the day and in after-school program. Met 2024-06-18 2024 34674470132399 Golden Valley Orchard 7 As a Waldorf public school, all of the LEA’s teachers received training in Waldorf principles and grade-level curriculum. This training includes English Language Arts, Math, Music, Painting, Movement/Physical Education, Science, History and Social Science, and Visual Arts to name a few of the subject matters. In connection and alignment with California State Standards, the LEA follows the Alliance for Public Waldorf Education’s Common Core Placement Tables that outlines the specific standards and content areas to be addressed in any given grade. The LEA employs several assessment tools in order to measure progress towards meeting these articulated outcomes. One of the assessment tools utilized by Golden Valley is the Fastbridge screening assessments in reading and math. This measure of progress provides the data necessary to uncover areas of need and drive appropriate instruction and interventions. The LEA also ensures that all students have access to enrichment programs, during the school day and outside of traditional school hours including sports, physical education, STEM, academics, and visual and performing arts. "Golden Valley students have access to the following program components: • Comprehensive academic and social skills development using Waldorf-inspired curriculum aligned to the CA State Standards • Highly qualified CA State Credentialed and Waldorf-trained/certified teachers. • Instructional Assistants in grades TK-3 • Full implementation of RTI model with academic intervention programs • PBIS Practices, positive behavioral support program • Mindfulness Room and staff to help support development of students’ social emotional learning." 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. "The following steps are being taken to increase access and opportunity for all students: • Expanded Learning Opportunities Program • Field Trips • After School Sports • New strategies and relationships to recruit staff • Parent advisory committees for students with exceptional needs and unduplicated pupils to better support identified needs of these students. • Professional development on restorative practices, differentiation, academic rigor, and supporting neurodivergent students in the classroom are being planned for the next school year." Met 2024-06-05 2024 34674473430691 Options for Youth-San Juan 7 Our program equips all students with personalized plans to support their academic and career goals, engaging them in a rigorous curriculum aligned with academic, college readiness, and schoolwide standards. Upon enrollment, services are promptly provided to English Learners and Students with Disabilities, ensuring access to appropriate courses, accommodations, and FAPE. Diagnostic assessments are conducted three times a year to guide course placement and refine instructional strategies (LCAP Goal 2 Action 2). Our intervention staff offers targeted support, while teachers and counselors regularly adjust academic plans based on students' progress. Instruction includes independent study workbooks, direct instruction, and online learning, ensuring alignment with CCSS and NGSS(LCAP Goal 2 Action 8). Edmentum guarantees courseware compliance with state standards. As of the 2023-24 school year, all English and Math courses conform to CCSS, and Science courses, including Biology, adhere to NGSS. Students can choose from over 60 core and 100 elective courses, with 90% UC A-G approved and 96% featuring SDAIE strategies. All students have access to a comprehensive course of study. Planning guides help identify necessary courses to address educational gaps. Our blended learning model provides Direct Instruction, Independent Study through Student Activity Workbooks, and online curriculum via Edmentum LMS, available charter-wide. All core subjects are A-G approved and meet NCAA standards. For students interested in Advanced Placement (AP) courses, discussions between the teacher, student, and parent/guardian assess the suitability of enrollment in AP courses. Direct Instruction is available to provide structured support in core subjects and is also integrated into our online learning options. Course offerings are tailored based on student course completion and analysis of RenStar ELA and Math benchmark data. For students needing tailored support, Response To Intervention (RTI) curriculum through Exact Path is available(LCAP Goal 2 Action 1). Additionally, the iLit program, an ELD reading intervention, is implemented across the charter to enhance reading comprehension and literacy for English Learners (LCAP Goal 1 Action 4). OFY SJ actively seeks feedback through surveys, achievement chats, discussions with educational partners, and staff meetings to ensure that all students have access to a diverse course of study. Addressing any barriers hindering this access is a top priority. One such barrier is the shortage of staff available to support students. We experience low retention rates among tutors despite high enrollment, resulting in insufficient staffing levels. While the staff-to-student ratio remains adequate, recruiting additional teachers and tutors would provide students with more individualized support, facilitating access to a diverse course of study. Another obstacle is the educational gaps that are present in our students' learning, impeding their progress through coursework. By offering intervention support and tutoring, we can help students bridge these gaps and advance towards graduation more effectively. Lastly, the charter has seen a decrease in the number of students participating in intervention programs and small group instruction classes. Through these classes and programs, students are provided with instruction to help with remediation of the skills they are lacking to access the core curriculum. To address the barriers expressed in surveys and discussions with education partners, the following actions in our 24-25 LCAP are: LCAP Goal 2 Action 3: Intervention and Support Staff hiring LCAP Goal 2 Action 4: Small Group Instruction support and resources LCAP Goal 2 Action 6: Professional Development Support for Staff Retention LCAP Goal 4 Action 3: Social Emotional Development. Learning, and Resources to Building School Connectedness All of these actions help to create support and resources to students to remove barriers to access to a broad course of study. Met 2024-06-21 2024 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) Resource selection to provide a variety of enrichment opportunities. (Home School Resources) Student access to curriculum and service community providers to provide core curriculum and enrichment support. Access to a large number of community partners providing varied services. In grades 9-12, Visions In Education defines student access to a broad course of study as: A course schedule that provides several opportunities to meet the A-G requirements. (Course catalog) Access to 58 UC A-G approved courses. (UC Doorways) Access to advanced education through the community college for advanced coursework and career technical education resources (Community College Enrollment) Access to a self-directed project that allows students to design a course of their own interests. " "As an independent study school with personalized learning plans for each student, all students have access to a broad course of study and can choose a program that best meets their individual learning goals. 100% of students have access to curriculum-aligned instructional materials (2023-2024 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 a broad course of study. Visions has a large number of students who transfer late in their 11th or 12th-grade year credit deficient. 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 a credit recovery program and summer school, to improve their grades and their overall GPA to progress towards graduation. Additionally, Visions has developed an early college program to provide students with opportunities for advanced coursework and college credit while still in high school. This program will address the needs of students who wish to pursue higher education goals early in their academic career."" " "In the 2023-2024 academic year, Visions In Education has continued to prioritize increasing student access to a diverse array of materials and curricular options. This initiative aims to provide families with greater opportunities to engage in enrichment activities and receive academic support tailored to their needs. Additionally, students enrolled in our independent study academy have received enhanced support and resources, facilitating broader access to academic and enrichment opportunities throughout the year. Visions has also expanded access for students participating in Dual Enrollment programs through community colleges, while consistently adding new courses to our catalog to offer a wider variety of options to students and families. Furthermore, Visions has implemented an Advocacy course required for all students in the Independent Study and University Prep Academies, aiding in goal development and post-high school planning. Additionally, Visions continues to provide a Professional Learning and Innovation department and an expanded ELD department, dedicated to ensuring all students have access to a comprehensive course of study and high-quality educational experiences."" " Met 2024-06-27 2024 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. In recent years, 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. For the past three years, 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 2024-06-25 2024 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 Tier 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 2024-06-12 2024 34752830000000 Natomas Unified 7 Natomas Unified focuses on improving student access as well as readiness for college and career. In elementary schools, there is 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 annually reviewed and updated to include recently approved courses. Students have access to a broad range of A-G approved courses, including Advanced Placement coursework and Dual Enrollment opportunities. Annually, the Office of the Chief Academic Officer monitors the program enrollment 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. Measures include the demographic composition of Advanced Placement (AP), International Baccalaureate (IB), AVID, Dual Enrollment, Dual Immersion, and more. NUSD’s District Progress Report (DPR) also monitors UC A-G completion, and 11th grade A-G readiness in addition to a wider range of other measures. 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 2023, the rate was 58%. These improvements and current a-g rates are significantly higher than the majority of other local districts and the State of California. Gaps exist between school sites and student groups. For the two comprehensive high schools, one had a 2023 A-G rate of 68.9% and the other had a rate of 55.5%. When examining rates by race/ethnicity, there is a notable gap between groups above 60% (Asian, Filipino, White, and Two or More Races) and those under 50% (Black/African American, Hispanic/Latino, and Pacific Islander). English Learners (34.7%) and Students with Disabilities (22.9%) are both significantly below the districtwide rate of 58%. Recent efforts to address these gaps include expansion of the district Career Technical Education (CTE) program, expanded Dual Enrollment access, and partnership with the California College Guidance Initiative (CCGI). A key barrier impacting NUSD’s ability to provide a consistent and broad course of study is the mobility/non-stability. For 2022-23, NUSD’s non-stability rate was 17.7%, significantly higher than Sacramento County (12.4%) and twice as high as the California rate of 8.9%. As of Spring 2024, only 29% of all NUSD 12th graders were present in NUSD at Kindergarteners and only 47% of 12th graders were with NUSD in 8th grade. These rates are decreased from the year prior, with the class of 2023 at 33% and 48% respectively. NUSD’s mobility/stability rates have been identified as key barrier to multiple district efforts, including the ability to provide students a course of study and the related support that builds through the grades and leads to college and career readiness. Recent efforts to address the gaps identified above include expansion of the district CTE program, expanded Dual Enrollment access, AP/IB programs and partnership with CCGI. NUSD has maintained a commitment to CTE programs and continues to expand the robust opportunities across campuses. Moving forward, a key goal is to partner with school site counseling staff to ensure that master scheduling prioritizes enrollment in alignment with each pathway’s progression. 2022-23’s pathway completion rate was 20%, a significant jump over the 13% rate that had been constant over the previous three years. It is NUSD’s intent to build upon this improvement in the current and coming years. Dual Enrollment access is provided through the district’s partnership with Los Rios Community College, as evidenced by the shared facility located next to Inderkum High School’s campus. The district continues to expand rigorous course of study options at all grade levels, expanding AVID certification, Primary Years Program (PYP) and Middle Years Program (MYP) approvals for the IB program at the K-8 levels. AP opportunities were expanded, with Natomas High School adding to its AP Capstone program with AP PreCalculus and piloting AP African American Studies. Moving into 2024-25, NUSD is developing a partnership with the local CSU (Sacramento) to articulate high school courses to CSUS courses, providing students additional opportunities to earn college credits while in high school. Met 2024-06-26 2024 34752830108860 Westlake Charter 7 As a K-11 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 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 twice weekly as they prepare for high school-level Spanish courses. The high school program (9th, 10th, & 11th grades only in 23/24) has a rigorous set of graduation requirements 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 receive 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 is not limited to Universal Design for Learning (UDL), Guided Language Acquisition Design (Project GLAD), differentiated instruction, PBIS, and content-specific professional development. WCS has developed an internal website, Everest Academy, that houses robust and in-demand professional development resources for instructional staff. 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. Multiple years ago, WCS chose to dedicate time each day to focus on social-emotional development by using Responsive Classroom in Morning Meetings in K-5th and Advisory in the 6th-11th 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. K-8th grades engage in a comprehensive MTSS system incorporating Tier 2 intervention supports that contribute to all learners accessing a broad course of study. Met 2024-06-13 2024 34752830112425 Natomas Pacific Pathways Prep 7 We have a number of supports in place to ensure that our students are able to successfully fulfill our graduation requirements. The tools we use to ensure access include our individualized scheduling process, our advisory class, and our excellent counselor to student ratio. Students and parents are very involved in our course selection and scheduling process. We have three counselors for 600 students so they are able to review transcripts and schedules multiple times throughout the year. Our advisory teachers keep students for all four years and part of their responsibility is to build 4-year plans with their students and track student progress. Students select courses they would like to take as electives, while the counselors schedule them into all courses that must be taken to meet graduation requirements. Counselors also meet with every student to determine the best course of study based on individual interest and need. There are no barriers preventing the LEA from providing a broad course of study to all students. All students will continue to have access to a broad course of study at NP3. One area for continuous improvement is to provide additional supports for English Learners. In the new LCAP there are many new actions to support EL students as we invest to improve their outcomes. Met 2024-06-04 2024 34752830120113 Natomas Pacific Pathways Prep Middle 7 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 if 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 to have access to a broad course of study at NP3. One area for continuous improvement is to provide additional supports for English Learners. In the new LCAP there are many new actions to support EL students as we invest to improve their outcomes. Met 2024-06-04 2024 34752830126060 Leroy Greene Academy 7 Leroy Greene Academy focuses on improving student access and 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. Students also have access to Dual Enrollment classes on-site during the school day, allowing them to receive college credit in high school. Additionally, the Principal monitors the master schedule at the beginning of the school year to ensure students from all student groups can access broad courses of study using data reports from our student information system and data warehouse. Students can also create a Multi-Year Academic Plan where they work with counselors and their parents to sign up for their 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 87%. 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 sometimes 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 staff training. Additionally, Leroy Greene Academy staff has worked to increase achievement for English Learners. LGA continues to monitor student course enrollment each year. Met 2024-06-13 2024 34752830134049 Natomas Pacific Pathways Prep Elementary 7 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. Currently, there are no barriers to identify that would limit NP3 Elementary from providing access to a broad course of study for all students. One area for continuous improvement is to provide additional supports for English Learners. In the new LCAP there are many new actions to support EL students as we invest to improve their outcomes. Met 2024-06-04 2024 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 through dual enrollment with the local community college 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). NCS utilizes a Teacher on Special Assignment (TOSA) to support staff and students in literacy with a focus on English Learners (EL). Additional courses for EL students in 2023-2024 have bolstered student literacy. The TOSA leads intervention committee, coaches teachers, and trains teachers to bolster the success of ELs and struggling readers. The special education department is in its fifth 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. To bolster these needs, NCS hired a Special Education Director and Program Specialist to further train staff and develop the support for students. Additionally, NCS is working with Sacramento County Office of Education (SCOE) to develop an Alternate Diploma Pathway to support our most challenged students in earning a diploma. 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), diversity equity and inclusion (DEI), and tiered levels of support. Met 2024-06-13 2024 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 as our goal is to have 100 students with AA and Diploma by 2027. Met 2024-06-25 2024 34765050101766 Community Outreach Academy 7 COA uses it’s School Information System (SIS) called 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/preference. COA offers specific electives to students with a greater need for support such as additional ELD courses, study skills classes, and Tiered Intervention in reading/math classes based on student academic need. Students may opt out of the additional support based electives for other electives if they prefer. 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 due to 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 2023-24, COA offered two Transitional Kindergarten classes for 4 year-olds and expanded learning to all enrolled students. Met 2024-06-18 2024 34765050101832 Futures High 7 The LEA provides all students access to the broad course of study. The 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 new assessment diagnostic tool, iReady. The assessments are used as a tool to help ensure that students are enrolled in relevant courses. In addition, ELD assessment tools (ELPAC and curriculum-embedded assessments) are used to provide students with the appropriate and rigorous coursework. Honors and AP courses are open to all students, and in-class support is given to students underperforming or struggling. All students are enrolled in a broad course of study. There are no disparities across schools as FHS is a one school LEA. 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. The LEA will continue to expand course selections for the students as appropriate and continue to evaluate and explore local measures to help students access the broad course of studies. Met 2024-06-18 2024 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. Since 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. 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 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. n 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 2024-06-17 2024 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 2024-06-25 2024 34765050108837 Community Collaborative Charter 7 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. We rarely have course prerequisites or limiting factors that are barriers to enrolling in a desired course of study. CCCS almost always provides students with opportunities 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 guide students in exploring different subjects, assist with understanding graduation requirements and aligning their course choices with their academic and career goals. CCCS is increasing our number of CTE courses to offer an increased number of CTE pathways along with 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, that provide a multitude of additional resources. Once the conditions for learning are established, all teachers have full access to curriculum aligned to California content standards and state 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'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 due to the high level of academic need identified through a review of recent assessment data. In addition, it was determined that a continued focus on providing more choice and relevance in the schoolwide educational program beyond the core curriculum was needed in order to facilitate an increase in the level of college and career readiness among CCCS graduates. Our school is working to improve our MTSS systems, 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 2024-06-18 2024 34765050113878 Higher Learning Academy 7 All of our students are enrolled in the same broad course of study. 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. All of our students are enrolled in the same broad course of study. 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. We will continue to offer a rigorous IB education to all HLA scholars. Met 2024-06-18 2024 34765050114272 SAVA - Sacramento Academic and Vocational Academy 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. IS 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/ 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. " "-Continued focus on expanding live, synchronous course offerings, particularly with the Integrated Math sequence (1-3) -School leaders to build in structured PD time to facilitate collaboration between CTE teachers and core-content specialists to align core standards in CTE programs -Teachers 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 -Expand the use of Canvas as an additional LMS that allows for course and content customization to support student needs -Continue to increase opportunities for student internships and experiential learning outside of the classroom -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." Met 2024-06-18 2024 34765050130757 Highlands Community Charter 7 Students are able to access Theme Packets, Burlington English, Workforce Readiness, and Edmentum through their phones and laptops in class and out of class. Measuring tools include: Level Objectives - Teachers use these level objectives in class to measure a students progress through a level Level Exit Test - Students who are ready to move up a level are given a Level Exit Test to confirm their readiness CASAS Learning Gains, Competency, and Task Reports - These reports track student progress through CASAS competencies and Tasks that are related to level objectives EL Civics Passing Data Sheets - Teachers have access to their students EL Civics passing rate which identifies mastery of specific WIOA related objectives Burlington English Student Progress Reports - Teachers have access to student progress data in this online platform. Teachers can pull reports to check student progress. Edmentum Student Progress Reports - Teachers have access to student progress, pace, and time spent on lesson data. Teachers can pull reports to check student progress. Google Classroom Completed Assignments - Workforce Readiness and other supporting materials can be accessed through teacher-created Google Classrooms. The Google Classroom Grade book can identify student completion and progress through a course. All teachers at all sites have access to and are provided training on the curricula and measuring tools for their students. Town Halls (level specific collaborative meetings), and direct mandatory training meetings. After placement, appropriate accounts are automatically created for a student based on their level. All students are granted access to their tailored curriculum their first day of class. The curriculum is tailored to their level. For example, the level 2 students are enrolled with student accounts in Burlington English. The students use their computers or phone to complete lessons on Burlington English in class or at home. This includes school-provided cell phones with unlimited data access and on-site Chromebooks. Teachers are able to track and measure student progress in this platform through progress reports. Bridge students are enrolled in student accounts in Edmentum where they are placed into an appropriate English class aligned with common core standards. High school level students have expanded access to all high school subjects. Bridge and High School level teachers have access to student progress reports in Edmentum as well as the ability to track time and pace within specific courses. Courses in Edmentum have checks for understanding built into their tutorials. Each lesson in Edmentum includes a Mastery Test that test the students for mastery of objectives. Students interested in CTE programs and pathways can enroll in many different courses. Some of the curriculum can be challenging for the students to complete on their own. For this reason, a team of teachers called the Curriculum Team collects and creates scaffolds for the teachers to implement in their classrooms. To ensure that all teachers are aware of these scaffolds and different methods for implementation, the same team provides regular chat updates and fosters a collaborative environment to maintain alignment and uphold the quality of education provided across our educational network. CASAS reports that include learning gains, competencies proficiencies, and task proficiencies can be overwhelming for teachers to inform their instruction. We are planning on giving teachers additional training in this area, so teachers have a clearer idea of how to use the data to inform instruction and identify students who are struggling in specific areas using these reports. In order to ensure comprehensive access to our curriculum, we have implemented several measures. Upon enrollment, students' accounts are automatically created across relevant platforms, tailored to their proficiency level. Students are then granted access on their first day of class. To support teachers in familiarizing new students with the broad curricula offered and its accessibility, we have scheduled periodic training sessions throughout the year. These sessions coincide with the introduction of new curriculum materials, onboarding of new staff, and professional development days. Additionally, a dedicated team of teachers, the Curriculum Team, monitors online chat conversations directly related to the curriculum platforms. In the next school year, this team will be lead by a Curriculum Coordinate that will work directly with the Director of Curriculum and the Curriculum Team. The team actively address inquiries, provide guidance, and facilitate discussions on implementing the curriculum in the classroom. This team also conducts monthly meetings to answer teachers' questions, promoting consistency across sites. The department of Accountability and Assessment, working alongside the Curriculum Team, will be structured with more capacity to oversee more aspects of student placement, assessment, progress in order to more clearly identify student needs and course eligibility. Met 2024-06-27 2024 34765050139584 California Innovative Career Academy 7 Students are able to access Theme Packets, Burlington English, Workforce Readiness, and Edmentum through their phones and laptops anytime. Measuring tools include: Level Objectives - Teachers use these level objectives to measure students progress through a level Level Exit Test - Students who are ready to move up a level are given a Level Exit Test to confirm their readiness CASAS Learning Gains, Competency, and Task Reports - These reports track student progress through CASAS competencies and Tasks that are related to level objectives EL Civics Passing Data Sheets - Teachers have access to their students' EL Civics passing rate which identifies mastery of specific WIOA-related objectives Burlington English Student Progress Reports - Teachers have access to student progress data in this online platform. Teachers can pull reports to check student progress Edmentum Student Progress Reports - Teachers have access to student progress, pace, and time spent on lesson data. Teachers can pull reports to check student progress Google Classroom Completed Assignments - Workforce Readiness and other supporting materials can be accessed through teacher-created Google Classrooms. The Google Classroom Grade book can identify student completion and progress through a course. Teachers are given access to and are trained on the curricula and measuring tools for their students. Town Halls (level specific collaborative meetings), and direct mandatory training meetings. After placement, appropriate accounts are automatically created for a student based on their level. All students are granted access to their tailored curriculum on their first day. The curriculum is tailored to their level. For example, the level 2 students are enrolled with student accounts in Burlington English. The students use their computers or phones to complete lessons on Burlington English in class or at home. This includes school-provided cell phones with unlimited data access and Chromebooks. Teachers track and measure student progress on this platform through progress reports. Bridge students are enrolled in student accounts in Edmentum where they are placed into an appropriate online English class aligned with common core standards. High school students have expanded access to all high school subjects. Bridge and High School level teachers have access to student progress reports in Edmentum as well as the ability to track time and pace within specific courses. Courses in Edmentum have checks for understanding built into their tutorials. Each lesson in Edmentum includes a Mastery Test to measure students' ability to meet objectives. Students interested in CTE programs and pathways can enroll in different courses. Some of the curriculum can be challenging for the students to complete on their own. For this reason, a team of teachers called the Curriculum Team collects and creates scaffolds for the teachers to implement in their online classrooms. To ensure that all teachers are aware of these scaffolds and different methods for implementation, the same team provides regular chat updates and fosters a collaborative environment to maintain alignment and uphold the quality of education provided across our educational network. CASAS reports that include learning gains, competencies proficiencies, and task proficiencies can be overwhelming for teachers to inform their instruction. We will give teachers additional training in this area, so teachers have a clearer idea of how to use the data to inform instruction and identify students who are struggling in specific areas using these reports. In order to ensure comprehensive access to our curriculum, we have implemented several measures. Upon enrollment, students' accounts are automatically created across relevant platforms, tailored to their proficiency level. Students are then granted access on their first day of online class. To support teachers in familiarizing new students with the broad curricula offered and its accessibility, we have scheduled periodic training sessions throughout the year. These sessions coincide with the introduction of new curriculum materials, onboarding of new staff, and professional development days. Additionally, a dedicated team of teachers, the curriculum team, monitors online chat conversations directly related to the curriculum platforms. In the next school year, this team will be led by a curriculum coordinator that will work directly with the Director of Curriculum and the curriculum team. The team actively addresses inquiries, provides guidance, and facilitates discussions on implementing the curriculum in the classroom. This team also conducts monthly meetings to answer teachers' questions, promoting consistency across sites. The Department of Accountability and Assessment, working alongside the Curriculum Team, will be structured with more capacity to oversee more aspects of student placement, assessment, and progress in order to more clearly identify student needs and course eligibility. Met 2024-06-27 2024 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 2024-06-25 2024 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 three 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. At this time there are no barriers preventing access to a broad course of study for all students. Revisions, decisions, new actions that will be implemented, or have been implemented, are consistently review to ensure access to a broad course of study for all students. Westside continues to review course offerings and meet the needs of students and community members. Providing career exploration and student agency are key. Met 2024-06-25 2024 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. The only limitation that students may face is the limited number of sections offered and the fact that the students may not be able to take each class needed due to the period/block they are offered. 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. Met 2024-06-27 2024 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 ensure all students are participation in the variety of programs that we offer. All students receive a broad course of study through whole group lessons by class. One lesson for the TK-3 class and another for the 4th-8th grade class. We provide additional 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 programs. We plan to have guest speakers, and increase the number of field trips and assemblies. We are also planning on have guest artists/musicians return this year. Met 2024-06-26 2024 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 to learn proper typing technique. The 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 can order to fulfill the needs of our student population so that everyone has the materials that they need 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 new ELA curriculum. All students have access to ELA curriculum, but we are looking for a new program that will meet the need of all Learners, including EL learners. We are currently reviewing and selecting new ELA curriculum to pilot during the 2024-2025 school year. It is important that our ELA program at Cienega is stream lined to include reading, writing, phonics, and spelling as way to ensure a broad ELA and ELD coarse of study in which all students can be successful. Met 2024-06-13 2024 35674700000000 Hollister 7 The Hollister School District offers a wide array of coursework opportunities designed to meet the needs of all students. For students in grades 1 through 6, a broad course of study is provided, encompassing English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education. For students in grades 7 and 8, the curriculum expands to include Foreign Language, Applied Arts, and Career Technical Education in addition to English, Social Sciences, Physical Education, Science, Mathematics, and Visual and Performing Arts. To ensure equitable access to this comprehensive curriculum, Hollister School District regularly reviews course offerings, class schedules, and school schedules. This ongoing assessment helps determine the extent to which all students can access and are enrolled in a broad course of study. Additionally, the district utilizes course enrollment reports developed through its student information system. These reports track access, enrollment, and course completion rates, disaggregated by grade spans and unduplicated student groups, ensuring that every student has the opportunity to benefit from a diverse and inclusive educational experience. The Hollister School District is dedicated to ensuring that all students have access to a rigorous and guaranteed curriculum and course of study. This commitment has led to the complete adoption and full implementation of instructional materials in math, science, social studies, English language development, and early literacy intervention. As a result, all students district-wide have equal access to high-quality coursework. Students with exceptional needs are also provided with access to a broad course of study through the use of alternative or supplemental curriculum tailored to their individual needs. Additionally, all students in grades 4-8 have the opportunity to receive music instruction, and students in grades K-5 and 6-8 at the elementary school sites benefit from visual arts instruction through a partnership with the San Benito Arts Council. At the comprehensive middle schools, students can take courses in art, Career Technical Education (CTE), and foreign languages. The district is committed to continually broadening and diversifying the courses offered at these middle schools to meet the evolving interests and needs of its students. Although the district is committed to expanding and diversifying its broad course of study, several barriers hinder progress. These challenges largely stem from competing instructional demands within the educational landscape. At elementary school sites, constraints on available time during the school day can arise due to the provision of special services, extracurricular activities, or temporary schedule adjustments. Furthermore, the district aims to recruit teachers for inclusive classrooms to minimize the need for pullout services like English Language Development (ELD) or Individualized Education Programs (IEP), which may inadvertently result in unequal access to certain educational opportunities. In order to uphold equitable access to a diverse curriculum, the district will consistently assess and reassess the variety and availability of courses provided. By expanding inclusive classroom models at all schools, the district has broadened course access for students who were previously pulled out for targeted support in small groups. Additionally, the district has introduced more flexibility in course assignment windows to accommodate changes based on students' achievement levels or identified needs for additional support. To prevent students from missing core instruction or free time due to intervention sessions, elementary intervention groups have been established. Furthermore, middle school students will be surveyed annually to gauge their interests and provide feedback on the courses offered, ensuring that the curriculum aligns with their preferences and needs. Met 2024-06-25 2024 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. Navigator implemented Illustrative Math in an effort to improve math outcomes and the academic leadership team is reviewing the data to find areas of growth or improvement. Met 2024-06-26 2024 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 2023-2024 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 2023. 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 and full implementation occurred during 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 2024-06-19 2024 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. 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. 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. The new action is the continuation of the full time Intervention Teacher to support students who are not at reading grade level. A math coach has also been added to support math curriculum, assessing, and planning. Met 2024-06-20 2024 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 TK-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. In recent years, the LEA has recently adopted new NGSS aligned Core Curriculum for Science and a new state approved History/Social Studies curriculum for grades TK-8. Met 2024-06-17 2024 35675380000000 San Benito High 7 San Benito High School District (SBHSD) tracks access to a broad course of study using course enrollment data to monitor participation in core subjects, electives, and advanced courses. Additionally, we use Aeries Student Information System to track enrollment by student groups, including ELs, SED, Foster Youth, and students with exceptional needs. Our Student Services Team assists with Academic Planning Records for documenting student pathways in AVID, AP, CTE, and VAPA programs. Our district technology team conducts equity audits to identify and address disparities in course access among different demographics. SBHSD provides broad access to a wide range of courses, with most students participating in diverse academic and extracurricular programs. Our commitment to rigorous academic standards is reflected in the alignment of graduation requirements with the a-g sequence for UC/CSU admissions and the robust offering of 21 AP courses and various CTE pathways. However, analysis shows disparities in access to advanced and elective courses among student groups. While 100% of AVID seniors meet UC/CSU requirements, only 45% of the general student population does. Additionally, students with disabilities and English Learners are underrepresented in advanced courses. Site-specific differences also exist, with some campuses facing challenges in offering a full range of electives due to resource limitations. Progress is evident in the increased participation in STEM and arts programs, but continued efforts are needed to ensure equitable access for all students. Key barriers to providing equitable access in SBHSD include: -Resource Limitations restrict diverse course offerings. -Scheduling Conflicts hinder students, especially those with IEPs, from enrolling in desired courses. -Awareness Gaps among underrepresented families limit their engagement in advanced and elective courses. -Insufficient Support Services for students with disabilities and English Learners reduce their ability to succeed in a broad course of study, necessitating targeted interventions. SBHSD is enhancing course access through: -Resource reallocation to expand offerings within school site programs. -Flexible scheduling to accommodate students with IEPs and multiple program commitments. -Targeted outreach to underrepresented families about course options via workshops and counseling. -Increased support services for special education and EL students to help them succeed in diverse courses. -Online Learning to provide additional course opportunities, ensuring all students benefit from a comprehensive curriculum. Met 2024-06-25 2024 35675530000000 Southside Elementary 7 Southside is proud to state that a full inclusion model is used for all students. Irregardless of student program, all students are placed in the general education setting. Our annual Williams report ensures that all students have access to state adopted curriculum and materials. The district student performance indicators include tri-annual diagnostic assessments through IXL in English and Math. State summative assessment results from Smarter Balanced assessments in grades 3-8. Additionally, quarterly grade reporting and teacher initiated formative assessment are used. 100% of all Southside students are place in appropriate grade level classes unless their IEP specifies otherwise. Grade level standards are used in all classrooms providing all student equal access to a broad course of study. Our school performance data in math indicates that not all students are making adequate progress in math. The district has committed to providing staff members an opportunity to participate in a county wide math initiative. The math initiative includes a coaching model in the following year. Additionally, the district will take the necessay steps to review and adopt a new math curriculum in the next two years. Met 2024-06-06 2024 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 2024-06-24 2024 35675790000000 Willow Grove Union Elementary 7 Willow Grove uses the school inventory, the Sufficiency of Instructional Materials Report and Calpads to ensure that all students have access to, and are enrolled in, a broad course of study for Grades TK-8. Unduplicated student groups and individuals with exceptional needs are given priority through the use of a part time Intervention teacher and an Instructional Aide. Using the locally selected measures, it was determined that 100% of students had access to and were enrolled in a broad course of study. We are a small single school in a rural area (less than 25 students). No barriers prevented Willow Grove from providing access to a broad course of study for all students. The most significant challenge to maintaining this success is the small number of staff, and the remote location. Willow Grove utilizes county support, community resources, and collaboration with neighboring districts to ensure that this need continues to be met. An additional part time aide to support the students who do not understand English well (currently 4th-6th grades) will be hired to assist with instruction from the teacher. Met 2024-06-11 2024 35752590000000 Aromas - San Juan Unified 7 The Aromas-San Juan Unified School District has identified key areas for improvement based on survey data from 2022-23 and 2023-24, particularly in student engagement and safety. The data showed a decline in school connectedness among older students, while feelings of safety remained stable. In response, the district has created a Local Control and Accountability Plan (LCAP) goal focused on improving student engagement and will disaggregate future survey data by student groups. Changes to existing plans and policies include implementing programs to enhance school connectedness, such as extracurricular activities, and student advisory councils. Additionally, the district will increase support for mental health and well-being to foster a positive school climate. These steps aim to ensure continuous improvement and create a safe, connected, and supportive learning environment for all students. The Aromas-San Juan Unified School District has identified key areas for improvement based on survey data from 2022-23 and 2023-24, particularly in student engagement and safety. The data showed a decline in school connectedness among older students, while feelings of safety remained stable. In response, the district has created a Local Control and Accountability Plan (LCAP) goal focused on improving student engagement and will disaggregate future survey data by student groups. Changes to existing plans and policies include implementing programs to enhance school connectedness, such as extracurricular activities, and student advisory councils. Additionally, the district will increase support for mental health and well-being to foster a positive school climate. These steps aim to ensure continuous improvement and create a safe, connected, and supportive learning environment for all students. Based on the results from the locally selected measures, including enrollment data, course completion rates, and student feedback surveys, several barriers have been identified that prevent ASJUSD from providing access to a broad course of study for all students. Despite the increased number of advanced courses offered, limited staffing and resources still restrict the availability of elective courses. Additionally, scheduling conflicts hinder some students, particularly those with special education needs or those requiring language support, from enrolling in their desired courses. Furthermore, there is a need for more targeted professional development for teachers to effectively support diverse learners and integrate new course offerings. Addressing these barriers is essential to ensure equitable access to diverse educational opportunities for all students. ASJUSD is implementing new actions to address these barriers, including offering electives at San Juan for middle school students, increasing dual enrollment opportunities, and introducing two Career Technical Education (CTE) pathways. These initiatives aim to provide a broader range of educational opportunities and ensure that all students have access to a comprehensive course of study. Met 2024-06-20 2024 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. For the 2023-24 school year, the SBCSS Alternative Education program transitioned from Odysseyware to Subject, a more robust, up-to-date learning platform with updated courses in all content areas. Utilizing the student information system, online course summaries and completion data, student schedules and grades, SBCSS determines the extent to which all students have access to, and are enrolled in, a broad course of study, including A-G courses and CTE courses. Quarterly analysis of course completion rates based on grade spans, unduplicated student groups, and special populations occur to determine level of access, areas of need, and possible barriers to access. All students enrolled in SBCSS programs have access to a broad course of study, with over 125 courses offered. A review of data shows that during the 2021-2022 school year, over twenty-five thousand credits were earned. Over fifteen thousand credits were earned in core courses (English, History/SS, Science and Math), while the remaining credits were earned in Electives, Physical Education and CTE. English learners earned an average of 2 credits during their enrollment. SBCSS consistently strives to increase course offerings to ensure engaging content and delivery models are provided to our students. In the past several years, we have expanded our CTE offerings (STEM and Health Science Careers) to multiple campuses while expanding our selection of online CTE courses as well. In addition, we partner with our local County-ROP to begin student enrollment in Unmanned Aircraft Systems (“drones”) and Cybersecurity. With the addition of three curriculum specialists, the SBCSS curriculum team is constantly reviewing new curriculum and piloting new and innovative programs to share in our diverse classroom settings. SBCSS also continues to collaborate with academic and industry partners to bring in course offerings that will prepare students for college and careers after high school. SBCSS also added 2 additional academic counselors dropping the student counselor ration by 65%. Although San Bernardino County is the largest county in the 48 contiguous United States. This at times presents a barrier to our ability to provide access for all our students to CTE and Vocational Education classes in some of our outer lying/remote regions. In addition, teacher shortages across the state have heavily impacted course offerings. In these instances, SBCSS relies on the investments we have made in online based curriculum platforms to provide students access to courses they may otherwise not have had access to. Additional identified barriers preventing students from accessing the broad course of study available to them are: length of enrollment, the average days of enrollment for students within the alternative education programs is 51 days; student academic proficiency levels upon entering the program, 97% are below grade level upon enrollment and require remediation; and attendance rates, with an average overall rate of 82.9%. Another significant barrier is student knowledge of the broad range of courses and models they have access to, such as A-G online courses and CTE opportunities. SBCSS continues to provide access to online and in-person course offerings and the support of an academic counselor to ensure students know what courses are available and how to access the broad range. We will continue to coordinate with the Regional Occupational Centers and Programs (ROCP) to expand access to career technical education courses and local community colleges to participate in dual enrollment classes. Investments in online curriculum and resources and participation in recruitment activities to work toward making a broad course of study accessible to all students will also continue to occur. These strategies and actions will enhance our ability to continually provide a broad course of study for all students. SBCSS continues to provide access to online and in-person course offerings and the support of an academic counselor to ensure students know what courses are available and how to access the broad range. We will continue to coordinate with the Regional Occupational Centers and Programs (ROCP) to expand access to career technical education courses and local community colleges to participate in dual enrollment classes. Investments in online curriculum and resources and participation in recruitment activities to work toward making a broad course of study accessible to all students will also continue to occur. These strategies and actions will enhance our ability to continually provide a broad course of study for all students. Met 2024-06-10 2024 36103630115808 Norton Science and Language Academy 7 Norton Science & Language Academy (NSLA) ensures a broad course of study for all students to ensure student success. In meeting Priority 7, NSLA 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 2023-2024 school year, 100% of students at the Norton Science and Language Academy, TK-11, 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, AVID, Robotics, eSports, 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-11. Regular analysis of course offerings, student surveys, class schedules, and school schedules continue to inform the administration of student enrollment in a broad course of study. As the school finishes building out its high school in the 2024-2025 school year, 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, including eight AP courses open to all students. Met 2024-06-10 2024 36103630139147 Sycamore Academy of Science and Cultural Arts - Chino Valley 7 Sycamore has identified 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, ensuring equity across grade spans, unduplicated student groups, and individuals with exceptional needs served. These measures include: Course Enrollment Data, Individual Education Plans (IEPs), English program Audit Analysis of the After School Program offerings, enrollment, and attendance, GATE program Audit. These measures and tools are essential for Sycamore to track and evaluate the extent to which all students, including those from diverse backgrounds and with exceptional needs, have equitable access to a broad and enriching course of study. By regularly monitoring these indicators, Sycamore can identify disparities, implement targeted interventions, and foster an educational environment that supports the academic success and well-being of all students. Based on locally selected measures and tools, Sycamore has assessed the extent to which all students have access to and are enrolled in a broad course of study, revealing both progress and disparities across student groups. Access: Sycamore has made significant strides in expanding access to a broad course of study. Efforts include increasing the availability of unique offerings throughout the school day and after school. Enrollment: All students are enrolled in a broad course of study during the school day, however, after-school enrollment shows only about 35% are accessing these courses, with a slow but steady increase in participation rates over the past few years. While Sycamore has made significant strides in expanding access to a broad course of study, disparities across student groups remain a focus of ongoing improvement efforts. By continuing to monitor and adjust strategies based on locally selected measures, Sycamore will further enhance equity and ensure all students have equitable access to a comprehensive and enriching educational experience. Based on the results of the locally selected measures, barriers have been identified that may contribute to Sycamore's ability to provide equitable access to a broad course of study for all students such as resource allocation disparities, scheduling constraints, linguistic barriers, transportation and perception or expectations of programs. In response to the results of the locally selected measures, Sycamore has implemented several new actions to ensure access to a broad course of study for all students. These actions are designed to address identified barriers and promote equity. Actions such as restructuring resource allocations, leveraging technology, providing additional training for staff, examining alternative scheduling, addressing linguistic barriers, adding services and accommodations for SWDs, and increasing communication with parents and guardians regarding program options. Met 2024-06-25 2024 36103630140012 Entrepreneur High Fontana 7 - OTUS - NWEA - Marco Learning 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 in their writing skills. Our students follow the State of California A-G outline, in addition to offering college credits through Chaffey College. We also offer electives in entrepreneurship as well as extracurricular activities after school for all students. There are no identified barriers. We ensure all students are taking appropriate classes 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 2024-06-27 2024 36103633630761 Excelsior Charter 7 Excelsior Charter Schools reviews student academic transcripts, academic plans, and currently enrolled courses to ensure all students are appropriately enrolled in a broad course of student. Also, a-g readiness and enrollment within a CTE pathway or Dual Enrollment courses are tracked. This ensures the successful and on-time promotion of junior high students within 2 years and 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 2024-06-27 2024 36103636111918 Desert Trails Preparatory Academy 7 The administration will continue to ensure scholars have access to curriculum and instructional materials that are aligned to CCSS, thereby addressing the academic needs of all learners by conducting classroom inventories three times yearly. Desert Trails Preparatory Academy is an educational institution that strives to provide every scholar with equal access to high-quality curriculum and classroom instruction, even those who may experience difficulties in meeting state standards. Desert Trails has developed a comprehensive plan of action to achieve this goal, which includes providing Common Core State Standards (CCSS) curriculum and instructional materials that cater to individual learning needs while maintaining a highly qualified and well-trained teaching staff. At Desert Trails we are aware that some scholars may require additional academic support and, as such, are committed to providing targeted assistance to help them succeed. We continuously monitor teacher assignments and provide professional development opportunities to ensure that every scholar has the necessary tools to achieve academic success and reach their full potential. Our ultimate aim is to empower every scholar to achieve their academic goals and become lifelong learners. DTPA does not plan to implement any revisions, decisions, or new actions at this time. We will instead focus on ensuring we continue to provide access for all scholars to a broad course of study. Met 2024-06-27 2024 36675870000000 Adelanto Elementary 7 The Adelanto Elementary School District (AESD) employs several locally selected measures to track and ensure that all students, including unduplicated student groups and individuals with exceptional needs, have access to and are enrolled in a broad course of study. Essential tools include the Student Information System (SIS), which monitors enrollment data and course completion across different demographics. The California Healthy Kids Survey (CHKS) provides insights into student engagement and school climate, influencing course accessibility. Regular course enrollment reports and special education tracking systems ensure equitable distribution of courses and compliance with Individualized Education Programs (IEPs). Parent and student surveys collect feedback on course availability and satisfaction, while academic performance data identifies trends and disparities in student achievement. Additionally, School Site Council and ELAC meetings engage stakeholders in discussions about course offerings and accessibility, ensuring continuous improvement and inclusivity in the district’s curriculum. The Adelanto Elementary School District (AESD) uses various tools to ensure all students have access to, and are enrolled in, a broad course of study. The Student Information System (SIS) shows that while core subjects are consistently accessible, elective and enrichment courses vary, with resource-rich schools offering more options. The California Healthy Kids Survey (CHKS) indicates high engagement in core subjects but highlights limited elective access for middle school students and those from lower socioeconomic backgrounds. Course enrollment reports reveal equitable core course distribution but discrepancies in advanced and elective offerings. Special education tracking ensures students with exceptional needs are integrated into the broad course of study through IEPs. Some programs are unique to certain schools. Parent and student surveys reflect overall satisfaction with core subjects. Academic performance data shows consistent achievement in core subjects, still, there is a focus on increasing participation from economically disadvantaged students, African American, and English Learners in more diverse electives, especially in middle schools. School Site Council and ELAC meetings will emphasize the need for access to equitable enrichment programs. Over time, AESD has improved core course access and is working to expand elective and advanced offerings through targeted initiatives and educational partner feedback including student voice. The analysis of the Adelanto Elementary School District (AESD) data reveals several barriers preventing equitable access to a broad course of study for all students. Staffing challenges, including a shortage of qualified teachers and support staff for specialized subjects, especially Special Education, further exacerbate these issues. Lastly, logistical constraints such as scheduling conflicts and targeting funding for program expansion and access impede the district’s ability to provide a comprehensive education for all students. These barriers are being addressed and require targeted resource allocation, enhanced support for underrepresented groups, targeted communication for parents and students, and strategic planning to ensure all students have equitable access to a broad and diverse curriculum. In response to the analysis of the locally selected measures, the Adelanto Elementary School District (AESD) is implementing several strategic actions to ensure all students have access to a broad course of study. To address staffing challenges, AESD is increasing recruitment efforts and providing additional professional development opportunities to attract and retain qualified teachers and support staff, particularly in specialized subjects and Special Education. The district also optimizes scheduling to reduce conflicts and maximize student access to various courses. Targeted funding is being allocated to expand program offerings and enhance resources at schools with fewer elective options. AESD enhances support for underrepresented groups by promoting inclusive programs and additional academic and socio-emotional resources such as mentoring and tutoring support. To improve parent engagement, the district offers flexible involvement opportunities and targeted communication strategies considering parents' demanding schedules. Strategic planning involves continuous data monitoring, stakeholder feedback, and collaboration with community partners to ensure all students benefit from a comprehensive and diverse curriculum. These revisions and new actions reflect AESD’s commitment to equitable access and continuous improvement in educational opportunities for all students. Met 2024-06-25 2024 36675870128462 Taylion High Desert Academy/Adelanto 7 "Student achievement and progress is monitored using the following data sources: • Progress reports and grades • Edmentum’s Exact Path Diagnostics in math and ELA • Exact Path’s Individualized Learning Paths • CAAPSS test results • EL Reclassification • Class Completion " Taylion Academy offers a variety of support and resources to students to support access to a broad course of study. Currently, this access has included A-G, state standards aligned core courses delivered both through online programs and textbooks/paperwork. However, as a result of a deep-dive curriculum reflection, Taylion will be replacing all curricula starting during the 2024-25 school year. Taylion’s new curriculum will offer all TK-12grade students updated courses which include a broad course of study. Standards based core classes will be available to all grade levels and elective selections will be expanded to meet the interests of Taylion’s varying student population. High school students will also have a vast list of Career Tech Education (CTE) pathways from which to choose. Additionally, new clubs will be offered to the current robotics, art, Lego clubs for student enhancement opportunities. As a DASS charter school with Independent Study, Online, and Homeschool programs, Taylion has found difficulty is offering performing arts classes due to the inherent limitations of the program. With the implementation of Taylion’s new curricula during the 2024-25 school year, various professional development sessions will be provided to train teachers and tutors on the multiple features of the new courses. Since these classes will be offered using an online platform for all Taylion students, a technical study will be an additional focus in the PDs with the goal being a smooth transition for both students, teachers, and tutors. Met 2024-06-20 2024 36675950000000 Alta Loma Elementary 7 Access, equity and inclusive practices is a priority for the Alta Loma School District (ALSD). In order to monitor the extent in which all students have access to and/or are enrolled in a broad course of study, the District reviews educational requirements, master schedule/class enrollment, demographics, local assessment data such as i-Ready, student needs/interests, and parent feedback each year. The District and site administrators review this information to determine needs and interests in order to develop the following year’s master schedule and School Plan for Student Achievement (SPSAs) and areas that need to be addressed and supported in the LCAP. Each school site ensures additional support is provided for students such as English learners, socio-economically disadvantaged and students with exceptional needs, that these students have access to electives at the junior high, differentiation and intervention opportunities, as well as expanded and enrichment activities at each site. Based on the 2023-24 needs analysis and review of the District’s local indicator data, the findings included: all students had access to physical education, some students had access to music due to limited funding, and access varied for expanded activities across sites, Although there are class options and extracurricular activities available, some barriers exist in relation to who is accessing these classes, as well as staff philosophies about which students should have access to these classes and schedule conflicts. The District continues to work on ensuring parody at each site and that all students, regardless of background and/or academic capabilities, have the ability to access all courses and extracurricular activities. The review of the local measures indicated the following areas were barriers in providing all students access to the Broad Course of study: philosophies on education, equity and access, master schedule challenges, balancing district priorities due to limited funding, staffing, teacher credentialing. The District continues to work with students, staff and families in order to improve and increase opportunities for all students, particularly those underrepresented and look for funding opportunities that can support new courses and extracurricular activities. Based on the results and findings, the following revisions and actions will be implemented through the 2024-25 LCAP: 1. K-2 Science of Reading methodologies will be implemented to ensure all students are reading by third grade. 2. K-8 Math Framework will be implemented to improve math instructional practices and student achievement. 3. The new Proposition 28 funding, access to music K-8 will be provided. 4. The 6th grade JH move will provide more access to electives and extracurricular activities on campus. 5. Zero period PE provides students with scheduling conflicts in order to ensure they have access to rich and meaningful electives. 6. Computer Science (CS) will be a new addition. At the junior high, it will be integrated into the 6th grade wheel and available as an elective in 7th and 8th grade. At the elementary level, students will be provided CS activities on a quarterly basis. 7. In the District’s quest to expand inclusion and provide the least restrictive environments for all students, the District will continue to ensure ELs are part of general education classrooms and will focus on expanding inclusion opportunities for our students with disabilities TK -8th grade. 8. In order to provide differentiation opportunities during the day, all elementary students will be provided What I Need (WIN) time for 30 minutes. 9. Expanding enrichment opportunities such as Odyssey of the Mind, Spelling Bee and Chess Tournament in order to be more inclusive for all. Met 2024-06-12 2024 36676110000000 Barstow Unified 7 BUSD uses a variety of tools to track the extent to which all students have access to, and are enrolled in, a broad course of study. These tools include: • Master Schedules (School sites) • Infinite Campus (student information system) • Perkins grant reporting (federal funds for career technical education) • CPA grant reporting (state funds for career technical education) • English Learner reclassified monitoring list • A-G Certification list (UC/CSU approved students) • Dataquest (California school accountability data website). All 7 BUSD elementary schools utilize a master schedule to ensure all students are receiving all 7 courses of study within a school day, week, and year. The master schedules are submitted to and monitored by the district office to ensure compliance with the law. A typical elementary master schedule will include daily student access to the 4 core subjects: English, mathematics, social sciences and science. Due to the fact that the minutes requirement for visual and performing arts, health and physical education are lower than the core subjects, school master schedules will reflect these courses being taught 2-3 times a week. Also, all sites are required to provide specific English Language Development instruction to English learner during the school day. This activity is part of each master schedule and monitored by site and district administration. At the secondary level (grades 7-12), each school is also required to submit a master schedule that is monitored by site and district administration. All sites provide core subject access, as well as physical education, visual and performing arts, and applied arts. The 2 high schools in our district also offer career technical education. Barstow Junior High School and Barstow STEM academy do not currently offer career technical education but are in the process of doing so and being able to offer these courses to students in the 24-25 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 5-6 Intermediate school focusing on the Arts in the Fall of 2023, which includes adding the 6th grade students in the fall of '24. 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 2024-06-25 2024 36676370000000 Bear Valley Unified 7 BVUSD ensures that all students have access to, and are enrolled in, a broad course of study as defined by California Ed Code 51220. Locally selected metrics for secondary include graduation rate, A-G completion rate, CTE pathway completion, master schedules, AP enrollment and pass rates. At the 6th - 8th grade, the master schedule is created to ensure all students have access to core content areas and at least one elective. At the elementary level, class enrollment is balanced, district adopted core curriculum is provided, and additional enrichment and intervention classes are offered. Individual Education Plans (IEP) are reviewed by counselors and case carriers to ensure students have equal access to a broad course of study. Heterogeneous classes are created to ensure balanced rosters. Unduplicated students and students with exceptional needs are provided with support structures and resources to access the core curriculum. All students in BVUSD has access to and are enrolled in a broad course of study. At the high school level, all students meet with the High School Counselors to plan their four-year course of study. At the 6th - 8th grade, the master schedule is created to ensure all students have access to core content areas and at least one elective. The two elementary schools in Bear Valley Unified collaborate and work together to ensure all students have access to district adopted core curriculum, supplemental materials to scaffold content, and enrichment opportunities. Professional development is provided to all TK-12 teachers to ensure effective research-based practices are implemented in classrooms. Currently the only differences across elementary school sites as it relates to student access to a broad coarse of study have to do with one site having a State Funded Pre-school and Beyond the Bell (a Parks and Recreation program) to provide before and after school supervision and the other elementary site does not. BVUSD is located in a rural area with 2178 students. Big Bear High School’s enrollment is 590, Chautauqua Continuation High School’s enrollment is 47, and Big Bear Middle School is 506. Since secondary schools are small, the offering of a large variety of classes remains a challenge. All efforts are made to provide equal access to a broad course of study. At the Elementary level, i-Ready ELA and Math are offered in support of the regular curriculum. At the secondary level, Edgenuity, an online program is offered to allow for credit recovery and intervention. This program provides A-G courses that are not offered at the high school and i-Ready is a supplemental online program to support success with core content at the middle and elementary school. IXL, an program to support ELA and math at grades 6-12 is also used as a supplemental curriculum. Additional core support is provided by intervention teachers for students. BVUSD also provides multiple structures of Independent Study. At the secondary level, students may take some online courses as well as classes on campus to create a “hybrid” schedule. Or they may opt for the Independent Study program where they meet once a week with a teacher and complete all classwork at home. As well, elementary students may have a “blended” schedule where they take some subjects online or meet with the teacher individually and take the rest of the content in the classroom. Students 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. Executive Directors, Principals, and teachers continue to research practices and resource options to further support students' achievement. Met 2024-06-17 2024 36676450000000 Central Elementary 7 The district employs 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. These measures are based on grade spans, unduplicated student groups, and individuals with exceptional needs. One key measure is the 5th and 7th-grade student climate surveys. Conducted annually, these surveys assess perceptions of school safety, connectedness, and the overall learning environment. The feedback from these surveys helps the district ensure that the educational experience is positive and inclusive for all students. In addition to the climate surveys, the district has established a middle school student advisory committee. This committee provides a platform for middle school students to voice their opinions and offer insights on the educational programs and policies. The advisory committee's input is invaluable in shaping a curriculum that meets the diverse needs of the student body. Daily input from student leadership groups at each school site also plays a crucial role. These groups, composed of student representatives, regularly communicate with school administration to share feedback on course offerings, extracurricular activities, and school climate. Their ongoing input ensures that the district remains responsive to student needs and preferences. Using the locally selected measures and tools, the District ensures that all students have access to, and are enrolled in, a broad course of study. The 5th and 7th-grade student climate surveys, middle school student advisory committee, and daily input from student leadership groups at school sites consistently indicate a high level of satisfaction with the availability and variety of courses offered. These tools show that students feel connected and supported in their academic environments. The District's enrollment data across various grade spans confirms that there are no significant differences in access to, and enrollment in, a broad course of study across school sites or among different student groups, including unduplicated student groups and individuals with exceptional needs. This uniformity in access highlights the District's commitment to providing equitable educational opportunities for all students. Over time, the District has made consistent progress in maintaining and enhancing access to a wide range of courses. This progress is reflected in the positive feedback from student surveys and advisory committees, demonstrating that efforts to support a diverse and inclusive curriculum have been successful. In summary, the District's comprehensive approach, utilizing climate surveys, student advisory input, and detailed enrollment tracking, confirms that all students have equitable access to a broad course of study, with no notable differences across school sites Given the results of the tools and locally selected measures, no barriers have been identified that prevent the district from providing access to a broad course of study for all students. The 5th and 7th-grade student climate surveys, middle school student advisory committee, and daily input from student leadership groups at the school sites consistently show that students have equitable access to a wide range of courses. Enrollment data further supports that there are no significant differences in access across school sites or among different student groups, including unduplicated student groups and individuals with exceptional needs. This comprehensive approach ensures that all students in the district have the opportunity to engage in a broad and inclusive curriculum. In response to the results of the tools and locally selected measures, the district has implemented several actions to ensure all students, including special education and general education students, have access to a broad course of study. The district screens all students for advanced learner aptitude and advanced math placement, ensuring high-potential students are identified and supported appropriately. Additionally, professional development for teachers has been enhanced to support differentiated instruction and inclusive practices, helping educators better support all learners. After-school clubs and extended learning options are principally targeted to support unduplicated students. Communication strategies through Parent Square have been refined to ensure parents and guardians are well-informed about available courses and programs, facilitating their involvement in decision-making processes. Lastly, the district is committed to ongoing monitoring and evaluation of course enrollment data across all student groups to quickly identify and address any barriers, ensuring continuous access to a broad and inclusive course of study. These actions demonstrate the district's dedication to providing a comprehensive and equitable education for all students, helping them reach their full potential. Met 2024-06-13 2024 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. Recent courses adopted include Introduction to Data Science, Mathematics Reasoning with Connections, Financial Algebra, additional AP courses, and CTE pathways. All of these are A-G approved courses. The District has begun offering community college courses on campus through a partnership with a local community college district. 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 23-24 and now in 24-25, 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 23-24, 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 23-24, 58% 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 new LCAP for 24-25, 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 2024 Advanced Placement exam administration, the District had over 4000 students take nearly 8000 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 2024-06-12 2024 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, and on department websites. Students and families are provided 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 intervention counselors to develop Six-Year plans detailing the courses of study in junior high 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 to help them monitor student access to courses of study and special programs year-round. Course audits are used to review the number of sections and number of students enrolled in all courses. Outcome measures include College and Career indicators (CCI) such as graduation, UC/CSU readiness (disaggregated by special populations and programs), CTE Pathway Completion, and Advanced Placement pass rates. 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. The AVID program is implemented at all traditional junior high and high schools. 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. Finding credentialed Career Technical Education (CTE) pathway teachers that allow for diverse offerings that meet varying student needs continues to be a barrier. 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. Meetings are conducted with individual site administrators and counseling teams led by district administration from all departments to review CCI data. 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, the CTE advisory committee reviews our pathways to ensure students have a broad access to industry standard pathways. The district continues to focus on attending job fairs to recruit highly qualified teachers and provides funding for current teachers to expand their credentials. For the following school year, Secondary Curriculum and Instruction will focus on aligning California College Guidance Initiative (CCGI) lessons and strategies to promote college and career readiness. Met 2024-06-20 2024 36676780137547 Allegiance STEAM Academy - Thrive 7 ASA Thrive uses several tools to track student access to a broad course of study across various grade spans and student groups. Student Information System (SIS) ASA Thrive’s Student Information System (SIS) monitors enrollment and course access, tracking student demographics such as grade level, socioeconomic status, language proficiency, and special education needs. This system ensures equitable access to a comprehensive curriculum for all students. Course Enrollment Audits Regular audits verify that all students, including English learners and students with disabilities, have access to required and elective courses.These audits help identify any disparities in course participation, ensuring equity in academic opportunities. Individualized Education Plans (IEPs) For students with exceptional needs, IEPs are reviewed to align their course of study with personalized educational support, ensuring access to a broad curriculum that meets their specific needs. Surveys and Feedback Parent and student surveys gather feedback on course accessibility and satisfaction, helping to identify areas where course offerings may need improvement to better serve all students. Annual Data Analysis Annual reports and data analysis review student enrollment trends across courses and grade levels, supporting data-driven decisions to enhance course accessibility for all student groups. ASA Thrive ensures all students have access to a broad course of study. The Student Information System (SIS) and course enrollment audits reveal that most students, including English learners and students from low- income families, are enrolled in diverse courses. However, English learners face challenges accessing advanced courses due to language barriers, and students from low-income families have limited participation in extracurricular activities. Rapid enrollment growth has created disparities in course availability across school sites, necessitating expanded facilities and staff training to maintain equitable access. Extended Learning Opportunities Program (ELOP) funding has been crucial in providing before and after-school tutoring to bridge gaps. Overall, ASA Thrive is committed to continuous improvement to ensure equitable educational opportunities for all students. ASA) Thrive has identified key barriers to providing a broad course of study for all students. Language Barriers English learners (ELs) struggle with limited English proficiency, which may restrict their access to advanced courses. Socioeconomic Constraints Students from low-income families have limited access to resources like after-school programs, impacting their full participation in educational opportunities. Rapid Enrollment Growth Rapid enrollment growth has created challenges in providing a broad course of study. This has necessitated quick hiring of new staff and expanding facilities, stretching resources and complicating the maintenance of high-quality education. Staff Hiring and Training The need to hire and rapidly train new staff due to enrollment growth affects the school's ability to provide immediate, comprehensive, and inclusive educational experiences for all students. ASA Thrive has implemented several actions to ensure access to a broad course of study for all students. Recognizing the language barriers faced by English learners, the school has expanded bilingual support in classrooms and extracurricular activities through intentional recruiting and hiring of bilingual and qualified staff. To address the needs of students from low-income families, ASA Thrive has utilized Extended Learning Opportunities Program (ELOP) funding to enhance before and after-school programs, providing additional tutoring and academic support to help bridge learning gaps. To manage the challenges of rapid enrollment growth, ASA Thrive has streamlined the hiring process and increased training for new staff, ensuring they are equipped to support diverse learners and maintain high educational standards. These new measures aim to enhance educational equity, offering comprehensive support to all students and ensuring they have equal access to a wide range of academic opportunities. Met 2024-06-26 2024 36676860000000 Colton Joint Unified 7 Colton Joint Unified measures the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served by monitoring the processes through which course selection and access are provided. CJUSD uses our student information system to support the creation of a master schedule that provides heterogeneous grouping of students throughout the grade spans to support the needs of all student groups including unduplicated student groups. 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. In addition, students now go through an online course selection process in secondary schools. CJUSD’s students have full access to a broad course of study. We are 1 to 1 with Chromebooks as well as providing a hot-spot if needed to provide internet. Students meet with counselors and complete course requests online based on student needs and wants. Master schedules are developed based on the requests from students. Effort is made to offer requested courses at all school sites. The only difference across school sites would be in access to CTE Pathways which are varied across the district and some AP courses based on low enrollment in the course. Through our partnership with CRY-ROP, all students are offered CTE courses in many CTE pathways. Available course offerings are reviewed yearly to provide opportunities based on new and emerging fields and there is a course approval process in place that begins at sites and moves to Curriculum Council, Executive Cabinet, and Board approval before implementation. Students may attend another high school in the district if their pathways better support the student’s needs. The district provides opportunities for Concurrent enrollment with local or online colleges and dual enrollment with San Bernardino Valley College to provide access for students to gain both high school and college credits simultaneously. Additionally, CJUSD began partnering with San Bernardino Valley College to pilot an Early College Program at Bloomington HS this year and will move to CHS and GTHS in 2024-25. 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 although the district does allow intra-district transfers to meet the need. 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. To address the barrier of time in a student’s schedule and elective offerings, some sites offer Period 0 and Period 7 classes that allow students to enroll off the normal schedule, a dual-enrollment program offering courses from San Bernardino Valley College, and concurrent enrollment where students can take courses online, with other accredited high schools and/or colleges and universities. The District also provides through LCAP funds Summer School at the elementary, middle, and high schools where students can make up courses or take a course to free up time in their schedule during the school year. Met 2024-06-25 2024 36676940000000 Cucamonga Elementary 7 All students in CSD have access to, and are enrolled in, a broad course of study, based on grade spans. This includes our unduplicated student groups, and individuals with exceptional needs. Reviews are conducted annually at the beginning of every school year and confirmations are submitted from each site to the district office for all students served. 100 % of CSD students have access to, and are enrolled in, a broad course of study. There are no differences between sites. 100 % of CSD students have access to, and are enrolled in, a broad course of study. 100 % of CSD students have access to, and are enrolled in, a broad course of study. Met 2024-06-13 2024 36677020000000 Etiwanda Elementary 7 To evaluate whether students have access to and are enrolled in a comprehensive range of courses, as required by Priority 7, Etiwanda School District site principals conduct a thorough review of class and student schedules. This review process, established in the 2018-19 academic year, involves both qualitative and quantitative assessments. During this process, principals meet with all general education teachers and special education case carriers. Together, they examine class and student schedules to ensure students have ample opportunities for a broad course of study. After completing the review, principals document their findings and certify the accuracy of the information in the report. This collaborative and detailed approach helps guarantee that every student has access to a diverse and comprehensive education. During the 2023-24 school year, 100% of our students in grades TK-8 received a Broad Course of Study. Using locally selected measures, we ensured that every student was enrolled and actively engaged in seven key areas. Access to this curriculum guarantees that all students receive a well-rounded education. Our analysis showed no significant differences in access or enrollment across school sites and student groups, indicating equitable access to the broad course of study. Continuous monitoring and targeted support have maintained and improved this equity over time, ensuring all students benefit equally from a diverse and inclusive curriculum. Our commitment to providing a broad course of study has resulted in consistent and positive educational outcomes, preparing students for future academic and personal success. During the 2023-24 school year, there were no barriers preventing access to a broad course of study for all students. Significant progress has been made in recent years through closely monitoring master schedules, student enrollment, and enhancing inclusive practices. As a result, all students are able to actively participate in the seven key areas. This comprehensive approach ensures that every student has equal opportunities to engage in a well-rounded education across various subjects and disciplines. Continuous monitoring and adjustments have successfully eliminated any potential barriers, maintaining equitable access for all students. Our commitment to providing a broad course of study has led to consistent and positive educational outcomes, preparing students for future academic and personal success. The established practices ensuring access to a broad course of study will be sustained and reinforced. Our dedicated district personnel, including administrators, teachers, and support staff, are committed to continuous efforts to further improve student access to a diverse array of remediation and enrichment activities. These activities are carefully designed to meet students at their individual instructional levels, from those needing additional support to advanced learners. This targeted approach cultivates an inclusive and enriching educational environment that addresses the needs of every student. Met 2024-06-13 2024 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 graduates who completed a broad course of study across their secondary educational experience. Data on completion rates for a broad course of study were examined for all students, as well as disaggregated by Students with Disabilities, English Learners, Foster Youth, Homeless, and Socio-Economically Disadvantaged. A 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 2023-2024, 29% of 4th – 6th grade elementary students were enrolled in Band, Strings, or Choir (a 6% increase from 2022-2023) and 17% participated in after-school VAPA programs (a 7% increase from 2022-2023). At the middle school level, 37% of 6th graders were enrolled in a VAPA course which was a 1% increase over the previous year. All students in grades 7-12 have access to a broad course of study. Sixty-eight percent of 2023 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 decrease of 1% when compared to the previous year. However, an additional 27% completed all core courses plus 3 of the 4 elective areas, demonstrating that 95% completed a broad course of study or were missing only one elective course. The rate of Core + 3 or 4 elective areas improved by 1% over the previous year. The data showed that there was a small variability between student groups in the percentage of graduates completing a broad course of study. Students with Disabilities had the largest gap at 7% 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 VAPA, CTE and Applied Arts courses. Foreign Language is where the rate for this group was significantly lower (73% compared to 95%), but the gap from the prior year in foreign language was narrowed by 1 percent. One barrier identified includes the need for interventions or program-specific courses 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 2022-2023, with 407 and 454 respectively compared to 645 for VAPA and 554 for CTE. 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. FUSD will continue 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. The district will also continue to refine data collection processes at the elementary level to ensure the reporting of accurate participation in VAPA programs, both during the school day and after school. Through the LCAP process, FUSD is committed to further developing the World Language and Dual Immersion Programs to provide opportunities for all students to develop literacy in multiple languages. FUSD will work with educational partners to identify strategies to increase participation in foreign language courses, particularly for Students with Disabilities. Additionally, actions to focus on expanding CTE opportunities for students has been added to the LCAP. This includes the introduction of career exploration and guidance programs and increasing word-based learning opportunities. FUSD is committed to ensuring that all students graduate with a well-rounded secondary experience to be College AND Career Ready. Met 2024-06-19 2024 36677360000000 Helendale Elementary 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 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 2024-06-26 2024 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. ACE is always looking for ways that it can expand student access to a broad course of study. No adjustment is required because all students have access to a broad course of study all of the time. Met 2024-06-26 2024 36677360128439 Empire Springs Charter 7 The Student Information System (SIS) monitors enrollment, attendance, and course completion, highlighting disparities among student groups. Teacher observations and evaluations support understanding of student engagement and progress. Feedback from parent and student surveys and PLP meetings informs curriculum adjustments. Digital tools for progress monitoring allow real-time tracking and interventions. All students have intervention, remediation, and acceleration opportunities that are identified through diagnostic assessment and ongoing progress monitoring. 8th-grade students have access to high school-level math and language courses. School counselors meet with high school students to create a 4-year plan that ensures that required courses for graduation are met. This ensures that all students are enrolled in each required course of study and graduate with their cohort. All 9th-grade students are assessed for interventions, and they are all enrolled in Algebra 1 (if not previously completed) or Geometry (if Algebra 1 was completed in 8th grade), with Delta Math foundations support available as needed. In addition, the Director of High School Programs regularly reviews program course schedules to ensure access to a broad course of study. High school students also have access to several elective/thematic courses, college-level courses, and CTE pathways, with the option of taking them on-site and or online. School counselors help students set college and career goals. TK-8 students in all programs of the charter have access to a broad course of study. Over time, data shows improvement in ensuring equal access for all students. All students receive a Chromebook, ensuring complete access to intervention, remediation, and acceleration support. All high school students have access to a complete A-G sequence with a variety of elective options; 7th/8th-grade students have access to A-G level math and foreign language (LOTE). All 9th-grade students are assessed in math to determine interventions and support; Ramp Up to Algebra 1, Delta Math, and Math Bridge courses are used to fill gaps on their way to Algebra 1 completion. CTE courses and dual enrollment courses are available online to ensure that students have access, regardless of where they live within the charter's service area. Data shows that SWD and EL students are underrepresented in CTE and dual enrollment courses. The school has increased CTE teacher support, dual enrollment opportunities, and work-based learning options through grant funding. School leaders are aware of a low pass rate in A-G LOTE courses. This need is being addressed through tutoring support and increasing scaffolding in Canvas courses; LOTE course options have also been by expanding online (e.g. VHL and ASL). Our students have taken advantage of the dual enrollment opportunities since we partnered with Barstow Community College for priority registration for thirty-one course offerings. One barrier to TK-8 instruction is the diverse needs of the student population. Many students often require additional support and tailored instructional strategies, which can strain existing resources and staff capacity. Ensuring all educators are equipped to deliver a broad, inclusive curriculum requires ongoing investment in professional development. Variability in teacher expertise and experience can impact the quality and breadth of instruction provided to students. To address these barriers, all staff has engaged in an increased focus on the need for targeted interventions and enhanced support systems to ensure every student at Springs Charter School TK-8 can access and benefit from a broad course of study. 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). Students have access to all courses regardless of location through the use of Canvas, workshops, and online seminars. This includes offering Physics, Pre-Calculus, and Probability and Statistics to all high school students in an online course with synchronous sessions. The LEA has invested in ongoing training for teachers and school communities in inclusive practices, differentiated instruction, and technology use, ensuring educators can deliver a broad and inclusive curriculum. The curriculum is continuously reviewed and updated to include diverse perspectives and subjects that reflect students' interests and needs, integrating more STEM and arts education opportunities. Efforts to engage parents and the community have been increased to gather feedback and build partnerships, creating a supportive learning environment and addressing specific community needs. These actions ensure that Springs Charter Schools provide equitable access to a broad and enriching course of study for all students, regardless of their background or individual needs. In high school, the LEA has implemented math, reading, and writing diagnostics for all high school students. Results determine intervention courses including Ramp Up to Algebra 1, Ramp Up to Geometry, Math Bridge, Literacy Essentials, and Writing Essentials. New courses continue to be developed with embedded interventions to support all learners and address any learning loss. Programs used are Write Score, Reading Plus, Delta Math, and i-Ready. Algebra 2 in the World is offered as an optional choice for Algebra 2. This course embeds financial literacy within the curriculum making math more engaging for students. Met 2024-06-06 2024 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 2024-06-26 2024 36677360136069 Sage Oak Charter 7 "The teacher/EA, parent, and student develop a personalized educational plan for each student. The Counselor, EL Coordinator, Homeless and Foster Youth Liaison, 504/SST Coordinator, and Special Education Case Managers join the development of each plan as needed. This plan includes a broad course of study chosen from a school-approved curriculum that is aligned with the California standards and graduation requirements. It is updated as students' interests and abilities change to reflect the students' changes and needs 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. All core curriculum is chosen from a school approved standards aligned list. "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. The school has also added new pathways that can be taught in a virtual environment and is working to provide more professional development to teachers on the existing CTE options so they can encourage students to sign up for those. " "By the end of the 2026-27 academic year, we plan to offer 200 Career Technical Education (CTE) aligned courses across K-12, supporting career readiness with practical skills and industry knowledge. To enhance college and career indicators, we aim to increase the CCI by 2% annually, focusing on metrics that reflect successful preparation for post-secondary pathways. Further, we are encouraging an increase in student enrollment in A-G courses, aiming to ensure that more students are eligible for UC and CSU admissions. Alongside this, we are dedicated to maintaining a high standard of excellence in advanced coursework, with a target of keeping our AP exam pass rate at 72% or higher. These initiatives are designed to ensure comprehensive access to a diverse and challenging curriculum that prepares students for a variety of future academic and career paths. " Met 2024-06-20 2024 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 2023-24 for the first three quarters. 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, Ethnic Studies, 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 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 2024-06-05 2024 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. All 8th-12th 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 in depth Course of Study that indicates specifically the courses the student will be studying and the vetted curriculum they will be using. A pacing guide for each assigned subject is then created by the teacher who will monitor the completion of the assignments and assessments outlined. All students have access to core subject courses, CTE and elective courses, the opportunity to take advanced high school courses (Honors and AP), credit recovery, and can participate in concurrent enrollment. Students in grades 7-12 are offered live, weekly hybrid courses in all core subjects. The High School Counselor and High School Principal initiate a general education meeting to follow each eighth grade end-of-year IEP to ensure that the students have a four year plan in place for high school. Any SPED curricular questions are addressed with the Case Managers who implement IEP goals. All students have access to a broad course of study, internal and state assessments, and oversight from credentialed educators due to EACS' personalized learning model. Students who are receiving interventions have access to additional academic resources and tutoring. The EACS High School Counselor and teacher work together to plan the approved courses and develop four year high school plans. The High School Principal and School Counselor monitor student enrollment in the approved courses and work with the student and parents to create 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, teacher, and Administrative Team to ensure that the student has proper resources and interventions in place to strengthen skills and close any learning gaps. EACS tracks students’ volunteer and work-based hours through remote learning opportunities for the completer courses. EACS currently offers three CTE pathways: Business Marketing, Digital Media and Photography, and Patient Care. As a result of the collaboration, guidance, and support in place, EACS continues to see great success which is reflected in our high graduate rate and an increased number of students moving on to community colleges, four year colleges, 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 have overcome that barrier by encouraging dual enrollment in community colleges where the resources for hands-on instruction and training are readily available. To ensure access to a broad course of study and equity based instruction for all students, EACS has replaced Imagine Language and Literacy with Lexia English for EL students in order to have stronger support aligned with ELPAC score report levels and the ELD Framework. EACS has also added NoRedInk (premium) to enhance instructional writing and grammar support, added DreamBox Math as a targeted intervention, refined curriculum menu options for students across all grade levels, and added an additional secondary math intervention course. Met 2024-06-20 2024 36677770000000 Morongo Unified 7 MUSD utilizes Synergy to track student enrollment and ensure access to a broad course of study. This platform considers 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. Additional tools include CaliforniaColleges.edu, UC Compass, National Clearinghouse, and our high schools’ Master Schedules that ensure students access and enroll in the appropriate courses needed to graduate college and career-ready. 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. Also, Health Education is offered through Science and Physical Education. 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. Another barrier is MUSD’s geographic isolation. Our rural environment can impact the resources needed for students’ success and our teacher onboarding. Our overall teacher shortage impacts our school sites, including our attainment of substitute teachers. Despite these barriers, we continually strive for excellence through our hiring process by remaining flexible in our search for new staff, which includes our partnerships with higher education institutions, job boards, and other promotional/marketing efforts. To ensure access to a broad course of study for all students, MUSD has and will continue implementing MTSS, PBIS, and Learning Centers to ensure access to a broad course of study for all students. 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 increased communication through district-parent newsletters, and social media platforms. We strive to have families more involved to help support student achievement. We have invited parents to participate in course offering nights, the high school success program, and other informational sessions. 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 CTE programs. The district values its flexibility to help students succeed through various measures and strategies to ensure access. Met 2024-06-25 2024 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 2023-24 school year, 100% of students had full access to a broad course of study as defined by California Education Code 51210 and 51220 (a)– (i). All students in grades TK-6 are enrolled in a broad course of study. All elementary schools provide instruction the areas identified as a broad course of study for grades 1-6 (Ca. Ed. Code 51210). Students participate in the required number of physical education minutes as required by Education Code, 200 minutes every 10 instructional days. In addition to the visual and performing arts curriculum, elementary students also participate in an integrated arts program every third year. All junior high school students have access to a broad course of study as required by Ca. Education Code 51220 (a) – (i) for students in grades 7 & 8. All students are provided with English/Literature, Mathematics (including Math Academy), Social Sciences, Science & Health and Physical Education. Students are able to participate in honors courses in English/Lit (grades 7&8) and Mathematics (grades 7&8). Courses are also offered to meet the needs of individuals with exceptional needs. Visual and performing arts are integrated into coursework and offered through the elective courses of choir, band (junior, advanced), and arts. The applied arts are integrated into and across the core curriculum and electives for all students. 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 2024-06-13 2024 36677930000000 Mt. Baldy Joint Elementary 7 Using iReady diagnostics four times per year, the LEA tracks student progress of all students in math and ELA, and specifically, our unduplicated student groups and individuals with expectional needs. Additionally, we use Panorama survey data to track students' social-emotional well-being three times throughout the school year. Finally, the LEA uses CAASPP and CAST scores to track student achievement data annually. All students at Mt. Baldy School are enrolled in a broad course of study. There are no barriers to providing access to a broad course of study for all students at this time. The LEA is moving toward a designation as a student-led outdoor education magnet school. Results of our student climate surveys show concerning data with regards to student self-efficacy, and 35% of our students are currently meeting standard on the CAST. Actions toward empowering students to learn content-standards through experiences in the outdoors will have a positive impact on student outcomes. Met 2024-06-13 2024 36678010000000 Needles Unified 7 Briefly identify the locally selected measures or tools that the LEA is using to track the extent to which all students have access to, and are enrolled in a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. ? We conduct benchmark testing using Renaissance Learning, iReady, STAR assessment, and CASSPP testing. We use our A-G course definitions and AP courses. We conduct master schedule and student schedule review as well as transcript reviews. ? 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 have access to a broad course of study. There are no differences in courses students have access to. ? 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. ? Given the results from the tools there were no barriers identified in preventing students to have access to a broad course of study. ? 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?? Since all students have access to a broad course of study the LEA is not planning on any new actions. ? ? Met 2024-06-18 2024 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 2024-06-20 2024 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 2024-07-12 2024 36678270113928 Riverside Preparatory 7 Master scheduling analysis and course demographic analysis. Counselor and site administration 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 TK-6 ensure all students participate in the available special classes, which include: Music, Drama, PE, SEL, Library and STEM. 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. At this time there is an equal access policy and a longer school day that allows all students access to courses. 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 2024-07-12 2024 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. Protocols include open A-G enrollment, flexible schedules, virtual meetings, online textbooks, open-schedule tutoring, and other support. 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 support meetings. In addition, support is provided to students to address their overall well-being, by having access to school nurses, counselors, social workers, therapists, and psychologists. Last of all, students are provided one-on-one time with their instructors to provide the appropriate academic support students need. Met 2024-06-12 2024 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. Protocols include open A-G enrollment, flexible schedules, virtual meetings, online textbooks, open-schedule tutoring, and other support. 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 support meetings. In addition, support is provided to students to address their overall well-being, by having access to school nurses, counselors, social workers, therapists, and psychologists. Last of all, students are provided one-on-one time with their instructors to provide the appropriate academic support students need. Met 2024-06-12 2024 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. Protocols include open A-G enrollment, flexible schedules, virtual meetings, online textbooks, open-schedule tutoring, and other support. 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 support meetings. In addition, support is provided to students to address their overall well-being, by having access to school nurses, counselors, social workers, therapists, and psychologists. Last of all, students are provided one-on-one time with their instructors to provide the appropriate academic support students need. Met 2024-06-12 2024 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. Protocols include open A-G enrollment, flexible schedules, virtual meetings, online textbooks, open-schedule tutoring, and other support. 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 support meetings. In addition, support is provided to students to address their overall well-being, by having access to school nurses, counselors, social workers, therapists, and psychologists. Last of all, students are provided one-on-one time with their instructors to provide the appropriate academic support students need. Met 2024-06-12 2024 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. Protocols include open A-G enrollment, flexible schedules, virtual meetings, online textbooks, open-schedule tutoring, and other support. 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 support meetings. In addition, support is provided to students to address their overall well-being, by having access to school nurses, counselors, social workers, therapists, and psychologists. Last of all, students are provided one-on-one time with their instructors to provide the appropriate academic support students need. Met 2024-06-12 2024 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. Protocols include open A-G enrollment, flexible schedules, virtual meetings, online textbooks, open-schedule tutoring, and other support. 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 support meetings. In addition, support is provided to students to address their overall well-being, by having access to school nurses, counselors, social workers, therapists, and psychologists. Last of all, students are provided one-on-one time with their instructors to provide the appropriate academic support students need. Met 2024-06-12 2024 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. Protocols include open A-G enrollment, flexible schedules, virtual meetings, online textbooks, open-schedule tutoring, and other support. 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 support meetings. In addition, support is provided to students to address their overall well-being, by having access to school nurses, counselors, social workers, therapists, and psychologists. Last of all, students are provided one-on-one time with their instructors to provide the appropriate academic support students need. Met 2024-06-12 2024 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- 71.2% 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 68.5% English Learners; 78% Economically Disadvantaged; 80.8% of African American Students; 78% of Hispanic Students; and 69.9% Students with Disabilities have access to or are enrolled in a broad course of study. SECONDARY- 69.7% 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 51.5% English Learners; 66.7% Economically Disadvantaged; 78.8% of African American Students; 84.8% of Hispanic Students; and 48.5% 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 2024-06-11 2024 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 offers additional elective opportunities through our modified block schedule and mini-course program. These quarter-long courses offered to students 7-12th grade provide academic, physical, and creative enrichment opportunities for all students All students are enrolled in A-G classes 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 the cessation of in-person activities because of COVID19. In the 2023-2024 the Grove Jazz band performed 4 times during the year and had rehearsals multiple times per week. Grove has also started the process of evaluating both our Graduation requirements and mini-course program in order to provide the broadest course of study possible. . Grove continues to increase its A-G offerings with a plan to include Horticulture in the 2024-2025 school year as an UC A-G approved course. We have also worked to increase our AP course offerings resulting in 70% of 11th and 12th graders enrolled in at least 1 AP course in the 2023-2024 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. Grove has restructured its graduation requirements starting with the class of 2027 to better reflect students' accomplishments and the rigorous requirements of the Grove School. Met 2024-06-27 2024 36678500000000 Rialto Unified 7 In our efforts to ensure equitable access to a broad course of study for all students, Rialto Unified School District employs a variety of locally selected measures and tools that track enrollment and academic progress across different student groups. Key among these tools is the monitoring of graduation rates and A-G completion rates, which provide essential insights into the preparedness of our students for post-secondary opportunities. Additionally, dropout data is closely analyzed to identify trends and areas where intervention is needed to keep students engaged and progressing through their educational journey. Furthermore, the district utilizes the college and career indicator from the California Dashboard to gauge the effectiveness of our curriculum in preparing students for life beyond high school, whether in college, vocational training, or direct entry into the workforce. This comprehensive tool helps assess the readiness of our students across various critical areas, including career technical education and dual enrollment participation. To further support this analysis, we regularly review quarter and semester grades to ensure that all students, including those from unduplicated student groups and individuals with exceptional needs, are not only enrolled but also succeeding in a broad and rigorous course of study. This multi-faceted approach allows us to tailor our educational offerings to meet the diverse needs of our student population effectively. Our analysis reveals mixed results across different measures and student groups. Firstly, there is encouraging progress in graduation rates, which have improved for all student groups and ethnicities, suggesting successful district-wide efforts to retain students and guide them towards completion of their education. However, a concerning trend has emerged in the lower grades, particularly with a high number of students failing their 9th and 10th-grade English classes. This indicates a potential barrier to accessing a broad and fulfilling course of study for younger students, particularly in critical literacy skills which are foundational for further academic and career success. Furthermore, the CCI data shows that the number of students meeting the indicator through Advanced Placement exams is low. This suggests limited participation or success in AP courses, which are crucial for college readiness and access to rigorous academic challenges. These disparities highlight areas where the district needs to focus more intensely. By addressing these gaps, particularly improving English proficiency in lower grades and increasing access to and success in AP courses, the district can better ensure that all students, regardless of background or school site, have equitable access to a comprehensive and challenging course of study. The analysis of our locally selected measures has identified several barriers that prevent Rialto Unified School District from providing universal access to a broad course of study for all students. A critical barrier is the high failure rate in 9th and 10th-grade English classes. This issue not only impacts students’ ability to succeed academically in a key foundational subject but also hinders their progress in other academic areas, as proficiency in English is crucial for understanding complex materials across the curriculum. Another significant barrier is the low participation and success rate in Advanced Placement (AP) courses, as indicated by the College and Career Indicator (CCI). This suggests challenges in either the availability of AP courses across all school sites, the readiness of students to succeed in these rigorous classes, or both. Limited exposure to and preparation for AP coursework can restrict students' opportunities to engage deeply with college-level academic content, which is essential for both college admission and career readiness. Rialto Unified School District is taking decisive actions in response to locally selected measures to ensure all students have access to a broad course of study. We are focusing on reducing the high D/F rates in foundational courses, especially 9th and 10th grade English, by closely monitoring these rates each grading period and utilizing the Transcript Evaluation Services report to promptly identify and support struggling students. In addition, we are committed to providing diverse credit recovery options such as APEX, summer school, and extra class periods, offering flexible pathways for students to regain credits and stay on course for graduation. Moreover, we are focusing on the four-year high school plan created during students' 8th-grade year. This proactive approach ensures students begin high school with a clear academic roadmap, facilitating informed course selections and aligning their educational experiences with their future goals. These strategies are designed to support student success and expand their access to a comprehensive educational experience. Met 2024-06-26 2024 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 2023-24 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 our review and evaluation of course offerings including A-G-approved CTE course 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, Music, 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 2024-06-27 2024 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 Academic 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, Gifted and Talented Education (GATE), 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. 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. SBCUSD aims to improve first instruction, master grade level standards for all using the Multi-Tiered System of Support (MTSS) and Universal Design for Learning (UDL) frameworks. Priority student groups have been identified. Feedback is provided on course offerings, A-G requirements and student participation in advanced courses with an emphasis on students remaining within these programs, especially students from underrepresented populations. CTE courses are A-G approved and a multi-year CTE Pathway plan aligned to the school WASC plan encourages even more CTE Pathway participation. Additional support for AA, SWD, and ELs is provided. PD continues around improving first instruction for the 2023-24 school year aligned to the district’s priorities and initiatives. Reclassifying ELs is a priority. Active monitoring of our AA students to meet A-G requirements, placement into advanced classes, and training opportunities for cultural competency occurs. The service delivery model has provided greater integration of supports and access for SWD. A special education task force continues to refine our Least Restrictive Environment processes. It is important to ensure that SWD have ways to demonstrate their knowledge and skills regardless of their specific disabilities. The use of UDL 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 2024-06-18 2024 36678760107730 ASA Charter 7 ASA utilizes State approved curriculum that follows all state standards for grades TK-12. The curriculum has been board approved and is used by all teachers for all students. We provide all students with the necessary textbooks (in-class and for home), chromebooks, and any other educational support materials and technology that the students may need. Our Guidance determines the needs of all high school students through the completion of an academic plan of study and through monitoring of student transcripts. This is done to make sure students are on track for high school graduation. This monitoring process also tracks A-G requirements for all students planning on attending a 4-year University. All high school students have access to a broad course of study, including AP, Honors, College Prep, Career Technical, Language, and the arts, through the APEX program. All students in TK-8th grades have access to a broad course of study through the Common Core State Standards based curriculum, as well as all supplemental curriculums offered. We are in the planning stages of offering a number of high school level APEX courses to our Middle School students to provide an early introduction to career exploration and higher level courses. We do not currently have any barriers preventing us from providing our students with a broad course of study. ASA has increased our intervention programs for ELA, Math, ELL, and SPED. These include the addition of: The Really Great Reading Program, IXL Math, IXL ELA, and will be adding a new ELL Teacher and Aide to improve upon our ELL program. ASA has also purchased new Social Studies and Science curriculum for TK-8th grades for the 24/25 schoolyear. Met 2024-06-26 2024 36678760109850 Public Safety Academy 7 The LEA uses 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. The LEA ensures that all students are enrolled in a broad course of study. The LEA ensures that 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. The LEA ensures that all students are enrolled in a broad course of study. Met 2024-06-19 2024 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. Careful consideration was given in the selection of these programs; based on our Unduplicated Groups, grade spans, and students with exceptional needs. 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 and we continue to expand our programs as necessary so all students have access to the evolving needs of a broad range of study. Met 2024-06-18 2024 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 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 2024-06-27 2024 36678760120568 Options for Youth-San Bernardino 7 Our program equips all students with personalized plans to support their academic and career goals, engaging them in a rigorous curriculum aligned with academic, college readiness, and schoolwide standards. Upon enrollment, services are promptly provided to English Learners and Students with Disabilities, ensuring access to appropriate courses, accommodations, and FAPE. Diagnostic assessments are conducted three times a year to guide course placement and refine instructional strategies. Our intervention staff offers targeted support, while teachers and counselors regularly adjust academic plans based on students' progress. Instruction includes independent study workbooks, direct instruction, and online learning, ensuring alignment with CCSS and NGSS. Edmentum guarantees courseware compliance with state standards. As of the 2023-24 school year, all English and Math courses conform to CCSS, and Science courses, including Biology, adhere to NGSS. Students can choose from over 60 core and 100 elective courses, with 90% UC A-G approved and 96% featuring SDAIE strategies. All students have access to a comprehensive course of study. Planning guides help identify necessary courses to address educational gaps. Our blended learning model provides Direct Instruction, Independent Study through Student Activity Workbooks, and online curriculum via Edmentum LMS, available charter-wide. All core subjects are A-G approved and meet NCAA standards. For students interested in Advanced Placement (AP) courses, discussions between the teacher, student, and parent/guardian assess the suitability of enrollment in AP courses. Direct Instruction is available to provide structured support in core subjects and is also integrated into our online learning options. Course offerings are tailored based on student course completion and analysis of RenStar ELA and Math benchmark data. For students needing tailored support, Response To Intervention (RTI) curriculum through Exact Path and Achieve 3000 is available. Additionally, the iLit program, an ELD reading intervention, is implemented across the charter to enhance reading comprehension and literacy for English Learners. Barriers persist in recruiting and retaining teachers and school staff, which can result in larger caseloads and the use of long-term substitutes instead of highly qualified staff, ultimately impacting student outcomes. Additionally, varying barriers exist across school sites, including geographical constraints and differences in modality preferences between online and in-person learning. Furthermore, the size of each site poses challenges for some, as limited physical space may hinder the ability to offer the desired number of direct instruction courses to students. 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. The LEA has expanded its facilities, securing additional classroom space at one of its school sites now dedicated to supporting English Language Learners and Special Education services. Additionally, the adoption of the Bright Thinker independent study curriculum will expand our course offerings, providing students with more diverse learning opportunities. To bolster our recruitment efforts, we have introduced a signing bonus aimed at attracting highly qualified teachers. These initiatives are designed to enhance the quality of instruction and academic opportunities for our students, as outlined in our LCAP under Goal 2, Action 1: Quality of Instruction and Academic Enhancement. Met 2024-06-18 2024 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: 1) Adoption and implementation of a school-wide subject area schedule that equals or exceeds state-mandated instructional minute requirements for all core subjects. 2) Adoption and implementation of daily instructional minutes for designated ELD in grades TK - 5th. 3) 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. 1) Adoption and implementation of a school wide subject area schedule for each grade level on campus grades (TK-5th). 2) Adoption and implementation of daily instructional minutes for designated ELD in grades (TK - 5th). 3) 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: 1) Weekly, monthly, and quarterly attendance incentives such as free dress passes, activities/events, and award recognition. 2) Monthly attendance incentives for families including prize raffles. 3) 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 2024-06-27 2024 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 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. 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 2024-06-11 2024 36678760126714 Woodward Leadership Academy 7 WLA teaches the main core subjects as well as spanish. All students receive academic instreuction in ELA, MAth, Science, Social Studies and Spanish. Participation is required. This does not apply. There are no barriers preventing WLA from providing access. All courses are mandatory and a requirement. Participation is required. Met 2024-06-24 2024 36678760133892 Ballington Academy for the Arts and Sciences - San Bernardino 7 Given the size of the school, administration is able to verify and track access to a broad course of study through the Master Schedule, observations, and the Williams visit. The school can verify that 100% of students, including all subgroups, have access and are enrolled in a broad course of study. The school is a single site LEA. Thus, administration can verify there are no differences in access between student groups. There are no barriers to ensuring students have access to a broad course of study. Because 100% of students have access to a broad course of study, and because this has been verified, the school will not implement revisions or new actions Met 2024-05-21 2024 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 2024-06-27 2024 36678760137935 Savant Preparatory Academy of Business 7 Access to Standards Based Instructional Curriculum and Materials- We considered our EL, foster youth, and low-income students first, as we chose our curriculum and online tools to ensure they have the components needed to support all these students. All online subscriptions are adaptable to students’ academic level, and most have built in support for those students that need it. The ELA curriculum we use has a strong English Language Development component for Integrated ELD. All curriculum has additional components for differentiating for at risk or struggling students which many of our EL and low-income students fall into. For intervention, we considered our EL, foster youth, and low-income students first when planning our intervention program components since many of these students are struggling and need more support. Intervention will focus on the academic growth of our struggling students and provide Designated ELD instruction to all our EL students each week. EL, foster youth, and low-income students will also be prioritized for outside tutoring, and summer school. Savant Prep teachers continue to provide formative and summative assessments, regardless of which model of learning in which we find ourselves. By accurately assessing and measuring individual student reading levels and making a comparison to their last known reading level from the previous school year, we have formed our instruction and created effective small group guided reading lessons to address learning loss. This information has been relayed to parents via messages from teachers using various platforms, our student-led Parent/ Teacher Conferences, Progress Reports and Report Cards. Various other assessments have been used to gauge reading level, reading comprehension, phonological awareness, and overall math standards mastery (Common Core State Standards - CCSS). Assessment tools used this year have included: CAASPP Interim Assessments, Envision Math Diagnostic Assessments, Wonders Assessments, NWEA, informal running records, and others. With baseline scores and ongoing local assessments, we measure and monitor student progress toward their individual learning goals. One of the most important things we have learned from reviewing our progress towards our previous LCAP goals, the experiences of the previous academic year, partner feedback through meetings and surveys, and our local NWEA assessment data, is that our focus needs to be on the academic growth of our students and how to accelerate learning to fill the gap experienced during the pandemic. While this was one of our previous goals, there is a spotlight on this goal like never before with a high need for intervention. As of March, only 51% of our students in Reading and 58% of our students in Math are performing at or above grade level. As of March, approximately 60% of our students are meeting or exceeding standards in ELA and Math on their report cards. As Savant has seen a significant increase in scholar’s grades second thru sixth that are not at grade level. The combined metrics and actions will help achieve this goal by meeting the needs of all individual students by screening and monitoring regularly, providing regular intervention with small group instruction or enrichment support as needed, providing professional development in the areas of need, and by providing a strong, rigorous standards-based education by a qualified teaching staff. We are also committed to keeping class sizes low to ensure we are meeting the needs of all students. Based on the aforementioned information, both ELA and Math are an area of growth for Savant Prep as a school. n addressing the need to increase academic outcomes and provide students with access to Common Core aligned curriculum and high-quality instruction that encourages rigor, student engagement, and mastery of grade level content in all subject areas, Savant Prep embarked on a comprehensive analysis of data to prioritize the learning needs and well-being of each student. Staff’s approach to data collection utilized a multifaceted approach from collecting feedback from student, family and staff experiences through surveys and educational partner meetings, to analyzing formative feedback from classroom walkthroughs as well as assessment data. By analyzing this data, Savant Prep identified key areas for improvement and intervention, leading to the development of the goal to maximize academic growth, responsibility and achievement for each student. This goal reflects a strategic response to the collected evidence, aiming to implement practices that not only improve academic achievement but also ensure the holistic development of students in a supportive and responsive educational landscape. Met 2024-06-25 2024 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. Based on locally selected measures and tools, PAL Charter Academy assesses the extent to which all students have access to and are enrolled in a broad course of study. Access to Broad Course of Study: Overall Access: PAL Charter Academy strives to provide all students with access to a broad course of study that includes core academic subjects (e.g., English language arts, mathematics, science, social studies) as well as enrichment opportunities (e.g., arts, career technical education, physical education). Enrollment in Broad Course of Study: Enrollment Rates: Data indicates high enrollment rates in core academic subjects across all grade levels, reflecting a commitment to comprehensive education. Differences Across School Sites and Student Groups: Disparities in enrollment may exist across school sites and student groups based on specific academic interests, program availability, and scheduling constraints. Addressing Differences: Efforts are ongoing to ensure equitable access to diverse course options and to address any disparities by evaluating and adjusting course offerings based on student demand and needs. Progress and Challenges: Improvements: Continuous efforts have been made to improve access and enrollment through curriculum enhancements, professional development for educators, and partnerships with community organizations. Challenges: Challenges include resource limitations, scheduling complexities, and ensuring alignment with student preferences and academic requirements. PAL Charter Academy has implemented several revisions, decisions, and new actions to ensure equitable access and enhance opportunities for student learning: Expansion of Course Offerings: Action Taken: PAL Charter Academy has expanded its course offerings to include a wider range of subjects, including advanced placement courses, career technical education (CTE) pathways, and arts programs. Purpose: This expansion aims to cater to diverse student interests and provide pathways for academic and career success. Flexible Scheduling Options: Action Taken: The academy has revised scheduling options to accommodate student preferences and maximize course access. Purpose: Flexible scheduling allows students to enroll in desired courses without scheduling conflicts, thereby enhancing enrollment rates and ensuring broader participation in diverse subjects. Enhanced Counseling and Advising Services: Action Taken: PAL Charter Academy has strengthened its counseling and advising services to support students in selecting courses aligned with their academic and career goals. Purpose: By providing personalized guidance, students are encouraged to explore a variety of academic pathways and make informed decisions about their course of study. Monitoring and Evaluation Framework: Action Taken: The LEA has established a robust monitoring and evaluation framework to track student enrollment trends, identify barriers to access, and assess the impact of implemented initiatives. Met 2024-06-27 2024 36678920000000 Trona Joint Unified 7 New leadership at TJUSD is implementing the following measures to improve access to a broad course of study by doing the following for the 204/25 school year: 1.) Increasing dual enrollment in the high school; 2.) Bringing online music instruction to the elementary school; 3.) Planning for an increase in CTE courses at the high school; 4.) Increase electives for secondary electives at the secondary level including foreign language and art; 5.) Implement SES classroom session in both the elementary and middle school grade levels; and 6.) Improving overall literacy program from TK - 12 by providing vertical curriculum alignment. The tools for measuring access and inclusion of student groups are very readily available as TJUSD has only one section of students per grade level. Any assessment of progress is readily identifiable by reviewing progress toward access and a broad course of study with the input of teachers and administrators at each grade level. Geographic isolation and limited ability to recruit and retain quality staff key barriers inhibiting access to a broad course of study. While recognizing those barriers TJUSD is committed to seeking all avenues to provide big school opportunities in a small school setting. "A couple of examples of decisions being made to provide a broad course are the implementation of an online music program this school-year when a hiring a music teacher is not feasible and the hiring of a highly-qualified mathematics teacher from India so TJUSD can offer advanced mathematics courses to student who need them. This problem-solving approach is being promoted from the board to the superintendent through principals and to all employees to do as previously stated, ""provide big school opportunities in a small school setting""." Met 2024-06-27 2024 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, English Learners, and other student groups. Victor Elementary also monitors the number of Expanded Learning Opportunities classes that are administered throughout the school year. Based on grade level report card data, the vast majority of students in Victor Elementary received instruction and assessment in science, PE, and social studies. 86.2% of students received instruction and assessment in PE in Trimester 1, 86.8% in Trimester 2, and 87.4% in Trimester 3. In science, 49.8% of students received instruction and assessment in Trimester 1, 64.1% in Trimester 2, and 78.4% in Trimester 3. Finally, in social studies, 69.3% of students received instruction and assessment in Trimester 1, 71.3% in Trimester 2, and 80.3% in Trimester 3. 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. 30.7% of students received instruction and assessment in this area in Trimester 1, 30.01% in Trimester 2, and 31.9% in Trimester 3. 758 Expanded Learning Opportunity classes were taught throughout the school year, giving students additional access to the varied course offerings. Assessment in PE, science, and social studies seems to increase as the year goes on. Although Expanded Learning Opportunities were provided to students this year, assessment in the elective category on the student report card has dropped from the prior year. This could be due to a lack of content knowledge in visual and performing arts, and health. This may also be attributed to a lack of assessment of these areas. 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 2024-06-26 2024 36679186101927 Sixth Street Prep 7 Sixth Street Prep utilizes grade level report cards to gauge the instruction in all of the areas included within a broad course of study. Using this method, Sixth Street Prep is able to evaluate the access students have including students with exceptional needs, English Learners, and other student groups. Sixth Street Prep also monitors the number of Expanded Learning Opportunities classes that are administered throughout the school year. Based on grade level report card data, the vast majority of students in Sixth Street Prep received instruction and assessment in science, PE, and social studies. 86.2% of students received instruction and assessment in PE in Trimesters 1, 2, and 3 . In science, approximately 85% of students received instruction and assessment in Trimesters 1, 2, and 3 . Finally, in social studies, 96% of students received instruction and assessment in Trimesters 1, 2, and 3. 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. About 6% of students received an elective grade Assessment in PE, science, and social studies seems to increase as the year goes on. Although Expanded Learning Opportunities were provided to students this year, assessment in the elective category on the student report card has dropped from the prior year. This could be due to a lack of content knowledge in visual and performing arts, and health. This may also be attributed to a lack of assessment of these areas. Continued professional development in Visual and Performing Arts and Health will help to support teachers in the delivery of content in these areas. Sixth Street Prep 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 2024-06-26 2024 36679186118350 Mountain View Montessori Charter 7 Mountain View Montessori utilizes grade level report cards to gauge the instruction in all of the areas included within a broad course of study. Using this method, Mountain View Montessori is able to evaluate the access students have including students with exceptional needs, English Learners, and other student groups. Mountain View Montessori also monitors the number of Expanded Learning Opportunities classes that are administered throughout the school year. Based on grade level report card data, the vast majority of students in Mountain View Montessori received instruction and assessment in science, PE, and social studies. 92% of students received instruction and assessment in PE in Trimesters 1, 2, and 3 . In science, approximately 88% of students received instruction and assessment in Trimesters 1, 2, and 3 . Finally, in social studies, 88% of students received instruction and assessment in Trimesters 1, 2, and 3. 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. 0% of students received an elective grade Assessment in PE, science, and social studies seems to increase as the year goes on. Although Expanded Learning Opportunities were provided to students this year, assessment in the elective category on the student report card has dropped from the prior year. This could be due to a lack of content knowledge in visual and performing arts, and health. This may also be attributed to a lack of assessment of these areas. Continued professional development in Visual and Performing Arts and Health will help to support teachers in the delivery of content in these areas. Mountain View Montessori 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 2024-06-26 2024 36679340000000 Victor Valley Union High 7 During the 2023-24 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 including master schedules for equity, California School Dashboard and Dataquest data for graduation rates, the number of Dual Enrollment courses available, 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 for attendance and local data through our Aeries SIS. 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 2024-25. 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 college eligible (A-G) electives offered. The district has added concentrated transcript review for targeted student groups including African American and Long Term English Learners. The VVUHSD population is composed of students in grades 7 through 12. The course of study at each of the 11 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, including offering a Dual Enrollment course in the summer. 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. In 2023-24 the district approvce 5 new electives to support A-G attainment. Additionally, the large comprehensive high schools provide Legacy and Heritage programs, however they are limited to a six-period school day. Other comprehensive schools have 7 periods which allows for more flexibility for a broad course of study. 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. The district has a large transciency rate which causes disruption in their academic plan 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 and general education teachers are working together 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. Additionally the district has implemented specialized training for special education staff to collaborate on evidence based practices to improve student outcomes. To ensure access to a broad course of study, the district continues to provide 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 implemented the Legacy Program for Long Term English Learners (LTEL) at three comprehensive high schools and has expanded the Heritage Program for African American (AA) to all comprehensive high schools. This has proven to be effective in increasing graduation and college readiness rates for our LTELs and AA student groups. The district has also expanded summer school to include special education alongside the credit recovery courses for credit deficient students. An intervention course in the summer for identified incoming 9th graders to provide foundational skills is available Met 2024-06-27 2024 36679343630670 Options for Youth-Victor Valley Charter 7 Our program offers each student a tailored plan supporting their academic and career goals, aligning with college preparedness, and school-wide standards. Upon enrollment, we promptly provide services to English Learners and Students with Disabilities, ensuring access to suitable courses, accommodations, and Free Appropriate Public Education. We conduct diagnostic assessments thrice yearly to guide course placement and refine teaching strategies. Our intervention team provides focused support, and educators and counselors regularly adjust academic plans based on student progress. Instructional methods include independent study workbooks, direct teaching, and online learning, all aligned with Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS). Edmentum ensures courseware complies with state standards. As of 2023-24, all English and Math courses align with CCSS, and Science courses, including Biology, adhere to NGSS. Students can choose from over 60 core and 100 elective courses, with 90% approved by UC A-G and 96% incorporating SDAIE strategies. This year, we will introduce the new curriculum platform, Bright Thinker, offering paper-based and virtual classes. It is CCSS gained and provides classes in ELA, math, social studies, science, health, P.E., CTE, various electives, and languages other than English. Each unit includes character education development exercises and provides practice assessments, modifications, and accommodations. All students have access to a comprehensive course of study. Planning guides help identify necessary courses to address educational gaps. Our blended learning model provides Direct Instruction, Independent Study through Student Activity Workbooks, and online curriculum via Edmentum LMS, available charter-wide. All core subjects are A-G approved and meet NCAA standards. For students interested in Advanced Placement (AP) courses, discussions between the teacher, student, and parent/guardian assess the suitability of enrollment in AP courses. Direct Instruction is available to provide structured support in core subjects and is also integrated into our online learning options. Course offerings are tailored based on student course completion and analysis of RenStar ELA and Math benchmark data. For students needing tailored support, Response To Intervention (RTI) curriculum through Exact Path and Achieve 3000 is available. Additionally, the iLit program, an ELD reading intervention, is implemented across the charter to enhance reading comprehension and literacy for English Learners. Barriers vary across each school site, including geographical obstacles and preferences for different learning modalities—online and in-person. Students have three primary modalities to choose from when completing their courses: SAW (Student Activity Workbooks): Reserved for independent-style learning Edmentum Curriculum: Available online SGI (Small Group Instruction): In-person classes Challenges arise when a student strongly prefers one specific modality but cannot take all their courses in that preferred format due to course and curriculum availability. Additionally, the physical size of each school site can limit the number of direct instruction courses offered. Consequently, SGI classrooms typically accommodate between 12 and 20 students, depending on the specific school site. While smaller classroom sizes have positively impacted social-emotional learning and teacher-student relationships, they also pose a barrier to offering certain courses. Bright Thinker will offer new courses to our students and an additional modality of learning. It also offers embedded accommodations and supports for SWDs and ELL students, accessible to teachers through administrative approval. By implementing this curriculum, OFY-VV addresses LCAP goal 1 action #5 for course accessibility and goals 3 actions 4 and 5 for small group instruction and technology support. LCAP goal 4 action item #3 will also be utilized to address the social-emotional needs of students in their courses. To ensure a comprehensive course of study for all our students, we have implemented dual enrollment, allowing students to take courses at the local community college, Victor Valley Community College. Additionally, we offer Career Technical Education (CTE) courses in nursing and information technology. Continuing in the 2024-2025 school year, we plan to introduce additional CTE pathways to explore other careers of interests for our student population (LCAP goal 3 actions #’s 2 and 3). Our curriculum includes College Preparatory (CP) courses covering core subjects and A-G pathways. Furthermore, we provide Advanced Placement (AP) Small Group Instruction (SGI) courses in English Literature and Language. At OFY-VV, in collaboration with our STAR Renaissance testing program, we’ve adopted Exact Path Reading and Exact Path Math. These targeted classes address reading and math skill gaps identified during the Star Renaissance testing, supporting students in their math courses and other core subjects (LCAP goal 1 action #6). Met 2024-06-28 2024 36679590000000 Yucaipa-Calimesa Joint Unified 7 Surveys administered to students, teachers, and parents could gather feedback on course availability, selection processes, and perceived barriers to a well-rounded education. To effectively track access and enrollment in a broad course of study, YCJUSD utilizes a combination of locally selected measures and tools. Enrollment and Offering Data: This data provides the foundation, detailing which courses students are currently enrolled in (disaggregated by grade level, student group, and special needs) alongside the courses actually offered by the school district. This ensures alignment with the adopted curriculum standards for each grade. Student Course Selection Data: In some schools, students have a degree of choice within available courses. Analyzing this data can reveal potential disparities in access. If certain student groups consistently choose or are directed towards a narrower range of courses, it might indicate underlying issues. Standardized Test Results: Disaggregated test results, while not a direct measure of access, can offer clues. Achievement gaps across different student groups might be linked to course offerings or access to specific subjects. Surveys: Finally, surveys administered to students, teachers, and parents can provide valuable qualitative data. These surveys can gather feedback on course availability, selection processes, and perceived barriers that might hinder students from pursuing a well-rounded education. YCJUSD didn't have any survey or enrollment data that supports barriers to a broad course of study. Student groups do have performance issues that need to be addressed (SpEd, EL) Investing in expanded training opportunities for teachers to engage with the EL framework is crucial for creating a successful learning environment for English Learners (ELs). Currently, teachers may have varying levels of understanding and experience with the framework. By providing a wider range of training options, we can ensure all educators have the necessary tools to effectively support EL students. These expanded opportunities could take various forms, including workshops, online modules, professional learning communities focused on EL instruction, and even mentorship programs where experienced EL teachers can guide and support their colleagues. This comprehensive approach would ensure teachers are comfortable using the framework, differentiating instruction to meet the specific needs of ELs, and fostering a more inclusive classroom environment where all students can thrive. Met 2024-06-18 2024 36679590114256 Inland Leaders Charter 7 "ILCS uses the Aeries scheduling system to register students in their course of study. The administration has created an online document that provides extensive data on student needs and interests for the master schedule team. Students who require support classes are filtered through an SST process that utilizes local and state data to determine appropriate placement. With a small population of students, ILCS makes a great effort to assign the appropriate coursework for all students including accelerated classes starting at the 3rd grade as well as intervention classes starting in kindergarten. Summer school is also offered in the kindergarten through eighth grades for students who require additional academic support and students are assigned through the use of state and local benchmark assessment data and teacher recommendation. All students 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. The Extended Learning Opportunity Program (ELOP) was fully implemented. " 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 which take priority for students who are below standard. 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. ILCS has implemented 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 reading intervention in middle school. Met 2024-06-24 2024 36679590124032 Competitive Edge Charter Academy (CECA) 7 Surveys administered to students, teachers, and parents could gather feedback on course availability, selection processes, and perceived barriers to a well-rounded education. To effectively track access and enrollment in a broad course of study, YCJUSD utilizes a combination of locally selected measures and tools. Enrollment and Offering Data: This data provides the foundation, detailing which courses students are currently enrolled in (disaggregated by grade level, student group, and special needs) alongside the courses actually offered by the school district. This ensures alignment with the adopted curriculum standards for each grade. Student Course Selection Data: In some schools, students have a degree of choice within available courses. Analyzing this data can reveal potential disparities in access. If certain student groups consistently choose or are directed towards a narrower range of courses, it might indicate underlying issues. Standardized Test Results: Disaggregated test results, while not a direct measure of access, can offer clues. Achievement gaps across different student groups might be linked to course offerings or access to specific subjects. Surveys: Finally, surveys administered to students, teachers, and parents can provide valuable qualitative data. These surveys can gather feedback on course availability, selection processes, and perceived barriers that might hinder students from pursuing a well-rounded education. CECA didn't have any survey or enrollment data that supports barriers to a broad course of study. Student groups do have performance issues that need to be addressed (SpEd, EL) Investing in expanded training opportunities for teachers to engage with the EL framework is crucial for creating a successful learning environment for English Learners (ELs). Currently, teachers may have varying levels of understanding and experience with the framework. By providing a wider range of training options, we can ensure all educators have the necessary tools to effectively support EL students. These expanded opportunities could take various forms, including workshops, online modules, professional learning communities focused on EL instruction, and even mentorship programs where experienced EL teachers can guide and support their colleagues. This comprehensive approach would ensure teachers are comfortable using the framework, differentiating instruction to meet the specific needs of ELs, and fostering a more inclusive classroom environment where all students can thrive. Met 2024-06-18 2024 36738580000000 Baker Valley Unified 7 LEA will annually evaluate and provide state adopted curriculum (including ELD curriculum and materials), instructional materials, and resources that support high quality instruction for all students, to increase proficiency in all subject areas. LEA will provide access to students and families on the progress of the students in school's LMS. LEA will provide supplemental ELD support programs (Educeri, Rosetta Stone, Learning Paths, text to speech options) that will be used in the ELD program for language acquisition so that our EL and LTEL students will increase EL proficiency LEA will ensure students have state adopted curriculum. LEA will ensure all students at all sites have access to a Chromebook (1 to 1 ratio) to access curriculum. The LEA does not see any barriers in LEA will provide teachers and staff the opportunity to attend professional development to implement a more engaging, collaborative, and interactive learning environment for all students Met 2024-06-18 2024 36738900000000 Silver Valley Unified 7 Silver Valley USD utilizes a student information system (SIS) to evaluate course offerings, class schedules, and site schedules, ensuring all students have access to and are enrolled in a comprehensive range of courses. At Silver Valley High School (SVHS) and Alternative Education Center (AEC), counselors monitor student progress to meet graduation and a-g requirements, holding meetings with students throughout the year to plan for future academic needs and requirements. AVID teachers gather data on various metrics, including enrollment and progress in honors and AP courses, student performance in core classes, and college enrollment. In the 2023-24 school year, 100% of SVUSD’s students had access to a broad course of study, as defined by California Education Code 51210 and 51220. All elementary schools provided pullout music or art classes and physical education classes. Silver Valley High School offered several CTE Courses: Auto Shop 1 & 2, Med Core 1 & 2 and Public Safety classes, business/finance classes, and AVID classes. The Alternative Education Center (AEC) offered a Graphic Arts Technology 1 & 2 and food course that allowed students to earn a food handler's certificate. The AEC also offered photography and art electives, as well as a wide variety of online CTE and elective courses. The most significant barrier we face is our geographic location. As a rural community, finding external partners is challenging. Additionally, as a small school district, our student population is not large enough to support more staff, limiting the program opportunities we can offer our students. To help overcome the barriers addressed above SVUSD subscribes to Edmentum Courseware, online curriculum, that gives students access to classes that we would not ordinarily be able to provide. The district continues to look for ways to improve our AP participation and passage rates, dual enrollment participation and increase STEM opportunities district wide. SVUSD has partnered with DoDEA and received grants to support expanding STEM, Literacy, and social emotional learning opportunities to support access to a broad course of study. Met 2024-06-18 2024 36739570000000 Snowline Joint Unified 7 Snowline JUSD utilizes several vital tools to ensure equitable access to a broad course of study for all students. DataQuest tracks course offerings and student enrollment across different grade levels and groups, providing insights into available educational opportunities. The California School Dashboard offers critical data on student academic performance, college readiness, and graduation rates, helping Snowline assess the effectiveness of its comprehensive course offerings. This platform supports efforts to ensure equitable access and enrollment across diverse student populations, including those with exceptional needs. Snowline’s graduation requirements emphasize a comprehensive course of study, ensuring that all students meet educational standards aligned with a broad curriculum, regardless of their chosen academic or career pathway. These measures collectively enable the district to monitor and enhance access to diverse educational opportunities from elementary through high school levels, fostering equitable educational outcomes for all students. The district ensures that all students with diverse needs and participation in non-traditional (NTS) programs have access to a comprehensive course of study. The latter includes a structured curriculum from grades 1-8 and specific graduation requirements for high school. The educational framework systematically integrates critical subjects such as English, mathematics, social sciences, science, visual and performing arts, health, physical education, applied arts, and career technical education. High school graduation requirements mandate substantial credit hours across core subjects: English (40 credits), mathematics (30 credits), science (30 credits, distributed across life, physical, and other sciences), social sciences (30 credits, covering world history, US History, economics/government), and additional credits in world language/fine arts, physical education, and electives, totaling 230 credits. Progressively rigorous coursework ensures students are prepared academically, though variations may occur across school sites and student groups due to individual educational needs and program participation. Over time, the district has maintained consistent access and enrollment in a broad course of study, fostering comprehensive educational opportunities for all students. The district faces several challenges in offering a comprehensive education to all students. The focus on core subjects leaves little room for arts and music at the elementary level, limiting students' exposure to enriching areas beyond basic academics. This lack of exposure may hinder their overall educational development. Moreover, the varying levels of expertise among educators in non-core subjects pose a challenge. Teachers not adequately trained or experienced in these areas may find it challenging to deliver a diverse curriculum effectively, impacting the quality of education across all grades. As students progress through the upper elementary grades and into middle and high school, their academic choices become more limited, especially in specialized programs like performing arts. This reduction in options restricts students' opportunities to explore and excel in fields outside traditional academics, potentially limiting their educational experience and personal growth. The district has implemented several initiatives to address graduation rates and disparities among student groups. Firstly, it focuses on good first instruction (GFI) to ensure high-quality teaching, including strengthening remediation for struggling students and enhancing English language development (ELD) programs for English learners. Additionally, Snowline is committed to improving its course offerings by enhancing A-G college preparatory courses and Career Technical Education (CTE) pathways. This includes expanding dual enrollment opportunities at the comprehensive high school, which have been available since the 2021-22 academic year. The district also emphasizes TK-12 vertical alignment to ensure smooth transitions from middle to high school, enhancing preparedness and academic success. These measures highlight the district's proactive approach to addressing graduation rates and ensuring equitable access to a robust curriculum for all students, including historically underserved groups like foster youth, English learners, and socioeconomically disadvantaged students. Ongoing evaluation and adaptation of these initiatives will remain crucial as the district aims for higher graduation rates and improved outcomes for all student demographics. Met 2024-06-25 2024 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 2023-2024 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 Academy, Design, Engineering, Manufacturing Academy (DEMA), and medical pathways. In order to ensure that our district continues to expand its course offerings, the district continues to employ 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 and limited facilities for the expansion of these programs and services. 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. Furthermore, data from the National Student Clearinghouse informs schools and the district of college-going rates and college persistence. Met 2024-06-10 2024 36750440107516 Summit Leadership Academy-High Desert 7 The LEA uses Aeries Analytics Diagnostics to track and monitor students' progress, course of study, and elective courses which the student can choose. This system is capable of disaggregating data to identify trends and perform needs analyses for student subgroups. The LEA also contracts with Edtec to develop additional tools for monitoring program effectiveness and to identify areas of growth for professional development topics. All students and parents have equal access to the Aeries portal and all students are equitably enrolled in the courses needed to receive their high school diploma, earn the designation of CTE completer, and achieve A-G eligibility. The students' courses are based on, and exceed, the California state requirements to receive a high school diploma and are aligned to the grade the student is entering. With over 90% of SLA's courses being UC/CSU approved, all students have the opportunity to complete the UC/CSU A-G requirements with the courses offered. Through the LEA's partnership with local colleges, students in upper grade levels are able to enroll in college credit courses. The students are sequentially placed in CTE courses each year to become completers of the CTE pathway by the end of their senior year. The students with exceptional needs receive additional help and resources to complete their requirements for a high school diploma. All students have equitable access to courses including, but not limited to, college preparatory and career technical education courses. The junior high students are enrolled in the courses aligned to the State of California requirements and may choose electives that prepare them for high school level CTE participation. All courses utilize a curriculum that is aligned to state standards. SLA also offers credit recovery courses which allow students to fulfill their graduation requirements and/or improve their grades. Due to Summit Leadership Academy- High Desert being small with a limited number of teachers and courses, the students are only able to receive the basic core classes in order to fulfill their high school diploma requirement. The school does not provide any AP, Honors or IB courses. Summit Leadership Academy-High Desert currently only offers one college course, which is a barrier to access a broader course of study. Additionally, students transfer to the LEA with severe academic deficits, language barriers, and special needs which impact their ability to learn in the traditional learning environment. The LEA will offer 3-4 additional college courses to allow our students to gain college credits but experience the rigor of a college course, therefore, allowing them success in the future. The college courses will be offered during school hours and by our teachers to provide our students easy access to these courses. In our Independent studies program, students will have the ability to take concurrent courses to get ahead. In addition, Summit Leadership Academy will offer an English enrichment class to improve the students reading and writing skills. Met 2024-04-23 2024 36750440112441 Pathways to College K8 7 Pathways to College (PTC) 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 PTC Middle School. The master schedule (grade level subject area blocks, including specials) is utilized as the tool for elementary students grades TK-5. Using the tools outlined above, PTC determined that all unduplicated students including homeless and foster were able to access all subjects within a broad course of study. All students (including unduplicated students and students with disabilities) in Tk-5th grade are enrolled in English, Math, History-Social Science, Science and receive a minimum of 200 minutes of Physical Education every ten days. All students (including unduplicated students and students with disabilities) in grades 6, 7 and 8 are enrolled in English, Math, History/Social Science, Science, and Physical Education courses. The barriers identified for TK - 5th grade students are specific to students with disabilities. While PTC 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 occasionally contribute to a small number of students with disabilities being pulled out of their general education classroom to receive more intensive intervention and support services during specific times throughout the day. "Actions include: • Work to intentionally decrease the amount of time students with disabilities are pulled out of the classroom to receive intensive interventions • Provide professional learning to teachers and administrators on evidence-based instructional strategies including but not limited to: o Coaching for instructional staff toward mastery of skills taught during PD sessions o Use of GLAD strategies o Use of formative and summative assessments to monitor student learning and adjust instructional strategies" Met 2024-06-18 2024 36750440114389 Mirus Secondary 7 "As of CBEDS 2023-2024 Mirus Secondary served 290 students in grades k-12. The student demographics include: • Percentage of Students with Disabilities: 16.6% • Percentage of English Learners: 10.0% • Percentage of Socioeconomically Disadvantaged: 78.6% • Percentage of Homeless and Foster Youth (FY): 4.5% Mirus Secondary qualifies as a Dashboard Alternative School Status (DASS) program. This status holds schools accountable for the same state indicators, some with modified methods. The school is approved as a DASS school through the eligibility criteria of serving “high risk” student groups; the school has an unduplicated count of over 70% of students in that qualify as “high risk”, including credit deficient students and high transient students. Mirus Secondary uses the Pathways Personalized Education Plan (PPEP) process to plan, deliver and ensure all students across all student groups have access to a broad and rigorous course of study. " Mirus Secondary’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 Secondary from providing access to a broad course of study for all students. Currently, 100% of the students have access to a broad and rigorous course of study. The school will continue to monitor its available course of study to ensure continued equitable access for all students. Due to the success Mirus Secondary 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 2024-06-26 2024 36750440116707 Encore Jr./Sr. High School for the Performing and Visual Arts 7 The counselors develop a master schedule that provides access to a broad course of study for all students. Encore offers an English Language Development class that counts for an English Learner’s English 1 or English 2 class. An EL Skills elective class is offered and required to be taken by both high school and junior high students identified as English Learners. Encore also offers Strategy Skills elective classes that are offered to all high school and junior high students with an IEP. Encore also offers a variety of core classes, CTE classes, electives, dual enrollment college courses, Advanced Placement, Honors, and A-G classes. Encore uses a variety of tools to track student access and enrollment in a broad course of study. These tools include: 1. Aeries which tracks enrollment data across grade spans, unduplicated student groups, and individuals with exceptional needs 2. Course Enrollment Reports which provides data on the variety of courses students are enrolled in Students are assigned their counselor by grade level, English Learner identification, 504 identification, and whether they are taking Advanced Placement/Honors courses. Counselors review students’ transcripts on a semester basis and meet with students individually. Course schedules are reviewed prior to the start of school. Several barriers have been identified that prevent equitable access to a broad course of study for all students: 1. Teacher Availability: Shortage of qualified teachers for certain subjects, particularly in advanced and elective courses. 2. Scheduling Constraints: Conflicts in scheduling, especially for students with additional support needs, limit their ability to enroll in diverse courses. 3. Awareness and Outreach: Lack of awareness among students and parents about available courses and the benefits of enrolling in a broad course of study. In response to the identified barriers, Encore plans to implement the following actions: 1. Resource Reallocation: Strategically allocate resources to ensure all school sites can offer a variety of courses, with a focus on underserved areas. 2. Professional Development: Increase professional development opportunities to train more teachers in specialized and advanced subjects. 3. Flexible Scheduling: Develop more flexible scheduling options to accommodate the needs of students with exceptional needs and those requiring support services. 4. Enhanced Outreach: Implement targeted outreach programs to inform students and parents about available courses and encourage enrollment in a broad range of studies. 5. Monitoring and Adjustment: Establish a continuous monitoring system to track progress and make adjustments as needed to ensure all students have equitable access to a broad course of study. Met 2024-06-25 2024 36750440118059 LaVerne Elementary Preparatory Academy 7 Administration will continue to ensure scholars have access to curriculum and instructional materials that are aligned to CCSS, thereby addressing the academic needs of all learners by conducting classroom inventories two times yearly. LaVerne Elementary Preparatory Academy is an educational institution that strives to provide every scholar with equal access to high-quality curriculum and classroom instruction, even those who may experience difficulties in meeting state standards. LEPA has developed a comprehensive plan of action to achieve this goal, which includes providing Common Core State Standards (CCSS) curriculum and instructional materials that cater to individual learning needs while maintaining a highly qualified and well-trained teaching staff. The goals, actions, and metrics LaVerne Elementary will use to support and improve scholar learning and to measure progress toward these goals include At LEPA, we are aware that some scholars may require additional academic support and, as such, we are committed to providing targeted assistance to help them succeed. We continuously monitor teacher assignments and provide professional development opportunities to ensure that every scholar has the necessary tools to achieve academic success and reach their full potential. Our ultimate aim is to empower every scholar to achieve their academic goals and become life-long learners. LEPA does not plan to implement any revisions, decisions, or new actions. We will instead focus on ensuring we continue to provide access for all scholars to a broad course of study. Met 2024-06-26 2024 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 2023-24 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 additional intervention teachers 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 Agriculture and Natural Resources, Manufacturing, Transportation, and Hospitality, Tourism and Recreation pathways. 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 continue additional science classes and intervention classes. Met 2024-06-13 2024 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, two to 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. Students who choose may participate in a cohorted academy of students who all take online courses together as well as participate in local events. 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. As a result of this evaluation, the school will continue to ensure all students have access to a multitude of courses and materials to address core, enrichment, and intervention areas. The school is continually connecting with vendors throughout the service area to increase the availability of providers in a wide range of academic areas to all students. Equitable access to high quality research-based interventions for Tier 2 and 3 students continues to be a priority. After reviewing internal data, it was determined that a revision of the current tutoring program was necessary, and a high-dosage learning acceleration program was implemented in 23-24. Both research and internal data indicate that this strategy has been successful and will continue into the next academic year. In the 22-23 academic year, the school began a 3 year implementation plan to reduce barriers to students graduating a-g completers. Through the a-g Access Grant, our College Success Counselor has been able to offer weekly classes in college preparation, college application workshops, review our supports for students pursuing an a-g pathway, work monthly with our High School Academy students and support our students applying for FAFSA by doing many hands-on webinars on FAFSA. Met 2024-06-04 2024 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 the first three quarters of 2023-24 . 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, Ethnic Studies, 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 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 2024-06-04 2024 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 Language Learner (ELL) students. We introduced ELPAC practice sessions, led by a highly qualified teacher who specializes in instructing English Learners. This year, our specialist was dedicated to providing personalized support to assist ELL 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: Introduction of College & Career Readiness courses/curriculum, aligned with A-G Curriculum providers or our own adopted A-G course catalog. Integration of enhanced project-based learning within various courses. Implementation of Social and Emotional Learning (SEL) support through an A-G SEL curriculum, complemented by the availability of two dedicated school counselors. The creation of a comprehensive curriculum tailored to EL learners. Establishment of Mentoring and Coaching programs, as well as Career and Technical Education (CTE) pathways Met 2024-06-11 2024 36750510137794 Gorman Learning Center San Bernardino/Santa Clarita 7 GLC uses a Student Information System in order to track the extent to which all students have access to and are enrolled in a broad course of study. Through this system, each student has a developed Master Agreement that specifies the courses of study and instructional materials being used. This system allows the school to track student access through reports that identify course of study for each of the following groups: student grade spans 1-6 and 7-12, Unduplicated Pupil groups and students with exceptional needs. All students have access to independent study courses and corresponding standards-aligned instructional materials, including a-g courses, CTE pathways, and AP/Honors courses. All students have access to credentialed teachers who develop a plan including how direct instruction will be provided, in what learning environment, and with what frequency. There is also a high baseline of parent engagement, in that the personalized learning model requires daily oversight of the student’s work completion and regular direct instruction and support provided by the parent. Many students have access to additional options for courses and materials, but this access varies depending on the student’s geographical distance from and ability to acquire transportation to the school’s facilities-based resource centers, on the student’s family income as it impacts home internet access, and on the student’s English Learner status as it impacts school staff’s and third party vendors’ ability to work with the family effectively. Students from low income families experience barriers regarding transportation to school 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 managing the additional services provided to those students. Met 2024-06-27 2024 36750510138107 Southern California Flex Academy 7 During the 2023/2024 school year, Southern California Flex Academy used 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. In the 2023/2024 school year, Southern California Flex Academy continued to implement the StrongMind curriculum across all grade levels TK-12. Met 2024-06-12 2024 36750510139188 Granite Mountain Charter 7 At GMCS, TK-12 students access standards-aligned curriculum tailored to their learning styles and needs. Teachers personalize learning through meetings with students and families, documenting choices in Academic Learning Plans. Progress is tracked via School Pathways, informing interventions and enrichment. Intervention is available for all students, with unduplicated students receiving priority enrollment in intervention classes. Content Specialists are accessible to our high school students and 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, local and state benchmark assessments, and tiered supports. Our unduplicated students receive an additional layer of oversight and support through Student Support who works with students’ data to pair them with the appropriate supports. Progress monitoring is done to ensure that all students’ goals, despite grade levels, demographics, or needs are met or exceeded. We ultimately rely on the students’ Academic Learning Plan that includes approved core curriculum, additional extra-curricular learning opportunities, and the use of various programs with our MTSS model to track students’ broad course of study. At GMCS, we prioritize academic success and comprehensive learning through ongoing data discussions and focus groups. Staff and administrators collaborate on achievement scores, assessment data, curriculum effectiveness, and subgroup trends to tailor instruction and interventions. We use STAR 360 for local benchmarks, conduct biannual progress assessments, and administer SBAC for state standards evaluation. This data guides curriculum decisions, instructional methods, and targeted interventions in reading and math. Regular student surveys ensure course offerings meet diverse needs. Enhanced staffing in Secondary Education supports high school students, while Student Support utilizes assessment data for tiered interventions (tier 1 and tier 2). Our digital learning curricula supplement state standards across core subjects, offering personalized lessons and elective choices that cater to student interests and academic levels. At GMCS, we use STAR 360, fall writing assessments, and SBAC to track student achievement and identify areas for growth. Focus groups and PLC discussions analyze data, focusing on unduplicated students and subgroups to assess curriculum impact and devise improvement plans. A couple barriers we have worked hard to overcome is parent apprehension towards assessments and increased test scores, emphasizing their benefits for college readiness and assigning evidenced based curriculum with direct instruction and embedded assessments. Despite challenges, we've stabilized SBAC participation and continue offering engaging test prep and educational resources. Our universal online curriculum supports personalized tier 1 and tier 2 interventions and extends learning opportunities. We address barriers by providing tech resources and training teachers in creating tailored learning plans, ensuring all students receive support to excel academically. At GMCS, we ensure student success with diverse curriculum options overseen by dedicated teachers and content specialists. Our textbook pathway offers synchronous and asynchronous instruction using McGraw Hill, supported by the Plugged In department. The online pathway includes platforms like Edgenuity and Acellus, managed by Digital Learning for progress monitoring. Custom Designed Pathway allows homeschool teachers to tailor curriculum with textbook, online, or hybrid options. Content Specialists provide personalized evaluation and support based on students' learning needs. Our pathways include subject-specific materials, virtual platforms, project-based learning, and grading support for equitable access and success. Students also benefit from robust elective opportunities in Student Life, Athletics, and Fitness departments, offering activities like cooking, art, sports, music, and creative writing. GMCS partners with community vendors for educational services across twelve content areas recognized by the California Department of Education. Met 2024-06-27 2024 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 2023 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 third 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 Associates Degree 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. We have made great improvements with developing an accurate data system for sites and the district. 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. We have implemented standards-based assessments last school year and have already made revisions for next school year to allow for timely monitiring of student academic progress to inform our instructional practices. 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 2024-06-25 2024 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 six schools 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 fell for most groups for the class of 2023 due to the re-introduction of the full requirement (89.4% overall). Conversely, the rate of completion of the A-G requirements increased for most student groups for the class of 2023 (38.7% overall). 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 with English as the main class that kept students from meeting the requirement. 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. A detailed analysis of the data for the class of 2023 reveals that a primary driver area of concern is student attendance. With chronic absenteeism still above 30% many students are missing over 10% of the academic year and that is making it difficult for students to be successful in classes of high rigor and value. 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 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 2024-06-13 2024 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 2023-24 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. Fourteen 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 the school's course offerings, student surveys, class schedules, and school schedules, continues to inform the administration of student access to a broad course of study. Met 2024-06-10 2024 37103710000000 San Diego County Office of Education 7 We are an alternative school with a transient student population, and we have systems in place to ensure our students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs. During our enrollment process, every student undergoes a transcript review (by a school counselor and student-support specialist), reading and mathematics assessments, a career/interests survey, and, when needed, a review of their IEP (by a special education teacher). Our counselors then work with our school office staff and school administrators to ensure our students are enrolled in the right courses and a broad course of study that advances them towards culmination/graduation based on our graduation requirements and course list. At each grading period, counselors review student transcripts to ensure students are taking a broad course of study that advances students towards culmination/graduation. We have four CDS codes in our LEA: Court Schools (detention facilities), Community Schools (expelled or referred from their districts, social services or probation), San Pasqual Academy (foster youth at a residential facility), and Monarch School (unhoused students). Each CDS code enhances 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. San Pasqual Academy is long-term, and there is a stronger college-going culture, where a full A-G course load en route to admission to a 4-year university is offered. In our Court Schools, we have a shorter-term placement and so in addition to A-G approved courses, students are exposed to a wider range of CTE options, including graphic arts, culinary and construction. 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 based on their future plans. Several barriers impede our Local Education Agency (LEA) from offering a comprehensive course of study for all students. Firstly, our sites are constrained by their small size, tailored to accommodate our student population, resulting in a limited number of teachers per site. Consequently, we can only provide a restricted selection of courses during each grading period. Secondly, the transient nature of our students presents a significant challenge. Students often move between sites, which can result in incomplete course credits within our Comprehensive Data System (CDS) codes. This transition hinders their immediate ability to fulfill partial credits and complete courses, especially when they move to another site. Lastly, student attendance poses a persistent obstacle. Many students struggle to attend school regularly due to various factors such as housing instability, mental health issues, and legal appointments. As a result, ensuring that students enroll in and successfully complete the specific courses they require within our broad curriculum becomes increasingly challenging. Addressing these barriers requires a multifaceted approach that considers resource allocation, administrative coordination, and support services to mitigate the impact of student transiency and attendance issues on their academic progress. 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 2024-06-12 2024 37103710108548 Iftin Charter 7 "Iftin Charter School (ICS) employs a comprehensive approach to track students' access to a broad course of study through various data points. Instructional coaches, teachers, and teacher leaders analyze class-based and school-wide data to monitor student progress and access across different groups. Administrators oversee enrollment in advanced courses such as geometry, algebra, and advanced English. Master schedules are reviewed before the beginning of each school year and monitored for adjustments throughout each quarter. Student achievement and progress are tracked using the following data sources: • NWEA ELA and Math Benchmarks • Interim Assessments • Progress Reports and Grades • English Learner Data (Reclassification and English Learner Progress) • Summative ELPAC and CAASPP This systematic monitoring ensures that all students have equitable access to a broad and challenging curriculum. " Iftin Charter School (ICS) provides comprehensive support and resources to ensure all students have access to a broad course of study. As a single-site LEA, ICS offers uniform offerings across the entire school campus. Using locally designed and universal assessments, students requiring intervention and reengagement services receive both in-school and out-of-school support. A streamlined referral process ensures students are identified and recommended for additional support regularly. Classrooms with students needing extra assistance benefit from classified staff support. Those requiring strategic language support have access to specialized staff providing targeted English Language Development (ELD). All students engage in learning that integrates core content with embedded support, ensuring access to grade-level material regardless of subgroup. This approach guarantees equitable access to the core curriculum for all students at ICS. Furthermore, the school's leadership team continues to develop a comprehensive scope and sequence that incorporates numerous opportunities for language and vocabulary development across all subjects. Barriers hindering ICS from offering a Broad Course of Study include: The school schedule restricts available time for targeted interventions and services. School teams sometimes face challenges in scheduling intervention periods for English Learners and struggling students without disrupting regular classes. Additionally, students receiving extra services or enrolled in special education and/or EL programs may need to sacrifice an elective course to participate in interventions. Exploring creative strategies is essential to ensure all students can access a broad curriculum while still benefiting from intervention programs. ICS remains committed to collaborating with teachers and teacher leaders in implementing the Universal Design for Learning approach. This initiative aims to enhance alignment with the special education team and English Learner support leads, ensuring success for all student subgroups. Additionally, the establishment of site-based instructional leadership teams will strengthen teacher capacity and foster continuous improvement in the instructional core through data-driven program enhancements. Met 2024-06-14 2024 37103710124321 Howard Gardner Community Charter 7 HGCS serves approximately 195 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, Theater, 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. However, a substaible professional learning community model will be implemented to measure continued success. Met 2024-06-20 2024 37103710134577 Audeo Charter II 7 "As of CBEDS 2023-2024 Audeo Charter II served 237 students in grades k-12. The student demographics include: • Percentage of Students with Disabilities: 24.5% • Percentage of English Learners: 12.2% • Percentage of Socioeconomically Disadvantaged: 59.5% • Percentage of Homeless and Foster Youth (FY): 4.2% Audeo Charter 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 Charter 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 Audeo Charter II, 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 Charter 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. This includes UC-ag approved, NCAA approved, Advanced Placement (AP) courses, honors courses, dual-enrollment, articulated and CTE courses. The school will continue to monitor its available course of study to ensure continued equitable access for all students. Due to the success Audeo Charter II 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 2024-06-26 2024 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 2024-06-20 2024 37103710137695 Community Montessori 7 Student Information System (SIS): The SIS is essential for tracking student enrollments and maintaining detailed records on academic progress and course completion. This system enables staff to ensure that all students, including those from underserved groups, have equitable access to our curriculum. Learning Center Attendance Tracking: By meticulously monitoring attendance, staff can identify and address potential disparities in student engagement and resource access, ensuring that all students benefit from a broad curriculum. Home School Resource Provision: Resources for homeschooled students are customized to parallel the inclusiveness of our traditional curriculum, with regular assessments to ensure these students meet educational standards and remain engaged. Parental Involvement through Attendance Logs: Parents aid this process by completing detailed attendance logs, providing insights into daily educational activities and helping staff evaluate student engagement across diverse subjects. Regular Reviews and Adjustments: Data from these various tools is routinely analyzed to identify and rectify any gaps in course access or enrollment, ensuring a comprehensive educational experience for all. Feedback Mechanisms: We actively incorporate feedback from students, parents, and educators to continuously refine our educational practices, ensuring they meet the evolving needs of our diverse student body. Our Montessori school sites feature classrooms designed as holistic ecosystems that foster independent learning and cater to the developmental needs of each student. These environments support academic, social, and emotional growth, providing a customized educational experience beyond traditional grade-level constraints. Central to our Montessori approach is individualized learning paths. This flexibility allows students to work with materials suited to their specific needs, supporting diverse learning styles and paces, particularly beneficial for students with exceptional needs or from various cultural backgrounds. Extending beyond the classroom, students engage in field trips and supplementary activities that enhance the curriculum. These activities provide practical applications of academic concepts, ensuring learning is comprehensive and experiential. We actively monitor student engagement and access to educational opportunities through data analysis from various interactions and observations. This helps us identify disparities in access and implement targeted strategies to ensure equitable participation. Feedback from our educational community informs continuous adjustments to our curriculum and teaching methods, ensuring they remain responsive and inclusive. Regular teacher training and equitable resource distribution across school sites ensure all students have access to high-quality educational experiences. Currently, our assessments and ongoing monitoring processes have not revealed any significant barriers that prevent students from accessing a broad and inclusive curriculum. This outcome reflects our proactive efforts in creating an educational environment that is universally accessible and accommodating to all students, regardless of their backgrounds or special needs. No revisions necessary. Met 2024-06-21 2024 37103710137752 Dimensions Collaborative 7 Dimensions Collaborative School employs a comprehensive and personalized approach to ensure all students have access to a broad course of study. Each semester, students, parents, and teachers collaborate to sign Independent Study Contracts (ISC), which outline core and elective courses tailored to individual needs. The curriculum includes essential subjects such as language arts, mathematics, science, social studies, and physical education, supplemented by a wide array of electives like Visual and Performing Arts, Technology, and Career Technical Education. Detailed Parent/Teacher handbooks provide transparency on these offerings, while academic counselors regularly check high school students’ progress towards graduation. Each student’s journey is further supported by a Personalized Plan and Record (PPR) that tracks their courses, resources, and performance. This integrated system, combined with proactive community engagement and continuous feedback, ensures that all students receive a well-rounded, adaptable education designed to prepare them for future success. Dimensions Collaborative School ensures a comprehensive and inclusive education across its various sites, offering a robust program of core courses and A-G requirements. The school supports a dynamic Visual and Performing Arts (VPA) program with two dedicated instructors and a well-established Engineering and Robotics program led by credentialed teachers. These programs include robotics clubs and competitive teams for all grade levels, encouraging early engagement in STEM fields. Furthermore, Dimensions is expanding its Career Technical Education (CTE) pathways, providing practical, career-focused skills through concurrent enrollment options. This expansion reflects the school’s dedication to meeting students' evolving needs. The school also supports six foreign language offerings, promoting global education and catering to diverse linguistic interests. For students enrolled in community college classes, Dimensions offers tutoring and academic support to help them manage dual enrollments effectively. The recent launch of the Future Business Leaders of America (FBLA) program underscores the school’s commitment to preparing students for various post-secondary opportunities. By maintaining a comprehensive curriculum and continuously developing new programs like global education, Dimensions Collaborative School ensures all students have equitable access to a broad and enriching course of study tailored to their individual needs and interests. No barriers identified. Dimensions Collaborative School is committed to ensuring that all students have access to a broad and enriching course of study. To meet this goal, the school has implemented several key initiatives and continuously revises its curriculum to cater to diverse student needs. Recently, the school has introduced robust Career Technical Education (CTE) pathways, offering concurrent enrollment options with community colleges. This initiative allows students to gain practical, career-focused skills while earning college credits. The technology curriculum has also been significantly expanded to include cutting-edge classes in Robotics, Augmented and Virtual Reality (AR/VR), and Coding, equipping students with essential skills in emerging tech fields. Additionally, the school has added the Future Business Leaders of America (FBLA) program for middle and high school students, fostering business acumen and leadership skills through engaging activities and competitions. To support college readiness, Dimensions continues to grow its A-G course offerings annually, aligning with the University of California and California State University admission requirements. These efforts collectively ensure that all students at Dimensions Collaborative School receive a comprehensive education that prepares them for both academic and professional success in an evolving world. Met 2024-06-21 2024 37103710138016 Pacific Springs Charter 7 Our charter petition requires students to be enrolled in a broad course of study. To ensure this happens when K-8 students enroll, they are placed in the required courses of study. Academy and Homeschool TK-8 students have access to several elective or thematic courses on site, in addition to all core courses. Homeschool boxed set includes cross-curricular units for ELA, history, and science. All students have intervention, remediation, and acceleration opportunities that are identified through diagnostic assessment and ongoing progress monitoring. 8th-grade students have access to high school-level math and language courses. TK-8 students in all programs of the charter have access to a broad course of study through various measures. Over time, data shows improvement in ensuring equal access for all students. All students receive a Chromebook, ensuring complete access to intervention, remediation, and acceleration support. One barrier to TK-8 instruction is the diverse needs of the student population. Many students often require additional support and tailored instructional strategies, which can strain existing resources and staff capacity. Ensuring all educators are equipped to deliver a broad, inclusive curriculum requires ongoing investment in professional development. Variability in teacher expertise and experience can impact the quality and breadth of instruction provided to students. To address these barriers, all staff has engaged in an increased focus on the need for targeted interventions and enhanced support systems to ensure every student at Springs Charter School TK-8 can access and benefit from a broad course of study. The LEA has invested in ongoing training for teachers and school communities in inclusive practices, differentiated instruction, and technology use, ensuring educators can deliver a broad and inclusive curriculum. The curriculum is continuously reviewed and updated to include diverse perspectives and subjects that reflect students' interests and needs, integrating more STEM and arts education opportunities. Efforts to engage parents and the community have been increased to gather feedback and build partnerships, creating a supportive learning environment and addressing specific community needs. These actions ensure that Springs Charter Schools provide equitable access to a broad and enriching course of study for all students, regardless of their background or individual needs. In high school, the LEA has implemented math, reading, and writing diagnostics for all high school students. Results determine intervention courses including Ramp Up to Algebra 1, Ramp Up to Geometry, Math Bridge, Literacy Essentials, and Writing Essentials. New courses continue to be developed with embedded interventions to support all learners and address any learning loss. Programs used are Write Score, Reading Plus, Delta Math, and i-Ready. Algebra 2 in the World is offered as an optional choice for Algebra 2. This course embeds financial literacy within the curriculum making math more engaging for students. Met 2024-06-06 2024 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. Enrollment in courses is tracked through our Student Information System. 100% of students in grades TK-8, including all subgroups, 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, engaging, broad course of study. As barriers or access issues arise, Classical Academy Vista will make corrections in its practices to fulfill our goal of ensuring that all students grow and learn. Met 2024-05-20 2024 37103710138594 Dual Language Immersion North County 7 DLINC uses both enrollment data and academic data to determine the best course offerings for its students, as this is the data most readily aggregated by student group. Most important, however, is the data generated from parent and student satisfaction surveys. Parents and students are open about their curricular interests. Students need only conceive of an idea for an activity and present it. Most requests, such as a cheer team, school dances, and other activities, are honored. As a school that serves grades TK-8, DLINC's focus in grades TK-5 is on teaching foundational skills and core subjects in both English and Spanish. Best practices in dual immersion instruction include employing a well-rounded set of modalities to ensure that all students have access to the curriculum. Modalities include art, music, physical education, reader's theater, hands-on projects and dance. The diverse delivery of content ensures a broad course of study for elementary students. Course offerings include Language Arts in English and Spanish, Math, Science, and Social Studies. Middle School students have access to the same course offerings. However, college and career-readiness activities are integrated across content areas. Students participate in field trips throughout the community, including visits to community colleges and local high schools. Art instruction is integrated with their Social Studies and ELA classes, and hands-on projects take place at least three times per year. DLINC is in the process of transitioning to a Schoolwide Program due to its socioeconomically and ethnically diverse student body as well as its increased special education population. Therefore, all student groups have access to the activities offered. As a charter school that is subject to a rigorous renewal process, DLINC is dedicated to ensuring that students are making sufficient academic growth. This sometimes means extra time spent on basic Language Arts and Math skills. Although teachers integrate meaningful and enjoyable activities in these areas, we are not able to offer as wide a variety of electives as other schools may be. However, 2024 preliminary SBAC scores showed significant growth in both ELA and Math at the time of publication. Next year, new offerings will include a more organized performance dance program, Musical Theater, Cake Decorating and Art. These new offerings are direct results of parent and student feedback. Met 2024-06-03 2024 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 support provided by JCS-Manzanita. Students with IEPs and English learners have access to the same curriculum and courses as other students with support as needed for success. The LEA has not identified any barriers preventing students from accessing a broad course of study. The LEA will continue to provide programs and services that promote equity for all students regardless of disability, socioeconomic status, ethnicity, and/or background. We are also committed to expanding our College and Career Readiness opportunities which will increase accessibility for all students to prepare for post-secondary experiences. Dual enrollment opportunities began in 2020-21 and are being expanded each year. A wider range of a-g offerings are offered through the school catalog and educational partners like Edgenuity. Each year, we are also writing new a-g courses and updating a-g courses so they are more current and culturally relevant. Additionally, we would like to offer CTE pathways through a partnership with the community college. Met 2024-06-14 2024 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 2024-06-11 2024 37679670000000 Alpine Union Elementary 7 Alpine Union School District uses various measures and tools to track student access to and enrollment in a broad course of study. These tools are designed to ensure equity and inclusiveness across different student groups, including unduplicated student groups and individuals with exceptional needs. These measures and tools include: our Student Information Systems, Synergy, course enrollment data, parent and student surveys, annual IEP reviews, School Accountability Report Cards (SARCs), Local Control and Accountability Plan (LCAP) Metrics, and master schedules. AUSD prioritizes each student having access to a broad and diverse course of study. At our middle school, a comprehensive master schedule is crafted so that students have access to multiple electives along with the mandated California Department of Education (CDE) requirements. Some of these electives include engineering, financial literacy, cooking, art, and theater. In addition, the students enrolled in our dual language Spanish program also have access to Spanish Language Arts, and both science and social studies taught in Spanish. At our elementary schools, all students have access to the CDE required components in their daily schedule and have additional classes including music taught by a certificated teacher. While AUSD is committed to offering a broad course of study for all students, challenges do arise from scheduling conflicts both at the middle school and elementary schools. These challenges may stem from the necessity for certain students to receive more intensive interventions and support services during specific periods throughout the school day. Additionally, due to the small size of our middle school, some electives may only be offered once a day, limiting some students from having that elective as a choice. To ensure that all AUSD students have access to a broad course of study, the district will take several proactive measures. AUSD will implement a new intervention system with rigorous progress monitoring to closely track each student's academic growth and development. This proactive approach allows for the timely identification of students who might require additional support. Through this process, the district can tailor interventions to address individual needs, ensuring that every student receives the support necessary to achieve grade-level expectations. We will also be adjusting the scheduling framework to minimize conflicts and ensure that all students can participate in a variety of electives and core subjects. Met 2024-06-18 2024 37679830000000 Borrego Springs Unified 7 Being a small rural community with less than 500 students in the district and one school site for elementary, middle, and high school, tracking is done internally using Synergy and spreadsheets. For elementary school each class creates a daily schedule that is checked by administration to make sure it includes English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education. For middle School a master schedule is created by administration and students are assigned to every class including: English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education. High school is similar to middle school in having a master schedule with each student individually assigned to A-G courses based off of internal transcript audits performed by counselors and administration. The district will be starting using CCGI in 2024-2025 for students to self track their own A-G progress for college admissions. For grades TK-5 all students have access to a broad course of study that includes courses in English, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, and Physical Education. For students in grades 6 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. for grades 9-12, we offer a variety of classes with an in person teacher, virtual classes through online learning platforms, and concurrent enrollment with a local community college. Being a small school A-G completion is done through an internal transcript audit with tracking done through spreadsheets. All students of different student groups have access to the same courses. Barriers in our district include our small remote location. We have tried to hire and retain teachers in specific subject areas but have been unsuccessful in retaining them. This is limiting the number of on-site teachers teaching core subjects for middle and high school as well as electives for all 3 sites. The district has partnered with local organizations to help provide art and dance at the elementary school for all students. For middle and high school the district is contracted with Edmentum courses for students interested in classes not offered on site. For the 2024-2025 school year the district is expanding the contract with Edmentum to include virtual teacher led CTE courses through their platform that are not currently offered. Counselors and administration also work with high school students through the process of enrolling in concurrent enrollment though local community colleges which counts as high school and college credit. Met 2024-06-20 2024 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 2023-24 for the first three quarters. 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 School Information System (SIS) data, students had access to and were enrolled in the courses outlined in Ed. Code 51220 to the following extent: English, Mathematics, Science, Social Science, Foreign Language, Physical Education, Visual and Performing Arts (including Applied Arts), Career Technology courses, Automobile Drivers’ Education, English Language Development Courses, and Intervention Courses. Students are also enrolled in intervention or support courses for English Language Development, reading, writing, and mathematics, which are implemented through various platforms such as one-on-one instruction, small group instruction, and computer-assisted learning programs. The nature of the program is to serve students through a personalized learning model. The school makes sure that there are no barriers for students to access the curriculum. Students can access the curriculum through independent study, small group instruction, or online. Students receive interventions to address their needs and receive the necessary courses to graduate. These resources are readily available if students need technology or a tutor to support their learning. The lowest enrollment was in foreign language courses, math interventions and CTE. All students have access to foreign language and CTE courses. English learners are receiving ELD courses. Additionally, students with exceptional needs had a high level of participation in intervention courses. Students participate in coursework that ensures their graduation and enhances their college and career-readiness skills. Students are encouraged to complete CTE courses goal 2 action1 of the LCAP. Enrollment in CTE and Professional Skills courses are tracked and reported to our educational partners. The school will continue to promote and support student completing CTE courses through their individualized academic plans. Met 2024-06-04 2024 37679910000000 Cajon Valley Union 7 For the 2023-2024 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 TK-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 2024, 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 afterschool 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. For the 23-24 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 continued to be funded to support the implementation of a districtwide multi-tiered 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 2024-06-25 2024 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 569 students in grades TK-5 with demographics that include 93% Hispanic, 4% White, 1% African American, 1% Asian, 1% Two or More Races, 52% English Language Learners, 13% Students with Disabilities, and 68% Socioeconomically Disadvantaged. EJEEA provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of EJEEA’s educational program. EJEEA uses the following locally selected tools to track the extent to which all students have access to and are enrolled in a broad course of study based on grade spans, unduplicated student groups, and individuals with exceptional needs. These tools include a master schedule, a student course schedule (trimester), report cards, and parent/conference reports. " An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study. At EJE Elementary Academy, all students in grades TK-5 have access to and are enrolled in ELA, mathematics, science, social studies, Spanish Language Arts (SLA), and physical education. In addition, 100% of students in grades TK-5 have access to and/or are enrolled in Music, Art, and Library (Literacy Initiative). There are no differences in course accessibility 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 that no barriers arise to change access. Due to EJE Elementary Academy's current success 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 2024-06-18 2024 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 258 students with demographics that include 93% Hispanic, 4% White, 2% African American, 1% Filipino, 27% English Language Learners, 10% Students with Disabilities, and 69% 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. These tools 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 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, Leadership, and Social-Emotional Learning (SET) 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 that no barriers arise to change access. Due to EJE Middle Academy's current success 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 2024-06-18 2024 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 2024-06-11 2024 37679910140558 Bostonia Global 7 For the 2023-2024 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. Bostonia Global uses tools like the iReady Diagnostic, California Dashboard, and Gallup Student Poll to assess access to a broad course of study. All students have access to core subjects and electives, including ELA, Math, Science, Social Studies, Visual and Performing Arts, and World Languages. English Learners face challenges in progressing towards English language proficiency, as indicated by the 39.6% progress rate on the ELPAC. There is a need for additional language support to help these students fully access the curriculum. Students with Disabilities show significant gaps in achieving grade-level standards, particularly in Mathematics, where they are, on average, 149.9 points below standard. This indicates a need for more effective instructional strategies and supports tailored to these students. To address these gaps, the school has implemented targeted support and specialized programs. Over time, initiatives like Project-Based Learning have expanded, offering real-world engagement. Family workshops and bilingual liaisons support equitable access, especially for non-English speaking families. Improvements are noted in reducing chronic absenteeism and increasing participation in advanced coursework. While progress has been made, ongoing efforts are focused on enhancing support and expanding opportunities for all students, ensuring equitable access to a diverse curriculum. 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. In response to the results of the locally selected measures and tools, Bostonia Global has identified several key areas for improvement and has outlined specific revisions, decisions, and new actions to ensure all students have access to a broad course of study. These actions are aimed at addressing disparities in access and improving overall student outcomes. * Intervention for English Learners and Students with Disabilities: The school will expand targeted support services for English Learners and Students with Disabilities. This includes increasing access to specialized instruction and interventions, providing more individualized learning plans (ILPs), and enhancing language support services to help students achieve proficiency in English and meet academic standards. * Family Workshops and Liaisons: The FACE Department will continue to offer workshops and resources in multiple languages to engage families in their children's education. This includes expanding the role of bilingual liaisons to better support communication between the school and families, particularly for those who speak languages other than English. * PBL Coordinator and Initiatives: The appointment of a dedicated PBL Coordinator will help expand and deepen the implementation of project-based learning across the curriculum. This initiative aims to provide students with more opportunities to engage in real-world projects that foster critical thinking, creativity, and collaboration. Met 2024-06-25 2024 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. We are addressing this by insisting that all grade levels teach core subject matter (reading and math) at the same time so that support can be provided at the same time in each grade level. This schedule change will allow instructional aides and resource teachers to provide push in and pull our instruction without having students miss core subject matter in class. Administration will insist that all grade level teachers 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. This action was initially put into place in the 2023-24 school year and we did see evidence in many classes but there was room for improvement as it was not recognized with fidelity. Looking ahead to the 2024-25 school year, this will be implemented across all classes and all grades. Met 2024-06-11 2024 37680230000000 Chula Vista Elementary 7 In CVESD, all K-6 students have access to courses in ELA, ELD, mathematics, science, social science, PE, and VAPA and 23 schools have dual language immersion programs. Additionally, all CVESD schools implemented the LEAD Program, with each school site offering different enrichment offerings, including language, robotics, music, sports, and more. All CVESD students have access to each of the following courses, 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, students in 6th grade have access to our newest experience, the 'Sound Station.' Lastly, 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.'" Chula Vista Elementary School District is doing an exceptional job with core curriculum. CVESD continues to expand our work for workforce priority sectors and expanded partnerships with the City of Chula Vista. CVESD continues to explore expanding future experiences for all students. 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. Chula Vista Elementary School District is implementing a new 'Life Science Station' in 2024-2025 at a temporary location (until the permanent space becomes available). In partnership with Bristol Myers Squibb, Department of Defense Education Activity, Generation STEAM, and the Chula Vista Public Library, the 'Life Science Station' experience will give 4th grade students the opportunity to explore their strengths and interests and align them with potential careers in the life sciences and biotechnology sector. Students will participate in engaging, hands-on career exploration activities and then participate in a design thinking challenge to create a prototype of a device that would help improve a current piece of medical technology. Additionally, CVESD's LEAD Program continues to grow and provide access for all students, including unduplicated students, to engage in different enrichment offerings, including language, robotics, music, sports, and more. Students participating in the program learn a new skill and gain the valuable opportunity to interact with peers in a physically and emotionally safe environment. Met 2024-06-12 2024 37680230119594 Leonardo da Vinci Health Sciences Charter 7 All teachers and aides track progress through iReady, Wonders, and Eureka formative assessments. Our RTI team adds on additional assessments such as Acadience Reading and Math to determine how students are performing on important reading (phonemic awareness, phonics, vocabulary, fluency, and comprehension) and math skills. The goal is to focus on intervention as early as possible. All curriculum is chosen by our Curriculum & Assessment committee and then Board Approved. Students at LDV study mathematics, English Language Arts, English Language Development, Social Studies, Science, Spanish, RTI, Garden, Physical Education, and Health. All students have daily PE classes to promote physical health. Spanish and RTI are on a daily rotation to see students two to four times per week. English Language Development is a daily differentiated program for English Learners. Health class is once a week; but incorporated into all of the other subjects. The biggest barrier is time. With all of our additional courses of study, it was necessary for our typical school day to be longer than average. With this limit in time, we have been very strategic in making sure that all of our students follow a schoolwide master schedule so that all students have access to what they need. LDV has changed our TK, ELD, and Spanish curriculum in our review of the results of the data. LDV also has implemented more checkpoints throughout the year to review the data and use it to better drive instruction. Met 2024-06-27 2024 37680230138073 Learning Choice Academy - Chula Vista 7 The Learning Choice Academy (TLC) is an independent study, academic program serving grades TK-12. Every TLC student enjoys the benefits of a personalized learning plan, and personalized attention form teachers, individualized college and career planning, and a flexible schedule that meets their academic and personal needs. Our teachers are highly committed to partnering with parents to provide every student with a personalized and rigorous academic experience. TLC serves a unique population that has not been successful in the traditional public school system. The focus of TLC is to improve student learning, offer a safe learning environment, and prepare students for College and Career through a flexible learning environment. Our school combines curiosity and application, leading to a deep understanding of content, self-motivation and confidence. These skillsets empower students to take on the challenges in order to be who they want to be and excel to their fullest potential. The Learning Choice Academy provides all students with access to a broad course of study in alignment with Ed Code 51210 (where applicable) based on the nature of the Learning Choice Academy’s educational program. An analysis of the measures listed above demonstrate that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study. At The Learning Choice Academy, all students in grades TK-12 have access to and are enrolled in ELA, mathematics, science, social studies, and physical education. In addition, 100% of students have access to: Visual & Performing Arts (VAPA), Edgenuity Online Courses, CTE Pathways (Gr. 9-12), UC A-G courses (Gr 9-12), and Electives (Gr. 9-12). All students in high school will have access to a College Counselor for college planning, meeting UC A-G course requirements, and PSAT/SAT/ACT assessments. There are no differences to accessibility to courses, across student groups at The Learning Choice Academy. Currently, 100% of the students have access to a broad course of study and The Learning Choice Academy will continue to monitor this to ensure no barriers arise to change access. Due to the current success of The Learning Choice Academy in providing all students with access to a broad course of study, no changes are currently planned, however this data will continue to be monitored and revisions made, with implementation as needed. Met 2024-06-26 2024 37680236037956 Feaster (Mae L.) Charter 7 We are in compliance with the Williams act; all students have access to the board curriculum though text, physical and virtual. All teachers are expected to teach common core standards in order for students to be prepared for be assessed on local and state assessments. Unduplicated pupils, receive differentiated instruction, including whole and small group 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 curriculum per the Williams Act. 100% of Feaster Charter Students students are enrolled in a comprehensive course of students inclusive of Literacy, Math, Science, Social Studies, as well as STEAM activities in our Mindlabs program which includes: Art, Dance, Music, Science, Engineering, Computer Science, and Physical Education. 100% of our students, and soon as newly enrolled, have access 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 2024-06-04 2024 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, Multilingual 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 Multilingual English Learners and is aligned to the ELD & ELA 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, Instructional Coaches, Intervention teachers, a Coordinator Student Support Services, Special Education teachers and Support Staff provide additional supports so that all students have access to a broad course of study. Partnerships with SDCOE allows 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. Supplemental curriculum is also provided. Ongoing professional learning is provided to staff throughout the school year. Met 2024-06-06 2024 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 decisions 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 2024-06-11 2024 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 2024-06-10 2024 37680236116859 Arroyo Vista Charter 7 Arroyo Vista Charter School uses formative and summative assessments, progress reports, report cards, English Learner identification, monitoring and reclassification measures, and Individual Education Plans as the locally selected measures to ensure that all students are enrolled in a broad course of study. All students have access to Visual and Performing Arts classes in the areas of art and drama/theater on a bi-monthly basis and music on a weekly basis. Students participate in Physical Education classes as part of a bi-monthly rotation model and with their teachers on a daily basis. Heath Education classes are provided to students in grades 4-8. Student monitoring meetings are held with teachers in the fall and spring of each year to monitor student progress and ensure that additional school resources are being used to support students working towards grade level expectations. All Arroyo Vista Charter students have access to a broad course of study based on the locally selected measures. Students with IEPs receive additional targeted support by RSP teachers and assignments/tasks may be accommodated or modified based on an identified learner modality strength. Students with 504 plans receive the necessary accommodations to ensure student success in the classroom. Our English Learners received designated and integrated ELD based on their proficiency levels in reading, writing, listening and speaking. Arroyo Vista Charter students have access to a broad course of study. There are no current barriers that prevent students from receiving all of the required courses at each grade level. Arroyo Vista will continue to provide professional development opportunities for teachers as new materials are adopted and/or teachers change grade levels to ensure students receive access to a broad course of study. Teachers will have the opportunity to learn more about inquiry-based learning as we implement a phenomena-based interactive science program. Our Special Education Team including Instructional Assistants, Resource Specialist Teachers and School Psychologists will continue to have professional learning opportunities provided by our authorizing agency in addition to learning on site. Met 2024-06-06 2024 37680310000000 Coronado Unified 7 Coronado Unified uses locally selected measures to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, including unduplicated student groups, and individuals with exceptional needs. The master schedule, graduation, and A-G completion rates are utilized as the tool for Coronado High School. The master schedule and course enrollment data is utilized as the tool for Coronado Middle School. The master schedule (grade level subject area blocks, including specials) is utilized as the tool for elementary students grades 1-5. Using the tools outlined above, CUSD determined that English learners, foster youth, homeless and students with disabilities were able to access all subjects within a broad course of study. Additionally, site administrators have identified additional site-level supports to ensuring student access within their School Plans for Student Achievement. All students (including unduplicated students and students with disabilities) in 1st-6th grade are enrolled in English, Math, History-Social Science, Science and receive a minimum of 200 minutes of Physical Education every ten days. Additionally, 100% of students enrolled in 1st-6th grade have access to Visual and Performing Arts lessons, either integrated VAPA, designated VAPA, or a combination of both. All students (including unduplicated students and students with disabilities) in grades 7 and 8 are enrolled in English, Math and Physical Education courses. While our middle school does offer History-Social Science, Science, and Visual and Performing Arts (either integrated VAPA, 2024-25 Local Performance Indicator Self-Reflection for Coronado Unified School District Page 15 of 18 designated VAPA, or a combination of both) on rare occasions, not all English learners or students with disabilities are able to enroll in these subjects due to enrollment in additional academic support classes. Additionally, all students in grade 7 and 8 have access to enroll in elective courses in World Language and Career Technical Education/Applied Arts. All students (including unduplicated students and students with disabilities) are offered access to all required subject areas at Coronado High School. According to the following measures, there is variability in the success of each student group relative to successfully completing a broad course of study. The 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 2024-06-20 2024 37680490000000 Dehesa Elementary 7 Dehesa Elementary School utilizes a variety of locally selected measures and tools to track student access to and enrollment in a broad course of study. These measures include NWEA MAP assessments, ELPAC, and CAASP assessments in ELA, Math, and Science for 5th and 8th grades. Data is disaggregated by grade span, content area, unduplicated student groups, and individuals with exceptional needs. Teachers conduct monthly analyses of this data to monitor student progress. They track individual progress and provide targeted input on the needs of each student. During teacher-parent conferences and other individual communication times, teachers articulate student progress to parents, ensuring that all students' educational needs are met and that they have access to a comprehensive and inclusive curriculum. Dehesa Elementary School, as the sole school in the Dehesa District, ensures all students have access to and are enrolled in a broad course of study using various locally selected measures and tools. These include NWEA MAP assessments, ELPAC, and CAASP assessments in ELA, Math, and Science for 5th and 8th grades. The data collected from these assessments is disaggregated by grade span, content area, unduplicated student groups, and individuals with exceptional needs to monitor and ensure equitable access. Our teachers analyze this data monthly to track student progress and identify any areas where additional support may be needed. They provide individualized input and communicate student progress to parents during conferences and through other communication channels. This comprehensive approach ensures that all students, regardless of background or specific needs, have access to a wide-ranging curriculum. Since Dehesa Elementary is the only school in the district, there are no differences to report across school sites. However, we observe progress over time in providing equitable access to a broad course of study. Continuous data analysis and targeted interventions have shown positive trends in student enrollment and access, demonstrating our commitment to maintaining an inclusive and comprehensive educational experience for all students. Dehesa Elementary School faces several barriers that may impact access to a broad course of study for all students. One significant challenge is the low enrollment, which necessitates the use of combination classes. These multi-grade classrooms can make it difficult to provide targeted instruction and ensure that all students receive the breadth and depth of education they need. Additionally, the high population of students with special needs, including those with IEPs, requires specialized support and resources. This can strain the school's capacity to offer a comprehensive curriculum tailored to the diverse needs of all students. Despite these challenges, Dehesa Elementary utilizes locally selected measures such as NWEA MAP assessments, ELPAC, and CAASP assessments in ELA, Math, and Science for 5th and 8th grades to monitor student progress and identify areas needing improvement. The data disaggregation by grade span, content area, and specific student groups helps in pinpointing gaps in access. However, the combination classes and the high needs population can limit the effectiveness of these measures. Teachers must balance the diverse academic and developmental needs within a single classroom. In response to the results of the locally selected measures, Dehesa Elementary School will implement several revisions and new actions to ensure access to a broad course of study for all students. First, the school will continue to review and analyze student data using tools such as NWEA MAP assessments, ELPAC, and CAASP assessments in ELA, Math, and Science for 5th and 8th grades. This ongoing analysis will help identify areas where students may need additional support or resources. To address the identified barriers and ensure a comprehensive curriculum, Dehesa will provide targeted professional development for teachers. This training will focus on strategies for managing combination classes effectively and delivering differentiated instruction to meet the diverse needs of all students, including those with special needs. Additionally, Dehesa will enhance its collaboration with community partners and parents. By engaging these stakeholders in the decision-making process regarding the use of metrics and the interpretation of data, the school aims to build a supportive network that can help address any gaps in access to a broad course of study. Regular communication and involvement of parents and community members will ensure that their insights and feedback are incorporated into the school's strategies. These revisions and new actions are designed to create a more inclusive and supportive learning environment. Met 2024-06-26 2024 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. The Heights Charter utilizes a variety of locally selected measures and tools to track student access to and enrollment in a broad course of study. These measures include, but are not limited to, NWEA MAP assessments, ELPAC, and CAASPP assessments in ELA, Math for grades 3rd - 8th, and Science for 5th and 8th grades. Data is disaggregated by grade span, content area, unduplicated student groups, and individuals with exceptional needs. Teachers regularly monitor student progress. They track individual progress and provide targeted input on the needs of each student. Each month, teachers articulate student progress to parents, ensuring that all students' educational needs are met and that they have access to a comprehensive and inclusive curriculum. Although we are a non-classroom based charter, we offer onsite classes for all TK through 8th grade subject areas at our Resource Center. Students are free to attend these classes on a regular basis as well as get tutoring in any/all of these academic areas. The Heights Charter has one Resource Center, so there are no differences to report across multiple educational sites. We observe progress over time in providing equitable access to a broad course of study. Continuous data analysis and targeted interventions have shown positive trends in student achievement overall, demonstrating our commitment to maintaining an inclusive and comprehensive educational experience for all students. 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 adequate space required for all interested students. Met 2024-06-17 2024 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, which has recently undergone revision to better align with the CA MTSS Framework and Continuum of Support. 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 3-8 and 11, Method Schools utilizes diagnostic testing to assess student mastery of CCSS reading, writing, and math standards through the NWEA (high school) and iReady (k-8) platforms. Assessment data is regularly updated and reviewed by administration and staff and departmental OKRs are 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 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. Method Schools has revised its MTSS plan to ensure students needing supplemental intervention are placed, supported, and their progress monitored through the Exact Path platform under the guidance of trained teachers. Homeroom Teachers and Student Support Managers work directly with students to ensure they have physical access to their course of study via the laptop loaner program and academic access through reteaching and intervention during Math or English support session Due to the nature of online study, all students have access to a full range of curriculum and enrichment. With a fully implemented MTSS model, the needs of exceptional and struggling students are met through enriched learning and extension activities. Method Schools finds that participation in and completion of Career Technical Education Pathways is low; however, moving into the 24/25 school year, Method will launch the Academy at Method Schools, a dual enrollment program with College of the Canyons that provides a CTE pathway in Business and student interest in this program is building. We expect at least 20 students to complete this pathway over the next two years. We will implement two ELD designated support courses for emerging and long-term multi-language learners as needed. 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. Now, these students can be enrolled in designated support classes to enhance their language acquisition. Method Schools has appointed an MLL coordinator to monitor student progress, ensure students have the appropriate supports, and to manage reclassification. All rewritten courses include Language Standards and differentiation to offer integrated EL support and to support the general population of students’ speaking and listening skills. Method has expanded its course availability and MTSS options for all students. At high school, the Academy at Method Schools offers students more access to college and career readiness opportunities, including a CTE Business Pathway, and an IGETC pathway where students complete most of the general education breadth requirements for transfer to a CSU or UC school. Method now has a full four year course of study in Spanish that is aligned with the World Language standards. At middle school, students were enrolled in newly re-written courses that align with CCSS, NGSS, and the history framework. These courses were written with a focus on competency and standard mastery. Teachers were trained to issue effective feedback and push students toward mastery rather than completion. The new courses support student learning through multiple iterations of products until mastery is achieved. Students are encouraged to keep trying something until they master it. The feedback from parents, students, and teachers is that the new curriculum is rigorous and students are achieving mastery with more regularity. At all grades, Method provides instructional support virtually and in-person through a rotating selection of exploratory classes for middle school students, as well as clubs, events, and community activities like Beach Clean Up Day. The high school maintains its ASB program to encourage student participation in school and civic events and learning. The Academy at Method Schools, launc Met 2024-06-13 2024 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 2023-24 school year, we continue to have trouble in finding and hiring qualified career technical education (CTE) teachers. Despite our efforts, we were unable to find qualified teachers to add additional pathways. 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 2024-06-21 2024 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 2023-24 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 2024-06-27 2024 37680490136614 Diego Hills Central Public Charter 7 Using the school Student Information System (SIS) to collect course completion data, the school tracked the participation levels of English Learners, Low Income, Homeless, Foster Youth, and exceptional needs students and students by grade level for 2023-24 for the first quarter. Participation in courses outlined in Ed. Code 51220 was examined: English, Mathematics, Science, Social Science, Foreign Language, Physical Education, Visual and Performing Arts (including 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, Science, Social Science, Foreign Language, Physical Education, Visual and Performing Arts (including Applied Arts), Career Technology courses, Automobile Drivers’ Education, English Language Development Courses, and Intervention Courses. Students are also enrolled in intervention or support courses for English Language Development, reading, writing, and mathematics, which are implemented through various platforms such as one-on-one instruction, small group instruction, and computer-assisted learning programs. The nature of the program is to serve students through a personalized learning model. The school makes sure that there are no barriers for students to access the curriculum. Students can access the curriculum through independent study, small group instruction, or online. Students receive interventions to address their needs and receive the necessary courses to graduate. These resources are readily available if students need technology or a tutor to support their learning. The lowest enrollment was in foreign language courses, and there were foster youth who did not have math, interventions, CTE and foreign language. All students have access to foreign language and CTE courses. English learners are receiving ELD courses. Additionally, students with exceptional needs had a high level of participation in intervention courses. Students participate in coursework that ensures their graduation and enhances their college and career-readiness skills. Students are encouraged to complete CTE courses goal 2 action1 of the LCAP. Enrollment in CTE and Professional Skills courses are tracked and reported to our educational partners. The school will continue to promote and support student completing CTE courses through their individualized academic plans. Met 2024-06-03 2024 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 is provided to each teacher in the 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 2023-24 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 strategies to develop and deepen the critical thinking skills of all students. Additional teacher cohorts, principals, and Instructional Services staff attended the training. A cohort of Fellows was established. This group received advanced training and supported school sites in advancing implementation. All teachers attended professional learning in cognitively guided instruction, which is differentiated based on experience level. This learning provides teachers with the knowledge to help develop students into mathematical thinkers and problem solvers. All students received the required minutes of PE instruction. All Del Mar Union School District students 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 2024-06-26 2024 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. While the results show that we are providing a board course of study for all students, there is always room for additional opportunities. Some of the barriers include how to make some of the current highly popular enrichment opportunities like SWPPP and Film Guild happen more during the school day and less during lunch time, thereby providing opportunities for even more students to participate. Surveys with parents determined the need for the district to provide consistent programming and be a part of the funding for the broad course of study. Previously many of the enrichment offerings during the school day were PTA and Foundation funded. Retention of enrichment teachers was a concern in parent and teacher surveys. EUSD is committed to providing all students with access to a broad and enriching course of study. The revised EUSD Enrichment Program, supported by Prop 28 funds, will focus on Art, Music, and STEM Innovation, addressing previous concerns and ensuring consistent, high-quality enrichment opportunities for all students. Met 2024-06-18 2024 37680980000000 Escondido Union 7 Schedule audits are used to check to make sure that every student is enrolled in a broad course of study which includes all required subject areas. All students have access and are enrolled in a broad course of study at all of our schools. There are no barriers preventing access to a broad course of study for all students. EUSD will continue to work to ensure that all students have access to a rigorous and engaging, broad course of study. Met 2024-06-20 2024 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 2024-06-12 2024 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. For grades 9-12, based on Classical Academy High School’s charter and course catalog, students have access to a comprehensive selection of courses to meet graduation requirements. Students can participate in dual enrollment courses through our local community colleges. All students, including all subgroups, may enroll in all courses. Enrollment in courses is tracked through our Student Information System. 100% of students in grades TK-8, including all subgroups, 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, engaging, broad course of study. As barriers or access issues arise, The Classical Academy will make corrections in its practices to fulfill our goal of ensuring that all students grow and learn. Met 2024-05-20 2024 37681060000000 Escondido Union High 7 All students in grades 9-12 have access to and are enrolled in a broad course of study as supported by a variety of tools and measured by multiple means. The EUHSD (Escondido Union High School District) course catalog is updated annually & identifies course prerequisites, course content, expected workload, & course alignment to A-G CSU/UC freshman application eligibility. The course selection process is aided using a course selection form which is aligned to A-G. In addition to the course selection form students & their families have a variety of opportunities to engage with staff to understand the availability of the board course of study available. School counseling developed intentional guidance curriculum for push in services by grade level & term. The intent of the guidance lessons is to engage students in a variety of topics including course selection aligned to NCAAP, A-G, CTE (Career Technical Education), AP (Advanced Placement) & other post-secondary transitional content. EUHSD is implementing CCGI (California College Guidance Initiative) 4-year course planning platform to aid in transparency in high school course of study & post-secondary planning. Data is collected in CCGI, Synergy and state reporting tools to track the extent to which all students have access to and are enrolled in, a broad course of study. EUHSD high schools offer a broad course of study with courses that meet A-G eligibility & fulfil graduation requirements. Students with disabilities, English Learners, & students receiving Tier 2 & 3 interventions have access to a variety of educational & academic options to support learning, including extended periods for additional support & extended learning opportunities after school & during the summer. Honors & Advanced Placement Programs have open access enrollment policies, which have affected overall AP course enrollment rates: 2020-21 10.2%, 2021-22 7.7%, 2022-23 10.2%. Annual enrollment & successful completion in honors, AP, & CTE courses are reviewed annually to inform recruitment and support efforts. A review of data has illustrated that most students are enrolled in a broad course of study with improvements in A-G completion rates: 2020-21 43.9%, 2021-22 45.4% and 2022-23 45.2%. 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 service options for students. There has been a noticeable evolution in students' academic and emotional needs within the EUHSD over recent years. The increase in these needs has led to challenges in student engagement, higher rates of course failure, and disruptions in general scheduling. Addressing these challenges requires a strategic approach to resource allocation. With limited resources such as staff, support staff, time, and funding, it's essential to prioritize initiatives that will have the greatest impact on student outcomes. This might involve reallocating staff to focus on student support services, implementing targeted interventions to address specific academic or emotional needs, or leveraging technology to enhance learning opportunities. Additionally, it's crucial to engage stakeholders, including students, parents, teachers, and community members, in the decision-making process. By soliciting input from those directly affected by these challenges, the district can gain valuable insights into the most pressing needs and identify potential solutions. Ultimately, finding the best use and implementation of limited resources requires a collaborative and data-informed approach. By prioritizing student well-being and academic success, EUHSD can work towards overcoming barriers and ensuring that all students have access to the support they need to thrive. To ensure access to a broad course of study for all students, EUHSD implements various revisions, decisions, or new actions based on the results of their tools or locally selected measures. Here are some actions: EUHSD expanded curriculum including updated courses in areas such as Visual and Performance Arts, world languages, and Career Technical Education to provide a diverse range of subjects. Additionally, EUHSD has an open access Advanced Placement (AP) course to expand the availability to all students. AP exams are covered by the district to remove economic barriers to all students. To ensure teachers are equipped to teach a broad range of subjects and employ diverse pedological instructional strategies, instruction staff have ongoing Professional Development (PD) through the Studio model and Restorative Practices. EUHSD collaborates with local businesses, colleges, and community organizations to provide students with relevant learning opportunities, including guaranteed admission program CSUSM, Palomar Promise, Escondido Compact and a robust industry advisory Some comprehensive schools partner with Palomar College to offer dual enrollment and Middle College programs, allowing students to earn college credits while still in high school. Early college support will be increased. EUHSD will enhance counseling services to help students identify and pursue their interests and career goals, ensuring they are aware of all available courses and programs through the Met 2024-06-18 2024 37681060111195 Classical Academy High 7 Based on Classical Academy High School's charter, students in grades 9-12, students have access to a comprehensive selection of courses to meet graduation requirements. Students can participate in dual enrollment courses through our local community colleges. All students, including all subgroups, may enroll in all courses. Enrollment in courses is tracked through our Student Information System. 100% of students in grades 9-12, including all subgroups, are enrolled in courses as outlined in the charter and the course catalog, including A-G, Advanced Placement, and electives. In grades 9-12, no barriers are identified at this time that are preventing access to courses for any students in any subgroups. 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, engaging, broad course of study. Beginning in 2024-2025, Classical Academy High School will begin piloting the new ethnic studies high school course requirement. As barriers or access issues arise, Classical Academy High School will make corrections in its practices to fulfill our goal of ensuring that all students grow and learn. Met 2024-05-20 2024 37681060137034 Altus Schools North County 7 "As of CBEDS 2023-2024 Altus Schools North County served 138 students in grades k-12. The student demographics include: • Percentage of Students with Disabilities: 23.9% • Percentage of English Learners: 21.0% • Percentage of Socioeconomically Disadvantaged: 69.6% • Percentage of Homeless and Foster Youth (FY): 13.8% Altus Schools North County 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. Altus Schools North County 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. " Altus Schools North County’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 Altus Schools North County, 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 Altus Schools North County 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 Altus Schools North County 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 2024-06-26 2024 37681063731023 Escondido Charter High 7 Escondido Charter High School offers all courses specified in the California Education Code for Grades 9-12. The school has credit plans outlined for the students that include a broad course of study and allow for individuals to customize their educational plans. The school has three 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 2024-06-12 2024 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 23-24 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 implement Prop 28 school wide VAPA plans in 24-25. PJHS will continue to offer 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 2024-06-27 2024 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, but we are seeing the percentage of English learners in courses rising to get closer to meeting the 22% 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, and we see a similar pattern during the 2023-2024 school year with 10.76% of students with disabilities enrolled in supplemental courses, while the LEA percentage rate of students with disabilities is 12.19%. The previous barriers that students had accessing a broad course of study were the bell schedule for many of our students, but English learners and students with disabilities struggled most with the previous bell schedule due to the need of designated ELD for English learners to support their language acquisition and Learning Strategies and support classes for students with disabilities. In the previous bell schedule this resulted in a decreased opportunity for ELLs and SWD 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 decreased the number of spaces available in a student's four-year schedule to take additional electives. In response to the struggles experienced for our student demographics most in need, 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. Initially the possibilities of schedules were discussed with the Curriculum, Instruction, and Assessment Committee and the LEA began to gather student and parent feedback. Subsequently committees and groups of teachers began to research and visit other 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 impacts with bargaining units. 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 began in a trimester system and incorporated a flexible homeroom called Warrior PRIDE Time. This bell schedule and advisory time period will continue into the 2024-2025 school year with refinements to Warrior PRIDE Time and continued education, planning, and scheduling to smooth the transition to trimester. Met 2024-06-26 2024 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. The District has begun to track student enrollment in advanced classes in mathematics and science to identify possible barriers for access, particularly students from historically underserved populations. These ""equity audits"" have led to both changes in policy and practices that have increased student access to AP Calculus and other advanced level math and science courses." Met 2024-06-13 2024 37681300139063 The Learning Choice Academy - East County 7 The Learning Choice Academy (TLC) is an independent study, academic program serving grades TK-12. Every TLC student enjoys the benefits of a personalized learning plan, and personalized attention from 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 mature 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), CTE Pathways (Gr. 9-12) UC A-G courses (Gr 9-12), and Electives (Ge. 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 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 2024-06-26 2024 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. With the College Career Indicator being restored, SCHS will have a baseline to operate on in building longitudinal data and trend analysis. 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 facing challenges to achieve at the same level in the required courses when compared to all students. The school is taking deliberate steps to address this issue by providing release time to analyze the data and determine root causes. At SCHS, English learners and students with disabilities are also enrolled in support classes, and in certain cases, this can limit access to singleton electives that are only available in a single block. Care is taken to place these courses strategically so that they can be accessed by as many students as possible. Actions include: -Regularly monitor student progress and provide needed support and intervention -Add course offerings that support the WASC goal of improving College and Career Opportunities. -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 portal access, graduation requirements, student scheduling, A-G requirements, and college readiness. -Continue to ensure that SCHS is offering the required subject areas. Continue to 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 to provide a learning environment where all learners can be successful and reach their individual goals Met 2024-06-26 2024 37681303732732 Helix High 7 The chosen measures to monitor the extent of access to a broad course of study for all students, including unduplicated student groups and individuals with exceptional needs, include: 1. Access to Board-Approved Standards-Based Materials: This measure is assessed through reports provided during the annual board meeting regarding the Sufficiency of Instructional Materials. It ensures that all students, regardless of background or needs, have access to appropriate and approved instructional materials aligned with academic standards. 2. Professional Learning for Teachers: Professional learning opportunities provided to each teacher in focus areas are another key measure. These sessions equip educators with the necessary skills and knowledge to effectively deliver a broad course of study that meets the diverse needs of all students. This includes strategies for differentiated instruction, accommodations, and modifications to support students with exceptional needs. By monitoring these measures, Helix Charter High School ensures that all students have equitable access to a comprehensive and high-quality education, fostering their academic growth and success. During the 2023-24 school year, students at all grade levels (9-12) had access to a comprehensive course of study, ensuring equitable opportunities for all, including unduplicated student groups and those with special needs in both programs. Helix Charter High School ensured that all students had access to board-approved standards-based materials, supporting their academic growth and success. To enhance student learning, teachers' understanding of standards and instructional delivery was deepened through professional learning opportunities. These sessions equipped educators with the necessary knowledge and skills to effectively administer any newly adopted programs, ensuring that instructional practices align with standards and meet the diverse needs of all students. By prioritizing access to a broad course of study and providing ongoing professional learning for teachers, Helix Charter High School remains committed to promoting academic excellence and equitable opportunities for all students. All students at Helix Charter High School had access to and were enrolled in a broad course of study, supported by highly skilled teachers. This commitment ensures that every student receives a comprehensive education that prepares them for success in college, career, and beyond. Helix Charter High School remains dedicated to ensuring that all students have access to and are enrolled in a comprehensive course of study supported by highly skilled teachers. This commitment underscores our mission to provide every student with the opportunities and resources necessary to achieve their academic and personal goals. Met 2024-06-24 2024 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 2024-06-20 2024 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. As each student has an individualized learning plan for their curriculum and assignments, all students regardless of subgroup have access to a broad course of study tailored to their individual needs. 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. When the parent/teacher is not able to provide the instruction at the academic level necessary, GSDA provides online curriculum options that provide virtual instruction. GSDA continually reviews available curricula options. Although all students currently have access to a broad course of study, GSDA has developed new actions to adopt an updated ELA curriculum for grades 3-8 and investigate, pilot, and implement a local writing benchmark assessment system. Met 2024-06-20 2024 37681630000000 Julian Union Elementary 7 All students including unduplicated student groups and students with exceptional needs, have access to the education program. Academic and social emotional evaluations occur multiple subjects to help connect students with resources they need. Transportation is provided with multiple options for all students to access the standard school day, after school program, after school sports, before and after school academic support. Some of our students live far from the school campus. This distance is still a barrier for our district to provide for all students, but the busing schedule has improved this barrier. We continue work with families and our student family groups to provide transportation and services to benefit all our students. Met 2024-06-12 2024 37681630128421 Harbor Springs Charter 7 The Student Information System (SIS) monitors enrollment, attendance, and course completion, highlighting disparities among student groups. Teacher observations and evaluations support understanding of student engagement and progress. Feedback from parent and student surveys and PLP meetings informs curriculum adjustments. Digital tools for progress monitoring allow real-time tracking and interventions. All students have intervention, remediation, and acceleration opportunities that are identified through diagnostic assessment and ongoing progress monitoring. 8th-grade students have access to high school-level math and language courses. School counselors meet with high school students to create a 4-year plan that ensures that required courses for graduation are met. This ensures that all students are enrolled in each required course of study and graduate with their cohort. All 9th-grade students are assessed for interventions, and they are all enrolled in Algebra 1 (if not previously completed) or Geometry (if Algebra 1 was completed in 8th grade), with Delta Math foundations support available as needed. In addition, the Director of High School Programs regularly reviews program course schedules to ensure access to a broad course of study. High school students also have access to several elective/thematic courses, college-level courses, and CTE pathways, with the option of taking them on-site and or online. School counselors help students set college and career goals. TK-8 students in all programs of the charter have access to a broad course of study. Over time, data shows improvement in ensuring equal access for all students. All students receive a Chromebook, ensuring complete access to intervention, remediation, and acceleration support. All high school students have access to a complete A-G sequence with a variety of elective options; 7th/8th-grade students have access to A-G level math and foreign language (LOTE). All 9th-grade students are assessed in math to determine interventions and support; Ramp Up to Algebra 1, Delta Math, and Math Bridge courses are used to fill gaps on their way to Algebra 1 completion. CTE courses and dual enrollment courses are available online to ensure that students have access, regardless of where they live within the charter's service area. Data shows that SWD and EL students are underrepresented in CTE and dual enrollment courses. The school has increased CTE teacher support, dual enrollment opportunities, and work-based learning options through grant funding. School leaders are aware of a low pass rate in A-G LOTE courses. This need is being addressed through tutoring support and increasing scaffolding in Canvas courses; LOTE course options have also been by expanding online (e.g. VHL and ASL). Our students have taken advantage of the dual enrollment opportunities since we partnered with Barstow Community College for priority registration for thirty-one course offerings. One barrier to TK-8 instruction is the diverse needs of the student population. Many students often require additional support and tailored instructional strategies, which can strain existing resources and staff capacity. Ensuring all educators are equipped to deliver a broad, inclusive curriculum requires ongoing investment in professional development. Variability in teacher expertise and experience can impact the quality and breadth of instruction provided to students. To address these barriers, all staff has engaged in an increased focus on the need for targeted interventions and enhanced support systems to ensure every student at Springs Charter School TK-8 can access and benefit from a broad course of study. 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). Students have access to all courses regardless of location through the use of Canvas, workshops, and online seminars. This includes offering Physics, Pre-Calculus, and Probability and Statistics to all high school students in an online course with synchronous sessions. The LEA has invested in ongoing training for teachers and school communities in inclusive practices, differentiated instruction, and technology use, ensuring educators can deliver a broad and inclusive curriculum. The curriculum is continuously reviewed and updated to include diverse perspectives and subjects that reflect students' interests and needs, integrating more STEM and arts education opportunities. Efforts to engage parents and the community have been increased to gather feedback and build partnerships, creating a supportive learning environment and addressing specific community needs. These actions ensure that Springs Charter Schools provide equitable access to a broad and enriching course of study for all students, regardless of their background or individual needs. In high school, the LEA has implemented math, reading, and writing diagnostics for all high school students. Results determine intervention courses including Ramp Up to Algebra 1, Ramp Up to Geometry, Math Bridge, Literacy Essentials, and Writing Essentials. New courses continue to be developed with embedded interventions to support all learners and address any learning loss. Programs used are Write Score, Reading Plus, Delta Math, and i-Ready. Algebra 2 in the World is offered as an optional choice for Algebra 2. This course embeds financial literacy within the curriculum making math more engaging for students. Met 2024-06-06 2024 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 2023-24 for the first three quarters. Participation in courses outlined in Ed. Code 51220 was examined: English, Mathematics, Science, Social Science, Foreign Language, Physical Education, Visual and Performing Arts (including 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, Science, Social Science, Foreign Language, Physical Education, Visual and Performing Arts (including Applied Arts), Career Technology courses, Automobile Drivers’ Education, English Language Development Courses, and Intervention Courses. Students are also enrolled in intervention or support courses for English Language Development, reading, writing, and mathematics, which are implemented through various platforms such as one-on-one instruction, small group instruction, and computer-assisted learning programs. The nature of the program is to serve students through a personalized learning model. The school makes sure that there are no barriers for students to access the curriculum. Students can access the curriculum through independent study, small group instruction, or online. Students receive interventions to address their needs and receive the necessary courses to graduate. These resources are readily available if students need technology or a tutor to support their learning. We noticed that there was no foreign language being taken at this time. The lowest enrollment was in foreign language courses. All students have access to foreign language and CTE courses. English learners are receiving ELD courses. Additionally, students with exceptional needs had a high level of participation in intervention courses. We will promote foreign language for all students as an option. Students participate in coursework that ensures their graduation and enhances their college and career-readiness skills. Students are encouraged to complete CTE courses goal 2 action1 of the LCAP. Enrollment in CTE and Professional Skills courses are tracked and reported to our educational partners. The school will continue to promote and support student completing CTE courses through their individualized academic plans. Met 2024-06-03 2024 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 support provided by JCS-Mountain Oaks. Students with IEPs and English learners have access to the same curriculum and courses as other students with support as needed for success. Our data shows that while our SwD performing above the state and county in ELA and Math, there is a significant equity gap in performance compared to the overall student population at JCS-Mountain Oaks. An action/service to improve academic achievement for SwD in the 24/25 LCAP is the collaboration and PD with the SELPA. "JCS-Mountain Oaks strives to provide equitable opportunities for all students. This includes differentiation and support based on need to ""level the playing field"". Some barriers that we have identified have to do with parent- teacher support and engagement. Because JCS-Mountain Oaks is an independent study charter school and all students are homeschooled to some extent, we have observed that students with a more supportive and engaged home environment achieve at higher levels." We will continue to review Written Learning Agreements and class schedules to ensure all students have access to a broad course of study. Met 2024-06-14 2024 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 support as needed for success. The LEA has not identified any barriers preventing students from accessing a broad course of study. The LEA will continue to provide programs and services that promote equity for all students regardless of disability, socioeconomic status, ethnicity, and/or background. We are also committed to expanding our College and Career Readiness opportunities which will increase accessibility for all students to prepare for post-secondary experiences. Dual enrollment opportunities began in 2020-21 and are being expanded each year. A wider range of a-g offerings are offered through the school catalog and educational partners like Edgenuity. Each year, we are also writing new a-g courses and updating a-g courses so they are more current and culturally relevant. Additionally, as we enter into a new LCAP cycle, we are prioritizing a CTE program and hope to develop several CTE pathways in partnership with community colleges and educational partners. Met 2024-06-14 2024 37681630139402 Brookfield Engineering Science Technology Academy 7 We regularly analyze course enrollment data disaggregated by grade spans, unduplicated student groups (such as English learners, students with disabilities, socioeconomically disadvantaged students), and individuals with exceptional needs served. This data allows us to assess the extent to which students from diverse backgrounds are enrolling in a wide range of courses, including core subjects, elective courses, and extracurricular activities. We use Individual Education Plans (IEP) to ensure that students with exceptional needs receive appropriate accommodations, modifications, and support services to access a broad course of study. ILPs are developed collaboratively with students, parents, teachers, and support staff to outline academic goals, accommodations, and interventions tailored to each student's unique needs and strengths. Our LEA has only one school, so school sites are the same. Our student information system ensures all students have access and are enrolled in a broad course of study. The difference between student groups in the course of study is dependent on ongoing benchmark assessment data. Students may be assigned supplemental educational programs to fill learning gaps discovered through assessment data, teacher observation, and daily curricular data. Due to the digital nature of our course of study, all students have access to our course of study. If an Internet connection is an issue, we provide mobile hotspots to all in need of wifi. By continuing to monitor enrollment patterns, solicit feedback from stakeholders, and implement targeted interventions, we are committed to furthering our goal of providing every student with equitable access to a comprehensive and high-quality education that prepares them for success in college, career, and beyond. We are diversifying our course of study to include art and stem activities. Students will have a choice of activities. Met 2024-06-11 2024 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 support provided by the LEA. Students with IEPs and English learners have access to the same curriculum and courses as other students with support as needed for success. The LEA has not identified any barriers preventing students from accessing a broad course of study. The LEA will continue to provide programs and services that promote equity for all students regardless of disability, socioeconomic status, ethnicity, and/or background. We are also committed to expanding our College and Career Readiness opportunities which will increase accessibility for all students to prepare for post-secondary experiences. Dual enrollment opportunities began in 2020-21 and are being expanded each year. A wider range of a-g offerings are offered through the school catalog and educational partners like Edgenuity. Each year, we are also writing new a-g courses and updating a-g courses so they are more current and culturally relevant. Additionally, as we enter into a new LCAP cycle, the school is committed to enhancing CTE classes and pathways through partnerships with educational partners and community colleges. Met 2024-06-14 2024 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. Students have access to classes in AP History, Honors English, Dual Enrollment with Palomar College, and Ag/FFA. JUHSD conducts open enrollment for all students in all classes. Ongoing challenges include finding qualified teachers for certain areas, such as Spanish, in order offer a broad course of study. The Superintendent and the Academic/Behavioral Counselor collaborate to develop the Master Schedule and intentionally aligning classes so that all students have access to a broad course of study. Met 2024-06-13 2024 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 2024-06-20 2024 37681893731072 River Valley Charter 7 River Valley Charter School administers a perspective survey each year as part of the Local Control Accountability Plan that is reviewed by the administrative staff at the end of each school year. The survey Encourages Educational Partners to discuss any accolades and pitfalls that they have seen in River Valley Charter School throughout their student’s educational term. This, in addition to discussions and correspondences with teachers and support staff, provides the majority of the data needed in order to track access to an enrollment in a broad course of study. Also, being a small charter school, the principal, academic counselor, and dean of students, all work together to make sure that all of the students have the materials and access required to be successful at River Valley. As an LEA that served roughly 230 students throughout the 2023/24 school year on a single site, ensuring the students have Equitable access to and are enrolled in a broad course of study is a continual process that takes place throughout the year. In light of this, and in comparison to other larger LEAs with multiple sites, River Valley is able to efficiently work with students and families, to ensure that the students are provided support and guidance in taking full advantage of courses offered. This, however, is a work in progress, as each year presents new challenges for students who are enrolling in River Valley from other school sites, at which they did not have the access, or did not pass, courses needed to meet graduation requirements. For this reason, the administrative staff works with the student and family to ensure that they do have access to a broad course of study for their enrollment at River Valley. The barriers preventing River Valley Charter School from providing an even broader course of study for all students are that of physical space on campus, and the realistic limit of how many courses each teacher can effectively teach. River Valley does offer online courses, as well as enrollment in local community college courses, however one area that many educational Partners would like to see is the addition of more on campus courses and a broader range of disciplines for students. The administration is looking into options for future expansion of space on campus, and the potential hiring of personnel to offer more courses, as budget constraints allow. Being a small school, there is not an enormous amount of latitude to be able to make changes that do not affect all grade levels, and all students. Therefore, the approach to ensuring increased access to a broad course of study is focused mostly on online learning, and Community College courses that can be taken outside of the traditional two days a week on campus for River Valley students. In light of that, River Valley teachers and administrative staff are working on a course selection crosswalk that would allow students to maximize the number of courses and areas of interest that they have access to, while still maintaining the graduation requirements that River Valley’s school board has set forth. One of the major concerns is that students will take Community College courses, or transfer to River Valley having taken courses at another institution without proper consultation on how those courses will affect their graduation requirements, and/or eligibility for higher education and post-secondary plans. The principal, dean of students, and academic counselor are focusing on working with students of each grade level to ensure that not only do they have access to abroad course of study, but that the courses they are taking are beneficial to them both in an academic as well as personal growth sense. Met 2024-06-10 2024 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 2023-24 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 2024-06-24 2024 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) 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. 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. For the 2024-25 school year, we will begin our elementary VAPA program which will deploy district managed VAPA teachers, funded through AMS (Proposition 28) to sites to provide VAPA instruction to students at every elementary school. VAPA teachers will rotate through the schools providing sequential, standards-based music and visual arts instruction to each classroom twelve times a year. In addition, AMS (Proposition 28) funds will allow additional opportunities for classrooms to receive arts residencies in dance and theater. 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. 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 by having district managed VAPA teachers to ensure all students have access to the arts. Met 2024-06-25 2024 37681970136408 Sparrow Academy 7 Sparrow Academy has used NWEA assessments to measure student learning growth. As a Waldorf-inspired public charter school, Sparrow Academy uses the Alliance for Public Waldorf Education Common Core Standards Placement Tables to identify when standards are being addressed at each grade level. With an early education focus on the whole child who is working to build skills foundational for learning, our students are better prepared to master the California standards when they are introduced. Thus resulting in better mastery of the standards by 8th grade. In following the Alliance for Public Waldorf Education Common Core Standards Placement Tables, students at Sparrow Academy tend to score lower on standards based assessments in the lower grades, including the local measure, NWEA. However, a steep increase in performance is typically observed in 5th-8th grade. Additionally, Sparrow Academy infuses art and music into much of its teaching, allowing students to develop additional areas of the brain that then result in broader academic success. There are no barriers in accessing the broad course of study. Sparrow Academy students will continue to access a broad course of study. The staff will review is local measuring tool, NWEA, to determine if it is best suited to provide teachers with the data they need in order to support students in that broad course of study. Met 2024-06-13 2024 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 2023-24 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 2024-25 school year. To support underserved students and students with disabilities, the district has implemented multi-tiered systems of support and more inclusive practices. Met 2024-06-25 2024 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 2024-06-25 2024 37682130123224 San Diego Virtual 7 SDVS currently administers a Beginning of the Year Mathematics and Reading Comprehension Benchmark for all students, as well as a Spring Benchmark Assessment for both Mathematics and Reading Comprehension. These assessments help determine proper Mathematics placement, areas of growth for all students, and a clear focus on intervention to assist our teachers. CAASPP and ELPAC results also determine areas of need and growth for our students, and are closely monitored, revised, and remediated with our Highly Qualified Teachers. SDVS curriculum is a-g approved and offered to all students. Counselors evaluate transcripts accordingly to determine the best course of study for each individual student. SDVS currently offers a-g curriculum, credit-recovery coursework for students deficient in credits. Students are also provided the opportunity to meet with a counselor to discuss several pathways of developing career technical education coursework. SDVS understands that a barrier to learning in an online independent study environment is that students are not given hands-on opportunities that could potentially benefit them in a career during their post-graduate path. Another barrier that SDVS identifies with, being in an online environment, is whether a student is able to receive wifi at their off-site location. This barrier hinders the student from learning effectively in an online environment. SDVS works toward providing all students with equal access to curriculum by issuing Chromebooks and Hotspots if needed, to students in need. Lastly, SDVS supports students in building relationships within the community to support post-graduate career paths. While SDVS understands the barriers in an online learning environment, efforts have been made to create hands-on learning experiences through science laboratory events, field trips and activities in the community, as well as community college and university events throughout the county and surrounding areas to provide exposure for students post-graduate options. One area that SDVS is currently implementing and succeeding in, is building relationships throughout the community for a comprehensive Career Technical Education program, in order to provide its students guidance and experience in an area of interest. Met 2024-05-16 2024 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 ensure all high school scholars have a clear graduation pathway through a broad course of study. Our extensive catalog of course offerings is linked to our student information system. Scholars in our Online Learning Program and Options Learning Program have access to Accelerate Education coursework. Supervising teachers create personalized learning plans for scholars. For English Learners, we use research-based Lexia ELD courses to enhance language proficiency, enabling full access to our course offerings. Scholars with exceptional needs receive supplemental resources through our ClassLink system to fully participate in our curriculum. We regularly conduct self-audits to ensure proper course enrollment according to their Master Agreement. We expanded our MTSS tutoring and reached out to unduplicated scholar groups for necessary support. For high schoolers, we track access to the Accelerated Course Options Program (ACOP) and concurrent enrollment. Scholars with special needs receive modified curricular offerings per their IEP. Annual surveys help identify necessary changes to promote course access. We track attendance at live learning sessions and use a rigorous vetting process for all community providers. 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 school ensures that all scholars have 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. Met 2024-06-22 2024 37682130129668 Motivated Youth Academy 7 MY Academy employs several locally selected measures and tools to ensure that all students have access to, and are enrolled in, a broad course of study. These measures are tailored to track access across different grade spans, unduplicated student groups, and individuals with exceptional needs. A key measure in this process is the review of student transcripts by the school counselor. The counselor meticulously evaluates each student's transcript to ensure they are placed in courses that align with their individual needs and academic goals. This personalized approach helps to accommodate the unique requirements of all students, including those with exceptional needs. Furthermore, MY Academy guarantees that all students have access to the necessary standards-aligned coursework through the provision of school-issued computers and WiFi hotspots. This ensures that every student, regardless of their socioeconomic background or personal circumstances, can participate fully in their educational program. These tools and measures collectively support the goal of providing a comprehensive and inclusive education for all students at MY Academy. Using locally selected measures and tools, MY Academy ensures that all students have access to, and are enrolled in, a broad course of study. This comprehensive approach includes a standards-aligned curriculum and local assessment data, which together provide a strong foundation for individualized learning experiences. One of the primary tools used at MY Academy is academic and interest-based surveys. These surveys lay the groundwork for each student's individualized MY PLAN (Personalized Learning Adventure Now), tailoring the educational experience to meet their unique needs and interests. This personalized approach ensures that every student engages in a relevant and rigorous course of study. Over time, MY Academy has made significant progress in ensuring equitable access to a broad course of study. Continuous improvements and adaptations to the curriculum and support services reflect the evolving needs of the student body, demonstrating a commitment to providing comprehensive and inclusive education to all students. Given the results of the locally selected measures, MY Academy faces barriers in providing a broad course of study for all students, particularly English Learners (ELs). EL students need more language support and specialized instruction, and their parents often face language barriers that hinder their involvement. To address these issues, MY Academy is developing resources for English Learners and their educational partners: -Language Support: Creating comprehensive language programs with bilingual materials and courses. -Teacher Training: Offering professional development for effective EL instruction. -Parental Outreach: Providing translated materials, bilingual liaisons, and workshops to help parents support their children's education. -Community Partnerships: Collaborating with organizations to offer additional resources and services for EL families. By enhancing these resources, MY Academy aims to ensure equitable access to a broad course of study for all students. In response to the results of our measures, MY Academy has allocated funds for an EL Coordinator. This new position aims to increase resources for EL students, educational partners, and staff. The EL Coordinator will enhance language support, provide professional development for teachers, engage parents through workshops and materials, and ensure equitable access to a broad course of study for all students, particularly English Learners. Met 2024-06-20 2024 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 Language Learner (ELL) students. We introduced ELPAC practice sessions, led by a highly qualified teacher who specializes in instructing English Learners. This year, our specialist was dedicated to providing personalized support to assist ELL 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: Introduction of College & Career Readiness courses/curriculum, aligned with A-G Curriculum providers or our own adopted A-G course catalog. Integration of enhanced project-based learning within various courses. Implementation of Social and Emotional Learning (SEL) support through an A-G SEL curriculum, complemented by the availability of two dedicated school counselors. The creation of a comprehensive curriculum tailored to EL learners. Establishment of Mentoring and Coaching programs, as well as Career and Technical Education (CTE) pathways. Met 2024-06-11 2024 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 support provided by JCS-Pine Valley. Students with IEPs and English learners have access to the same curriculum and courses as other students with support 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. The LEA will continue to provide programs and services that promote equity for all students regardless of disability, socioeconomic status, ethnicity, and/or background. Chromebooks have been provided to all students and hot spots have been provided to those in need. We are also committed to expanding our College and Career Readiness opportunities that increase accessibility for all students to prepare for post-secondary experiences. Dual enrollment opportunities began in 2020-21 and are being expanded yearly. A wider range of a-g offerings are offered through the school catalog and educational partners like Edgenuity. Each year, we are also writing new a-g courses and updating a-g courses so they are more current and culturally relevant. Additionally, as we enter into a new LCAP cycle, the LEA will continue to explore CTE pathways and opportunities through partnerships with community colleges and Educational Enrichment Partners. Met 2024-06-14 2024 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 what type of support they need in implementing the curriculum for all students. In 2023-2024 50% of teachers reported needing a clear scope and sequence with expected performance indicators to successfully teach English language arts. 40% of respondents indicated the need for support in differentiating instruction in ELA and 39% indicated the same need for math instruction. 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 or need, 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. Professional development on differentiating instruction based on the needs of students will be implemented as well. The district remains committed to ensuring that each student has access to a broad course of study by expanding implementation of the MTSS framework and monitoring student progress toward grade level standards. Met 2024-06-26 2024 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 2024-06-10 2024 37682960000000 Poway Unified 7 Departmental Surveys: We regularly conduct surveys of departmental course offerings to assess the breadth and inclusivity of our curriculum across different grade spans and student groups. Student Information System (Synergy and the Student Report Center): We utilize these systems to analyze data related to student enrollment and course access, including the participation of students with exceptional needs. Data Indicators: We review various indicators such as the completion of UC/CSU a-g requirements, participation in Advanced Placement courses, Career Technical Education Pathway completion, and other local metrics to ensure comprehensive access to a broad course of study for all students. All elementary students have access to a core academic curriculum across all disciplines. For students learning English and those with disabilities, the curriculum is differentiated to accommodate individual needs. In the 2023-24 school year, students benefited from the X-Ploration program, which provided 14 sessions of instruction in P.E., visual and performing arts, STEM, and coding, taught by highly qualified Poway teachers. At the middle and high school levels, Poway Unified School District (PUSD) offers a wide range of courses in all academic areas, with open access to grade-level courses and differentiation to meet the needs of learners. We continue to advance Career Technical Education (CTE) pathways in high-wage, high-skill, and high-demand sectors such as computer science, engineering, and health sciences. Notably, we have made significant progress in enhancing enrollment and completion rates of CTE pathways among historically underrepresented student populations. At the secondary level, progress is being made in expanding access to advanced courses and CTE pathways, with targeted efforts to improve participation and completion rates among historically underrepresented students. For the 2023-24 school year, we employed a district administrator focused on increasing the number of students meeting UC/CSU A-G requirements. Unconscious Bias: We are examining how unconscious bias may affect student access to a broad range of courses. Efforts are ongoing to address these biases and ensure equitable opportunities for all students. Class Scheduling and Electives: Recommendations for elective academic support classes can limit students’ opportunities to explore other elective options. We are working on improving these recommendations to better support both the students' academic and elective interests. Course Progression Misunderstandings: Misunderstandings about course progression and enrollment can lead to students not enrolling in appropriate courses. We are committed to providing clear information and guidance to ensure students make informed decisions about their course selections. Professional Development Needs: While professional development for administrators and counselors has been implemented to enhance UC/CSU A-G completion, continuous improvement is needed to address these barriers effectively and ensure all students have access to a broad and enriching course of study. We are exploring new scheduling models at middle schools to provide all students with the opportunity to select electives while still meeting their academic support needs. These revised schedules aim to ensure students can access a full range of elective courses. We will continue to apply effective strategies for enrolling high school students in A-G courses, as these measures have proven successful. Increased counselor support as part of our Local Control Accountability Plan (LCAP) will help address and reduce barriers related to course misinformation. We are committed to implementing research-based interventions that leverage students' strengths to support their success in all classes. This includes professional development specific to students with disabilities and English Learners. We have increased access to core general education courses for students with disabilities through our inclusion model. We offer Co-taught UC/CSU A-G courses at high schools to provide greater access to college prep courses for students with learning disabilities. Our partnerships continue with local post-secondary institutions and we opened the Poway to Palomar Middle College High School in August 2022, providing additional pathways and opportunities for students. We have expanded our Visual and Performing Arts(VAPA) offerings at the secondary level and will implement a new VAPA program at every elementary site for the 2024-25 school year. Met 2024-06-13 2024 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. In the 2023-24 school year: 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 including a pilot for Health 100% of elementary school students (grades TK-6) had access to a broad course of study In the 2024-25 school year, Health will be fully implemented in all middle schools and Driver’s Education will be provided to high schools, bringing us to 100% for all levels. We have overcome the barriers and 100% of all students will have access to a broad course of study in the 2024-2025 school year. We adopted a new middle school health curriculum at the May 9, 2024 School Board Meeting for full implementation in the 2024-25 school year. The Course of Study for Driver's Education was approved at the December 14, 2023 School Board Meeting. Implementation of all courses with access for all students will be maintained year after year. Met 2024-06-27 2024 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 with access to a broad course of study. This comprehensive curriculum ensures that students have the opportunity to explore a wide range of subjects and disciplines, allowing them to develop a well-rounded education. No changes are needed. Met 2024-06-25 2024 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 2024-25 LCAP Action Plan, Goal 2. Met 2024-06-25 2024 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 2023/24 is greater than 96%. In addition, 100% of HTH students completed a presentation of learning during the 2023/24 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 2024-06-18 2024 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 Adelante Preparatory Academy 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. 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 2024-06-21 2024 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 2023/24 is greater than 96%. In addition, 100% of HTH students completed a presentation of learning during the 2023/24 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 2024-06-18 2024 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 2024-06-26 2024 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 2023/24 is greater than 96%. In addition, 100% of HTH students completed a presentation of learning during the 2023/24 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 2024-06-18 2024 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 2023/24 is greater than 96%. In addition, 100% of HTH students completed a presentation of learning during the 2023/24 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 2024-06-18 2024 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 pupils and all grade spans. Individuals with exceptional needs are also input into the Special Education Information System (SEIS). 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 2024-06-05 2024 37683380109157 Magnolia Science Academy San Diego 7 MSA-San Diego creates its master schedule to meet the diverse needs of its students, ensuring all academic content areas are accessible to every student, including various student groups. Core subjects like English, mathematics, social sciences, and science, along with electives, are offered in alignment with our charter petition. Evidence from the school master schedule, elective selection forms, class rosters, student schedules, and transcripts demonstrates MSA-San Diego’s commitment to providing a well-rounded education for all students. Our master schedule, elective forms, class rosters, student schedules, and transcripts show that 100% of students have access to a comprehensive course of study, including core subjects (English, mathematics, social sciences, and science) and electives, as outlined in our charter petition. Additionally, we provide all other academic programs and services specified in our charter, tailoring certain programs to student needs and interests. For instance, we offer CCSS-aligned ELA and math intervention classes for students requiring additional support and honors math classes for each grade level. MSA-San Diego provides access to a college-preparatory, STEAM focused broad course of study for all of our the students.There is no identified barriers that limit access to courses. MSA-San Diego will continue to offer a college-preparatory, STEAM-focused curriculum to all students, ensuring they are equipped with the necessary skills to graduate college and be career-ready. To enhance the education we provide, MSA-San Diego will aim to introduce additional programs such as more elective courses aligned with career pathways, ongoing health and physical education, diverse arts programs, study skills, and SEL programs. We will also offer experiential learning opportunities, including instructional field trips, community service programs, and clubs. These additional programs are dependent on the availability of financial and human resources, and MSA-San Diego is committed to utilizing its resources effectively to provide a well-rounded educational experience for all students. Met 2024-06-17 2024 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, design, and an additional target language. All students have access to the above-mentioned curriculum and are measured with benchmark, formative, and summative 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 and resources needed to support it. Met 2024-06-25 2024 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 intervention classes and an expanded use of technology throughout all classes to support student learning. 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 all students in grades 6 through 8. 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 2024-06-05 2024 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. We are fully inclusive, all students have access to all classes. All HSHMC student are enrolled in a broad course of study, and participate in expanded academic and non-academic opportunities that include college and career development experiences, internships, and college classes. HSHMC provides an academic counselor and support for individualized counseling to all students that focuses on completion of coursework to completing specific A-G requirements. In addition, they review options for enrollment in simultaneous college courses and other health related courses. All courses are attended by an HSHMC staff who provide supports to students including studying tools, review strategies, and feedback. Students have additional seat hours to those required by the college where the high school level supports are provided who teach a lab for each identified course. In addition to college classes, students participate in a number of internship opportunities: Fire Technology, Patient Care, and Business pathways. Career Development staff members and CTE credentialed teachers support the students at the various internship locations. EL students receive supplemental instruction through an ELD course taught by a designated group of staff members whose professional development focus is on providing effective instruction to EL students including push-in supports and pull-out independent work time. For students who are at risk of meeting the A-G graduation requirements, HSHMC implements ongoing support provided through an Academic Recovery system. 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 (Achieve 300 and iReady). 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 has CCAP with Grossmont/Cuyamaca Community College District to provide courses to the students at the community college. 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 2024-06-12 2024 37683380118083 Innovations Academy 7 As a small inquiry-based charter school, our students have access to an incredibly broad range of study. We have a program that involves students in five different enrichment classes (art, ceramics, performing arts, 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. We track data via google documents,, sheets and surveys. We disaggregate the data and we seek continuous improvement. One hundred percent of our students have access to all our courses, enrichment classes, resources to master the content standards. We have one single school site with less than 500 students, which allows us to collaborate on a school level to support each other and review the progress of individual students. We have been consistent with this for years, even throughout the pandemic. There are no barriers for us at this time except possibly that logistics and time schedules can be complicated. At times, our newer teachers require more support to effectively manage and teach a student population that is new to them using project based learning routines and protocols. We provide assistance so that we can continue to provide continuity in a child's experience over grade levels. Being a full-inclusion school and a small school makes it easier to guarantee that unduplicated students and students with exceptional needs are included in the same course of study as all other students. Nobody is excluded from any aspect of our program. Our instructors utilize the Common Core, Next Generation Science, and History Social Studies Content standards and they collaborate with each other 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 and other logistics. We will continue to work with our staff to plan effective use of time and resources. Met 2024-06-25 2024 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 to include a Career Technical Education (CTE) pathway. 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 2024-06-05 2024 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, college preparatory coursework. GPA believes that all students should have access to a college curriculum and to the degree necessary be provided the scaffolds and supports to be successful in a high expectation environment. In order to graduate from GPA, all students must complete a rigorous course of study, including at least one Advanced Placement (AP) course and completing the “AG” 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, Achieve 3000, CAASPP and ELPAC) Quarter Finals, written projects, samples of classroom work, quarterly grades, high school transcripts, teacher recommendations, and information on other school activities. Students share their learning publicly through project-based learning opportunities where they engage in presentations of learning and exhibitions that combine research, analysis, critical thinking, speaking, reading and writing abilities. All students at Gompers Preparatory Academy have access to a platform that provides a wide variety of courses, including A-G courses and electives. All high school students are being provided with college awareness courses, for 2024-25 Local Performance Indicator Self-Reflection for Gompers Preparatory Academy Page 18 of 22 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. 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 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 three 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. However, data from our 22/23 school year indicates the need for more interventions in math and reading, with a focus on students in our EL and SWD subgroups. Although using proficiency rates as our only measure of growth has proven to be a limited perspective on student achievement, GPA is working closely with several accountability compliance programs, such as Differentiated Assistance, ATSI, and CIM in order to analyze data, determine root causes, and develop actionable plans for improvement in order to continue serving the needs of all students. 2024-25 Local Performance Indicator Self-Reflection for Gompers Preparatory Academy Page 19 of 22 You will find refinements in the areas of assessment tools and steps to achieve/timeline that represents our ongoing school improvement process and that we will use to address learning loss. As a 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. Met 2024-06-18 2024 37683380121681 San Diego Global Vision Academy 7 San Diego Global Vision Academy (SDGVA) is a public charter school serving 432 students in grades TK-8 that include the following demographics: 57% Hispanic, 18% African American, 11% White, 12% Two or More Races, 2% Asian, 15% Students with Disabilities (SWD), 16% English Learners (EL), 7% Homeless Youth (HY), 1% Foster Youth, and 63% 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 16 enrolled in ELA, mathematics, science, social studies, and physical education. In addition, all students have access to and are enrolled in Music (TK-4), Art (Gr TK-8), and Tae Kwon Do (TK-5). Proposition 28 has allowed SDGVA to provide additional electives for our students. 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 2024-06-19 2024 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. Our most recent change to help all students have access to a broad course of study is to remove impediments to students moving freely between math classes. When students are not meeting standards in math courses, we want to be able to easily move them to a class that will better meet them where they're at; with the changes to our master schedule, we will be able to more easily do this. We are still experimenting with the correct types of math classes to better support the various needs of our students. Met 2024-06-12 2024 37683380123778 Old Town Academy K-8 Charter 7 LEA uses attendance data to track access; however, because OTA is a small school, all students have access to the same broad course of study. Additionally, more options will be available through the after-school program beginning next year. Because OTA is a small school, all students have access to the same broad course of study. Electives in middle school. Although the LEA is providing access to a broad course of study for all students, the general barrier is a lack of academic budget does inhibit further broadening access. LEA looks to provide more options through the curriculum and after-school program this coming school year and beyond. Met 2024-06-03 2024 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. This has allowed the school counselor ensure that students are properly enrolled in the necessary courses. 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. In the last two years, we have implemented a fourth year Pre-Calculus course as well as an additional science course. We also have a partnership with City College Outreach to assist Seniors in applying to the Promise fund. High School students are also eligible to take classes at our local community college and we assist in the application process. All high school students have access to enroll in online A-G approved courses through SUBJECT or APEX Learning Platform to enroll in over 50+ courses including honors and AP classes for free. We also take our seniors on college fields trips to expose them to new fields of study. We have increased our teacher retention in the past three years and have added an extra math teacher to offer a diverse selection and smaller class sizes. Met 2024-06-07 2024 37683380126730 Kavod Charter 7 To keep program integrity 100% of students regardless of grade or group were enrolled in a broad course of study. Additionally, English Language Learners were given designated English Language Instruction to build their literacy skills. Beginning in 6th grade, students in the middle school International Baccalaureate Middle Years Program (MYP) were enrolled in IB MYP-specific courses. There were no differences across the LEA and student groups having access to and enrolled in board course of study. There were no identified barriers preventing the LEA from providing access to a broad course of study for all students. A new action the LEA will implement in relation to student access to a broad course of study is specific for middle school. Students entering in 6th grade will have the opportunity to path into three different cohorts. The first cohort is the status quo where they will be enrolled in all courses including two different world languages for their grade. The other two cohorts are a variation of what one world language they choose to focus on with culture explorers and appreciation of the other. The decision was born out of the need to encourage new families to become part of the LEA and meet enrollment projections. Met 2024-06-20 2024 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. There are no barriers identified preventing e3 Civic High from providing any scholars with access to a broad course of study. 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 and authorizer's expectations by providing any scholars with access to a broad course of study. Met 2024-06-06 2024 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. At this time, there are no barriers preventing the LEA from providing access to a broad course of study for all students. 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 standards-based instructional materials that support grade level proficiency. Met 2024-06-18 2024 37683380129395 Elevate 7 Elevate School provides a high-quality K-8 STEAM educational program serving approximately 476 students. Its diverse student demographics include 32% White, 25% Hispanic, 15% two or More Races, 18% African American, 6% Asian, 4% Filipino, 15% Students with Disabilities (SWD), 7% English Learners (EL), and 44% Socioeconomically Disadvantaged (SED). Elevate provides all students 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, the principal will verify this during classroom observations to ensure classroom schedules are followed. An analysis of the measures listed above demonstrates that 100% of the students, including unduplicated groups and students with exceptional needs, have access to a broad course of study. At 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 that no barriers arise to change access. Due to Elevate School's current success 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 will be made, with implementation as needed. Met 2024-06-24 2024 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 2023/24 is greater than 96%. In addition, 100% of HTH students completed a presentation of learning during the 2023/24 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 2024-06-18 2024 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 through the online curriculum platform and/or in person instruction with teachers. This includes all graduation requirements in the state of California. 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 2024-06-10 2024 37683380135913 Urban Discovery Academy Charter 7 There is one course of study at both of our school sites (UTK-6th grade and 7th-12th grade). 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 both school sites. There is one track of study which students can enroll in, with opportunities for differentiated math and language options for students according to math diagnostics, Spanish placement tests, and ELPAC testing. 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 for our students. As high school enrollment grows, more course offerings may become available. Met 2024-06-26 2024 37683380136663 America's Finest Charter 7 America’s Finest Charter uses TrackMyProgress as a Student Assessment to track all of the students' progress on their curriculum and assessment. We also use the Master Schedule as our tool for identifying the extent to which all students have access to and are enrolled in a broad course of study. Students in our Special Education Program have access to all of the curriculum with modifications or accommodations based on their IEP. Our English Learners are provided with Integrated and Designated Support each day. We have purchased a curriculum that scaffolds learning according to the students' level of English proficiency. We are tracking our English Learners’ progress based on the English Language Proficiency Assessments for California ( ELPAC) scores. We are WASC accredited. All students at America’s Finest Charter School in Grades Tk-12 have access to a broad course of study. All curriculum is aligned to the California Common Core. Our high school's classes have been approved by UC A-G. They also are being provided with college awareness courses. All students in grades TK-8 are automatically enrolled in ELA, Math, Science, and Social Studies. Our curriculum provides scaffolding to address the needs of students requiring additional support and accelerating students that are proficient and advanced. At America’s Finest Charter School, we have students come from different places and different backgrounds. Not all students are prepared adequately to engage in the rigorous curriculum that has been implemented. The biggest barrier to full implementation is time to have all students fit in the school activities. Individual academic plans are developed to assure that all students who are struggling academically receive the additional support needed to succeed at America’s Finest Charter School. Our high school offers AP classes as well as dual enrollment with San Diego City College to ensure that all high school students complete the A-G requirements needed to enter college. Our staff will track students in AP classes as well as dual enrollment to measure student participation and success in these courses. Last year AFC adopted a new Science curriculum from Discovery for grades K-12. Additionally, in grades TK - 12 we adopted two (2) Social Studies Curriculum that were just approved by the California Department of Education: Studies Weekly for Tk-6 and Impact grades 7-12 from McGraw Hill. We have an additional administrator to assist and support teachers to ensure that all students have access to a broad course of study. We continue to support our students and prepare them to graduate high school and enter college. Met 2024-06-24 2024 37683383730959 Altus Schools Charter School of San Diego 7 "As of CBEDS 2023-2024 Altus Schools Charter School of San Diego served 1,443 students in grades k-12. The student demographics include: • Percentage of Students with Disabilities: 24.7% • Percentage of English Learners: 14.2% • Percentage of Socioeconomically Disadvantaged: 74.4% • Percentage of Homeless and Foster Youth (FY): 10.4% Altus Schools Charter School of San Diego qualifies as a Dashboard Alternative School Status (DASS) program. This status holds schools accountable for the same state indicators, some with modified methods. The school is approved as a DASS school through the eligibility criteria of serving “high risk” student groups; the school has an unduplicated count of over 70% of students in that qualify as “high risk”, including credit deficient students and high transient students. Altus Schools Charter School of San Diego 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. " Altus Schools Charter School of San Diego’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 Altus Schools Charter School of San Diego 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 Altus Schools Charter School of San Diego 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 2024-06-26 2024 37683383731189 Preuss School UCSD 7 The Preuss School is committed to ensuring that 100% of our scholars complete the A-G requirements each year, which are necessary courses for eligibility to enter the University of California and California State University systems. This commitment is a cornerstone of our mission to provide a rigorous and comprehensive education that prepares all scholars for higher education and future success. Detracked Curriculum: One of our key strategies to achieve this goal is our detracked curriculum. Unlike traditional tracking systems that separate scholars into different levels based on perceived ability, our detracked curriculum allows all scholars to engage in the same rigorous academic courses. All scholars, regardless of background or initial academic standing, have the potential to succeed in challenging courses when provided with appropriate support and resources. Key elements of this support system include personalized instruction, tutoring, mentoring programs, advisory periods (University Prep), and summer bridge programs. Access to Advanced Courses: Some school sites may offer a wider variety of Advanced Placement (AP) courses and electives due to resource availability. Sites with fewer resources may have limited advanced course offerings. Facilities and Technology: The quality and availability of facilities and technology significantly influence the breadth of the curriculum. Schools with well-equipped facilities can offer more hands-on learning experiences and specialized courses, enhancing the overall learning environment. Differences Across Scholar Groups: Unduplicated Scholars: English learners, low-income scholars, and foster youth often face additional barriers in accessing a broad course of study. Language barriers, financial constraints, and personal instability can hinder their educational journey. To ensure equitable access, these scholars require targeted support and interventions. Scholars with Exceptional Needs: Scholars with disabilities may need specialized instruction and accommodations. The availability and quality of special education services can vary, affecting these scholars' ability to enroll in and complete a broad course of study. Resource Limitations: Limited Course Offerings: We may lack the necessary resources to offer a wider range of elective and advanced courses, such as AP courses, arts, and technical education. This limitation can restrict scholars’ ability to explore diverse subjects and fully pursue their interests. Special Education Needs (Scholars Receiving Learning Services): Scholars with Disabilities: Scholars with disabilities may require specialized instruction and accommodations to fully access and benefit from the curriculum. Variability in the quality and availability of special education services can impact these scholars’ educational experiences. Continuous Improvement Efforts: To address these barriers and ensure that all scholars have equitable access to a broad course of study, The Preuss School will: Monitor Progress: Continuously track and analyze data on course enrollment and completion rates across different scholar groups to identify and address gaps. Allocate Resources: Ensure equitable resource distribution to support all scholars, focusing on those most in need. Professional Development: Provide ongoing professional development for educators to equip them with the skills and knowledge needed to support diverse learners. Collaborate with Partners: Work with local organizations, colleges, and educational partners to enhance the breadth and quality of the curriculum. The Preuss School has a detracked system where all scholars are enrolled in courses required for UC/CSU admissions, ensuring every scholar has the opportunity to meet the A-G requirements necessary for college admission. Scholars receiving learning services may elect to take a course for college preparatory level credit instead of the A-G level, and some struggle to pass the A-G level courses. We aim to reduce the number of scholars receiving learning services who must take college preparatory courses instead of A-G level courses and to support scholars not meeting the A-G level course requirements to help them succeed. To achieve this, we will enhance support systems for scholars receiving learning services by revising and enhancing individualized Education plans (IEPs) with specific strategies and accommodations and regularly monitoring scholar progress. We will also provide ongoing professional development for teachers on differentiated instruction. We will develop early identification and intervention systems for scholars struggling with A-G level courses, strengthen academic counseling services, and implement after-school and weekend academic support programs. To further support our scholars, we will enhance communication with families, provide workshops and resources for parents, develop family liaison programs, and partner with local organizations and colleges. Met 2024-06-20 2024 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 2023/24 is greater than 96%. In addition, 100% of HTH students completed a presentation of learning during the 2023/24 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 2024-06-18 2024 37683383731395 Altus Schools Audeo 7 "As of CBEDS 2023-2024 Altus Schools Audeo served 402 students in grades k-12. The student demographics include: • Percentage of Students with Disabilities: 22.4% • Percentage of English Learners: 9.0% • Percentage of Socioeconomically Disadvantaged: 66.2% • Percentage of Homeless and Foster Youth (FY): 8.5% Altus Schools Audeo 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. Altus Schools 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. " Altus Schools Audeo’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 Altus Schools Audeo, 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 Altus Schools Audeo 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. This includes UC-ag approved, NCAA approved, Advanced Placement (AP) courses, honors courses, dual-enrollment, articulated and CTE courses. The school will continue to monitor its available course of study to ensure continued equitable access for all students. Due to the success Altus Schools Audeo 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 2024-06-26 2024 37683386039457 Darnall Charter 7 Darnall Charter School offers a comprehensive curriculum that equips all students for success. We provide a diverse range of courses, including: ? English Language Arts ? Mathematics ? Social Science ? Science (including labs) ? Music ? Garden Class ? Cooking ? Art ? Physical Education Supporting Student Success: ? Differentiated Instruction: We utilize varied teaching methods, materials, pacing to cater to individual learning styles & provide targeted support for students who need extra help or enrichment. ? Project-Based Learning: We encourage deeper understanding through hands-on activities & real-world applications. ? Technology Integration: We utilize educational technology tools to enhance learning & engagement. ? Formative Assessments: We regularly check student progress through observations, quizzes, exit tickets (brief assessments at the end of lessons), & informal assessments to identify areas for improvement. ? Clear Learning Goals: We set clear, measurable goals for students to work towards. ? Positive Reinforcement: We acknowledge & reward student effort & achievement. Social, Emotional, & Behavioral (SEB) Success: (The rest remains the same as before) By implementing these strategies, Darnall Charter School effectively supports student success & ensures every child thrives academically, socially, emotionally, & behaviorally. Darnall Charter School prioritizes a rich and diverse educational experience for all students, regardless of background or needs. Our commitment is reflected in a curriculum that ensures 100% of students, including those from various subgroups and with exceptional needs, have access to a broad range of courses. Building a Strong Foundation: Elementary students receive a strong foundation through core subjects like English Language Arts, Mathematics, Social Studies, and Physical Education. This curriculum equips students with essential skills and knowledge across disciplines, preparing them for future academic success. Our school garden and program, with its integrated nutrition component, exemplifies our holistic approach to well-being. Expanding Horizons in Middle School: As students progress to middle school, the curriculum expands to include Laboratory Science alongside the core subjects. This hands-on science exploration allows students to deepen their understanding of scientific concepts, develop critical thinking and problem-solving skills, and learn through inquiry. Benefits for All: Darnall Charter School's comprehensive curriculum fosters a well-rounded education that prepares students for academic, social, and personal success. Our thoughtful and inclusive course offerings address the diverse needs and interests of our student body, promoting a lifelong love of learning and growth. Darnall Charter School prioritizes equitable access to a comprehensive curriculum for all students. We are proud to report that currently, 100% of our students have the opportunity to participate in a broad course of study, regardless of background or needs. This includes students from various subgroups & those with exceptional needs. We are committed to maintaining this level of access. To achieve this, we will continuously: ? Monitor Course Offerings: We will regularly analyze our curriculum to ensure it remains diverse & meets the evolving needs of our student body. ? Identify & Address Barriers: We will actively seek out & address any potential barriers that may prevent students from accessing the full range of courses offered. This may involve factors such as scheduling conflicts, language needs, or learning style preferences. ? Data-Driven Decisions: We will utilize data from enrollment trends, student feedback, & achievement data to inform adjustments to our curriculum & ensure continued inclusivity. ? Communication & Collaboration: We will maintain open communication with families & staff regarding access to the curriculum. This will allow for collaboration & problem-solving to ensure all students can thrive. Continuous Improvement: Darnall Charter School believes that access to a broad curriculum is fundamental to student success. We are dedicated to continuous improvement and will remain vigilant in monitoring and ensuring equitable access for all students. Darnall Charter School is proud of its success in providing all students with access to a comprehensive curriculum (100% access rate). We believe this broad course of study is essential for preparing students for future academic & personal success. While no immediate changes are planned, we are committed to continuous improvement in this area. Here's how we ensure ongoing access and equity: ? Data-Driven Decisions: We regularly analyze student enrollment data, course selection trends, & feedback from students, families, & staff. This data informs adjustments to course offerings & instructional practices to address any emerging needs. ? Focus on Equity: We identify & remove potential barriers that may hinder access for certain student groups. This may involve considerations such as scheduling conflicts, language needs, learning styles, or prior academic experiences. ? Curriculum Review: We conduct periodic curriculum reviews to ensure our course offerings remain relevant, engaging, & aligned with state standards. This ensures all students have opportunities to develop critical thinking, problem-solving, & collaboration skills. ? Professional Development: We provide ongoing professional development for teachers to enhance their ability to deliver instruction that meets the diverse needs and interests of all learners. Flexibility & Responsiveness: Our commitment to access goes beyond simply offering a broad range of courses. Met 2024-06-25 2024 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 2024-06-11 2024 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 Music. 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 Music. 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. As we expand our extracurricular programs, we will broaden the scope of opportunities across subject areas available to our students. We are currently in the research and development phase for CTE. Met 2024-06-18 2024 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 2024-06-05 2024 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 2024-06-10 2024 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 of 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. Met 2024-06-13 2024 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 2024-06-10 2024 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 2024-06-24 2024 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 2023/24 is greater than 96%. In addition, 100% of HTH students completed a presentation of learning during the 2023/24 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 2024-06-18 2024 37683386119168 San Diego Cooperative Charter 7 The locally selected measures or tools used by San Diego Cooperative Charter School to track students' access to a broad course of study include grade spans, unduplicated student groups, and individuals with exceptional needs served. These measures help ensure that all students have equal opportunities for enrollment and access to a diverse range of courses and educational resources. SDCCS maintains records and tracks enrollment data for each grade level, monitors the inclusion of various student groups (such as English language learners or students with disabilities), and implements support programs or accommodations for individuals with exceptional needs. These tools enable SDCCS to assess and address any disparities in access to education, promoting an inclusive learning environment for all students. At San Diego Cooperative Charter School, all students have equitable access to and enrollment in a broad course of study. The school ensures that every student, regardless of their background or abilities, has the opportunity to engage in a diverse range of academic subjects and disciplines. Over time, the school has made progress in expanding access to a broad course of study for all students, eliminating any disparities that may have existed. There are no significant differences among student groups in terms of access and enrollment, as the school values inclusivity and equal opportunities for all. The San Diego Cooperative Charter School is committed to providing access to a broad course of study for all students. With sufficient funding and resources, a highly qualified teaching staff, sufficient physical space, a robust technology infrastructure, and a wide range of available courses and subjects, the school ensures that all students have equal opportunities to pursue their educational goals. SDCCS will continue to ensure that all students have access to a broad course of study through honest and open self-reflection and communication with all stakeholders. Met 2024-06-11 2024 37683386119598 King-Chavez Academy of Excellence 7 KCAE monitors the extent to which all students have access to, and are enrolled in, a broad course of study via our Master Schedule and Student Information System. This includes unduplicated students and individuals with exceptional needs. The data informs our staffing levels and course offerings. All students have access to, and are enrolled in, a broad course of study as described in the underlying charter petition. This includes all relevant courses of study specified in the California Education Code, such as physical education minutes. Since we are a single-site LEA, there are no differences across school sites. Our course offerings have progressed over time to include data-driven differentiated support, 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. 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 2024-06-05 2024 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. Intentional work 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 and course scopes. 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. -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, and dual enrollment. The district continues to build staff and community understanding about the types of courses and pathways offered, as well as consistent and expanded placement tools and course scopes. -In 2023, English Learner Progress received an orange indicator. This group continues to be overrepresented in below grade level and intervention courses and earning higher rates of D/F grades. Expanded remediation offerings were targeted to this content, including summer school. -Math skills and reading support classes were offered concurrently at middle schools. Fewer students are enrolled in high school math below Algebra 1/Integrated Math 1 than the prior year. -Over time the goal of earlier intervention, remediation or extended learning is to gain access to full course of study in grades 7-12. Overall, district students continue to graduate at a higher rate (96.2%) than the state (86.4%) average. The following groups received an orange indicator, although it is important to note that most still have a have a higher rate than state averages for like peers: - Students with disabilities SDUHSD 82.7%/State 72.7%; - English Learners 78.1%/73.5%, - Hispanic 90.2%/84.2% - Homeless 70.8%/73.7%. Some students in these groups were 5th year graduates. Continued LEA 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 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 -Providing consistent methods and tools for bridging students to grade level math -Teacher credentialing - examples may include teachers who are credentialed in Special Education may co-teach with a content area credentialed teacher but may not be the content teacher of record in an area for which they are not credentialed or hiring challenges -Students without fixed housing or resources 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 may be focused on improving English language skills and accessing content areas may be impacted -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, including training for teachers of advanced courses on strategies to support all learners in higher level coursework. -Increase social-emotional supports to remove barriers to learning -Tiered attendance support -Proactive Student Study Team meetings -Increase access to college and career courses for underrepresented students by adding a college and career specialist position at each high school -Enhance our system to track and intervene to improve each student’s progress and performance, especially for specific student groups. -Utilize an enhanced system to track student status throughout high school to ensure that each student has access to and is enrolled in courses required for both graduation and college eligibility; review and revise graduation board policy to support. -Implement intentional strategies to improve access to courses for students who have reported the lowest graduation and A-G completion rates over the last few years. -Provide targeted tutoring, including the use of improved programs, for students who are failing or in danger of failing a course -Support multiple methods and opportunities for students to retake any course they did not pass and expand summer school offerings and increase credit recovery opportunities for students who did not pass a required course. Met 2024-06-20 2024 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, with including Spanish, Speech & Debate, 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 staffing 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, and work to provide sufficient remedial supports while minimizing encroachment on primary instruction and enrichment offerings. "To ensure a broad course of study for all students, changes were made to the master schedule. In middle school, daily homeroom and SEL/Study Skills periods were added to promote academic success and student wellness/connectedness. During this time, remediation and other supports can also be provided 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"" support. The TK admittance age was lowered to provide early intervention for our youngest learners. By providing additional opportunities for our unduplicated students, the District seeks to close the achievement gap." Met 2024-06-25 2024 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. The district has also implemented PowerSchool Analytics and Insights software to more easily visualize and understand enrollment and achievement data. 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 classrooms 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/Character Education, 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, and the contribution of additional general fund dollars, Santee will be able to provide VAPA courses at each school site. Site administration continues to employ creative master schedule building to provide an extraordinary education in an inspiring environment with caring people. Met 2024-06-18 2024 37683790000000 San Ysidro Elementary 7 SYSD Measures to track the extent to 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 ensuring 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 reclassified. 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--ensuring all students have access to all core subjects 2. College/Career Readiness: All students are progressing in reading, problem-solving, critical thinking, and communication skills 3. Creation of Path to Meet State Graduation Requirements 4. Elective Course Options at both middle Schools 5. Alignment with State Standards as evidenced in the SYSD Standards Matrices 6. Career and Technical education exploration SYSD strives to provide a solid Multi multi-tiered instructional program that 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 no barriers preventing SYSD from 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 grades 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 opportunities for Career/Technical Education *Expand Advancement via Individual Determination (AVID) and AVID Excel for grades 6-8 Met 2024-06-20 2024 37683870000000 Solana Beach Elementary 7 Daily attendance data, class schedules, equity visits, student focus groups, and formative and/or summative assessments are used to monitor whether all students, grades K-6, including unduplicated student groups and individuals with IEPs have access to a broad course of study. SBSD provides Discovery Labs to all students, including unduplicated student groups and students with IEPs. 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, student focus groups, and formative and/or summative assessments. Not applicable Not applicable Met 2024-06-20 2024 37683950000000 South Bay Union 7 We have 2 dependent charters that are TK-8th grade. 3 of our schools offer dual immersion programs (Nestor Language Academy, Nicoloff Elementary and Sunnyslope Elementary). Some of our schools have a specialized area that all students are welcome to submit a transfer to 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 of our students receive access to grade level content standards and curriculum. The SEIS System is used for our students with IEP’s. This system helps support that timelines are being met, goals addressed, and instructional minutes are being adhered to. If a student has an IEP, their services will be provided Some of our schools have a specialized area that all students are welcome to submit a transfer to. Some of these specializations include Dual Immersion, Visual and Performing Arts, Academy of Global Leadership and Empowerment, STEAM Academy, No Excuses University, 2 middle schools and Leader in Me affiliate schools. However, all core content areas are taught at all schools. All our TK-6th grade students receive weekly VAPA/STEM lessons. Master and daily schedules are created and collected to ensure that all core content areas are being taught and instructional minutes are being met. Through consistent classroom walk throughs and observations, we ensure that daily schedules and content areas are being taught and implemented. Our case managers for students with an IEP work collaboratively with the classroom teacher to ensure that the students are still receiving access to all core content areas and are not missing a subject because they are receiving their instructional minutes addressed on their IEP. During our integrated ELD time frame for our English learners, no new instruction or core content is being taught during this time. This is to ensure that all our students receive access to grade level content standards and curriculum. We would be in support of having each of our schools specialize in a certain focus to allow for additional opportunities and choice for our student’s interests. However, some of the situations that arise would be sustainability through financial support and physical space and facilities to accommodate the needs of the newly developed program and students. This would also entail the hiring of additional staff that would be credentialed and certified in that area of focus. We have hired additional staff to support students academically with Tier 2 supports in both academic content areas as well as with social and emotional needs. This will allow for all students to have access to core content areas. The supports and systems are in place to allow for the students to have access to the guaranteed and viable curriculum at their current grade level. The offering of a dual immersion program at an additional school site came to fruition because of parent advocacy, interest, and input. We have various opportunities for our educational partners to voice their concerns, share their ideas and provide general input through site based and district-based committees such as ELAC, DELAC, SSC, LCAP Advisory Board and through our Superintendent’s Advisory Committee. We have also created site plans for Prop 28 funding that was through a comprehensive needs assessment from all educational partners that will determine next steps in hiring of staff to provide lessons to our students in the areas of the Visual and Performing Arts. Met 2024-06-20 2024 37683956040505 Imperial Beach Charter 7 We use our master schedule, IEPs, and our SIS Synergy to monitor and ensure that we are supporting our students in a broad coarse of study, based on grade spans and the specific unduplicated student groups With yearly held IEPs, we identify the areas and courses that best fit the needs of our students with disabilities in grades TK-8. In our middle school grades of 7th and 8th, we ensure that the master schedule meets the minutes and supports that our students with disabilities require. With our master schedule of all students, we ensure that each student is placed in the correct course of study according to their needs and their ages. This also dictates what resources and curriculum they are entitled to, with our lower grades receiving iPads, and our 3rd - 8th grade students receiving one-to-one devices via laptops to access curriculum and their content. There are no barriers preventing us from providing access to a broad coarse of study for all students. We will continue to support our students through our curriculum and one-to-one devices to ensure all students receive a broad coarse of study. Met 2024-06-20 2024 37683956040513 Nestor Language Academy Charter 7 Our school site's master schedule reflects a broad course of study as well as scheduled time for designated ELD, which does not preclude English learners from accessing core content or a broad course of study. We have implemented English Language Development (ELD) schedules and curriculum that consists of designated and integrated support strategies for identified students and have access to a broad course of study. We average 50-60 reclassifications per year for Multi-Lingual Learners. Our goal is to maintain or improve to ensure we are consistently implementing the supports needed for students become English proficient. We are looking to improving our designated supports in the middle school grade levels, 7th & 8th grades. There are some obstacles with middle school scheduling. Met 2024-06-20 2024 37684030000000 Spencer Valley Elementary 7 TK-8th grades, 100% of students are enrolled in a broad course of study through self-contained classrooms. Students in 6th/7th/8th grades are missing a world language course, but started a weekly course at the beginning of the 23-24 school year. Teacher resigned half way through the year and the position was not filled. A health resource through the state is not an option and new curriculum has not been piloted or purchased. Currently, teachers are using old materials or materials online. Same as above. Spencer Valley is a one school district that serves 50 students in grades TK-8 grades. Spencer Valley as a small rural mountain district, finds it difficult to hire for specific positions. We would like to find a Spanish teacher to support our middle school students. We had a teacher for 1/2 a school year, who resigned. Health curriculum has not been adopted by the state and staff are looking for specific curriculum to teach health. Currently, health is being taught through online resources provided by the County Office of Education. Spencer Valley will continue to look for a Spanish teacher and Health Curriculum for the 2-24-25 school year. Met 2024-06-17 2024 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 2023-2024 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. Insight will be offering new math options for the 2024-2025 school year in hopes that it allows for more students to access the curriculum successfully and show growth. Developmental and Continuing Algebra courses (this allows for students to engage with the Algebra curriculum at a slower pace to support mastery), along with Integrated math which includes a mixture of Algebra and Geometry content. Met 2024-06-17 2024 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, 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 participate in courses that offer remediation and extensions of learning, as well as provide 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. Barriers include access to Wi-Fi and school materials, especially for 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 7th and 8th graders (those who completed the 6th or 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. Math Lab 2 course was added for struggling 10th graders to support their grade-level math course. This is in addition to the already running 9th grade ELA and Math Labs. After-hours support was also provided at the high school to our MVK students and students with IEPs to support their work in A-G courses. Met 2024-06-17 2024 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 2022-2023 our graduation rate (89% - increased 2%) improved, although we did have many students opt for the California Graduation Plan. Here is the performance of student groups: African American (82%- increased 2%), Asian (94%- same), Hispanic (88%- increased 2%), White students (92%- increased 5%), English Learners (82%- increased 4%), Foster Youth (71%- increased ??%), Homeless Youth (72%- increased ??%), Socioeconomically Disadvantaged (87%- increased 2%), Students with Disabilities (77%- increased 5%). (Our 2023-2024 graduation rate is not yet available.) In 2022-2023 the Middle School Promotion Rate increased to 63% (from 53% in 2022-2023). 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 2023-2024 school year, the challenge that has persisted since our return from Distance Learning is chronic absenteeism. The Chronic Absenteeism rate has been steadily improving from a high of 24% whereas the current rate at this time is approximately 17%, which is still much higher than the pre-pandemic level of 8%. Students are still missing school and the subsequent instructional opportunities more frequently than in previous years. During the 2023-2024 school year we have emphasized and supported the strengthening of Professional Learning Communities (PLCs) at the course level so as to take advantage of the impact of collective efficacy. This support included common professional learning at the start of the school year, a trainer of trainer model for PLC leaders, and ongoing support at the instructional level with task analysis and using assessments formatively. We have a partnership with the San Diego County Office of Education to assist with the implementation of a Multi Tiered Systems of Support (MTSS) framework for school improvement. These leaders have partnered with a subset of Sweetwater schools to structure school improvement from a holistic approach. For the 2024-2025 school year, we will be expanding the pilot program to a majority of Sweetwater schools, applying the lessons learned from these initial implementations. One of the initiatives that has proven popular and effective is our partnership with Hey Tutor!. This organization has provided highly trained tutors, who have worked in math classes successfully and we have then expanded their impact to other content areas, with a particular emphasis on supporting English Learners. Met 2024-06-24 2024 37684110126086 Hawking S.T.E.A.M. Charter 7 Currently, Hawking STEAM Charter School serves 1,297 students in grades TK-8 with the 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 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 followed. Hawking uses various tools to track students' access to and enrollment in a broad course of study in alignment with Ed Code 51210. These include the master schedule, student course schedules (semester), report cards, and parent/conference reports. Additionally, the principal verifies adherence to these schedules through weekly classroom schedule analysis and observations. The annual analysis of student transcripts and the master schedule serves as evidence for enrollment in a broad course of study and helps counselors, Advisory teachers, students, and parents/guardians monitor progress toward promotion. An analysis of the measures listed above demonstrates that 100% of students at Hawking STEAM Charter School, including unduplicated student groups and students with exceptional needs, have access to a broad course of study. All students in grades TK-8 are enrolled in ELA, mathematics, science, social studies, and physical education. Additionally, 100% of students have access to electives/enrichments, which include Spanish, Music, Visual Arts, Robotics/Coding, and AVID (Gr 6-8). There are no differences in course accessibility across student groups at our school. Moving forward, we aim to continue providing equal access and opportunities for all students. 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 that no barriers arise to change access. Due to Hawking STEAM Charter School's current success 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 2024-06-26 2024 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 Southwestern 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 2024-06-25 2024 37684370000000 Vallecitos Elementary 7 The Vallecitos School District ensures that all students have access to and are enrolled in a broad course of study and we utilize several measures and tools to track enrollment patterns across different grade spans, including unduplicated student groups, and individuals with exceptional needs. The district utilizes comprehensive course enrollment data from our student information system to monitor student participation in their appropriate course of study. This system allows disaggregation of data by grade level, socioeconomic status, English Learner status, and students with disabilities. This allows us to view enrollment patterns and identify any disparities. We also gather periodic feedback from students, parents, and teachers about the breadth and depth of our course offerings. These surveys help us understand community perceptions and identify areas where students need more opportunities or support. For students with exceptional needs, IEPs are closely monitored to ensure enrollment in courses that meet their specific educational requirements while also providing access to a broad curriculum. Regular IEP meetings with parents, special education teachers, and other staff review and adjust the course of study as needed. Moreover, our school uses standardized assessments and formative evaluations to track academic progress and ensure students meet grade-level expectations across all subjects. This data helps identify curriculum gaps and make necessary adjustments. Our student information system data shows that the all of our students across all grade spans are enrolled in core subjects, including math, science, language arts, and social studies, with additional access to art, physical education, and technology instruction. In cases when students are unable to access the grade level content, we employ efforts to bridge knowledge and skill gaps through targeted support and outreach. Our dedicated MTSS team meets regularly to discuss students with unmet academic needs and designates resources and supports to close the gap. IEP data reveals that students with exceptional needs are successfully enrolled in appropriate courses that meet their specific requirements and integrate into the broader curriculum. Regular IEP reviews ensure these students continue to have access to a comprehensive education. Disparities between school sites do not exist at Vallecitos, becuase we are a single-school district. We continually monitor and address any site-specific issues that arise to maintain equity for all of our students. Over time, our district has made significant progress in broadening course access. Continuous monitoring and community feedback have guided our improvements, ensuring that all students, regardless of background or school site benefit from a diverse and comprehensive education. One significant barrier to providing access to a broad course of study is the challenge posed by English Learners (ELs), particularly newcomers who lack adequate language skills to meet the demands of core instruction. These students often struggle with understanding complex academic content, which hinders their ability to participate fully in a broad range of courses. This language barrier is especially pronounced for newcomers, who require intensive language support to catch up with their peers. This challenge also impacts students with disabilities, especially those who are also English Learners. They require specialized instruction to address their individual learning needs, as well as additional language support, making it difficult to integrate them fully into the general education curriculum. To address these issues, we are implementing and constantly revamping our targeted interventions and supports. In 24-25, we plan to revamp our intervention that are specifically designed for newcomers, providing them with the foundational language skills needed to succeed in core subjects. Additionally, we are enhancing our Special Education services to better support ELs with disabilities, ensuring they receive tailored instruction that addresses both their language and learning needs. Finally, we also plan to implement a couple of opportunities for parents to improve their academic skill set in the hope of building capacity in the home so parents can support their child's learning. Parent engagement is another critical area of focus. We recognize that empowering parents with the skills to support their children's education is vital. we offer ESL and GED classes for parents, helping them improve their language skills and educational levels. By doing so, we aim to strengthen their ability to assist their children with schoolwork and foster a more supportive home learning environment. Furthermore, we are working to improve parent connectedness to the school through regular workshops, family events, and opportunities for parents to participate in school activities. These efforts are designed to build a strong school-community partnership, ensuring that parents feel more involved and equipped to support their children's educational journey. Met 2024-06-18 2024 37684520000000 Vista Unified 7 Vista Unified tracks access to a broad course of study using locally selected measures, including the master schedule, on-time graduation rates, Seal of Biliteracy rates, A-G completion rates, and the district's graduation requirements which encompass four years of English, three years each of math and history-social science, two years of science, and courses in world language/art, physical education, and electives. These measures ensure all students, including unduplicated groups and those with exceptional needs, have access to necessary courses for a high school diploma and college readiness. The Educational Excellence and Innovation department reviews secondary site master schedules each semester to ensure all English learners are enrolled in a designated English Language Development (ELD) course alongside their grade-level English language arts (ELA) course until they achieve proficiency in English. While all students, including English learners, meet graduation requirements in ELA, math, science, and history-social science, the additional ELD course can limit the ability of English learners to enroll in a broad course of study, especially under a six-period schedule. Starting in the 2024-25 school year, our high schools will offer a seven-period day option to mitigate this issue, with two of the three high schools currently operating on a six-period schedule and the third on a 4x4 schedule. Progress includes expanding the period schedule to increase course access. However, poor student attendance remains a barrier, often leading to course failures and the need for retakes, which can restrict students' ability to engage in a broad course of study. These factors highlight ongoing challenges and improvements in ensuring equitable access across student groups and school sites. Additionally, a review of educational partner feedback continues to reveal the social-emotional impacts and trauma that our students have experienced as a consequence of the pandemic. For the 2024-25 school year, we will implement a continuum of services that address students’ behavioral, attendance, academic, and engagement needs by maintaining access to professional health care staff and providing academic support. We also plan to maintain our districtwide system to improve student attendance and lower the suspension rate. Met 2024-06-20 2024 37684520106120 SIATech 7 SIATech provides a comprehensive curriculum tailored to the diverse needs of its students, including English Learners, students with disabilities, and foster youth. Our programs and services are developed to cater to each student’s unique requirements. The PowerSchool SIS tracks enrollment in courses, course of study, and grade spans while the Edgenuity curriculum provides data to monitor student progress. Students at SIATech have the flexibility to pursue various graduation pathways, including a traditional non-A-G pathway, an A-G graduation track, and a specialized pathway for AB216 students. Upon enrollment, each student receives an Individual Learning Plan to outline the courses necessary for graduation and their anticipated graduation date. Students begin the SIATech Way journey, characterized by regular engagements with staff to discuss goals, course selections, career exploration, and opportunities in Career and Technical Education (CTE). Our staff members provide personalized support, scaffolding, and interventions tailored to address individual needs. Modifications and accommodations are readily available as needed, ensuring every student has equitable access to a broad course of study SIATech offers a comprehensive, broad course of study tailored to meet the needs of diverse learners, including English Learners, students with disabilities, and foster youth. Our programs and services are designed to fulfill graduation requirements and align with career pathway options in priority industry sectors. This commitment is reflected in our student information system, PowerSchool. In addition to our standard curriculum, English Learners benefit from access to both the Learning Upgrade and EDGE curriculum resources. SIATech provides various curriculum pathway options within Edgenuity, tailored to our three graduation pathways. This approach ensures a diverse and inclusive educational experience, enabling students to pursue 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. SIATech has expanded its offerings to include three graduation pathways tailored to meet the unique needs of individual students, thus facilitating a comprehensive course of study. To further support student success, we have introduced Accelerated Learning Sessions (ALS) aimed at improving literacy and numeracy skills. Additionally, our partnership with Edgenuity's MyPath curriculum enables us to provide targeted interventions in mathematics and reading. Moreover, students can explore Career and Technical Education (CTE) pathways and participate in Social and Emotional Learning (SEL) courses through this platform Met 2024-06-18 2024 37684520114264 North County Trade Tech High 7 Transcript analysis and Advisory are used to ensure students have access to, and are enrolled in, a borach course of study. We are a small school and independent LEA so tracking student enrollment is done on an individual basis by administration and Advisory teachers. We are a one site LEA and all students have access to all programs/courses. There are currently no barriers to providing access to a broad course of study for all students. The school is refining the course descriptions and materials to better appeal to all students to increase enrollment in courses that are offered but not required. Met 2024-06-11 2024 37684520124917 Guajome Learning Centers 7 The SARC, CALPADS, Aeries SIS, and internal diagnostic tools All of our students are enrolled in a broad course of study that places them on a pathway to career and college readiness More difficult to ensure progress when students are only on campus one day per week. We will continue to utilize the resources the Edmentum learning program provide as it relates to providing a broad course of study Met 2024-06-11 2024 37684520128223 Bella Mente Montessori Academy 7 All students at the LEA have access to a broad course of study. All students at the LEA have access to a broad course of study. All students at the LEA have access to a broad course of study. All students at the LEA have access to a broad course of study. Met 2024-06-18 2024 37684523730942 Guajome Park Academy Charter 7 Yearly our course offerings are evaluated as part of the process to evaluate our course catalog. This is done collaboratively with administration and the counseling department. Any proposed changes, including graduation requirements, course offerings, or course pathways, are brought before the Board of Directors. As a result of the review processes in place, Guajome Park Academy has done a tremendous job in providing access to a broad course of study. This is evident in our a-g offerings and access. 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. 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 Access to academic programs at GPA are inclusive. Students who need additional support have the opportunity to receive push in or pull out intervention services. In the primary program, English language learners are identified and supported through the general education classroom. Special education students are supported through push in instruction, pull out instruction, and group instruction in and out of the general education classroom. In our Middle and High school programs, we look to implement push in services first. English language learners take English Language Development (ELD), and Special Education students who take study skills have these courses instead of an elective. Our ELD courses are aligned to be taught by the primary English teacher of that grade level to further support our EL students. The Special Education program at GPA is structured to meet the needs of students as outlined by IDEA and their Individual Education Plan (IEP). GPA’s focus centers on the students with total staff collaboration and home/school communication. Additional professionals are available if needed, based on the student’s IEP. Special Education students at GPA are participants in all of the GPA educational programs, including IB and AP courses. It is important that students have the opportunity to fully participate at their grade level in core curriculum. Special and general education staff monitor student performance outcomes and provide the accommodations. 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 2024-06-13 2024 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. Staff utilize reports from the district’s student information system, CALPADS, and other sources to monitor students’ access to a broad course of study. At the elementary level all students are provided instruction in all academic subjects, as well as in music, art, and physical education. Students are provided information on career awareness and participate in hands-on experiences in the STEAM Labs. Students also participate in educational field trips and other activities to make learning meaningful. 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 2024-06-26 2024 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 2023 was 87.4%, with English learners at 75.0%, students with disabilities at 71.9%, and Foster Youth and Homeless students at 75.4%. The gap between student groups increases in A-G completion, indicating students are not fully accessing or being successful in the courses. The A-G completion rate for all students was 45.7%, while English learners was 21%, students with disabilities was 12.6%, Too few Foster students to report, and Homeless was 21.7%. 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, hiring arts enrichment teachers at the elementary level. Middle Schools are changing to a 6 period day so each period can be a longer length. Met 2024-06-11 2024 37735690136267 Coastal Academy Charter 7 Based on Coastal Academy's charter, students in grades TK-8 are enrolled in English Language Arts, Math, History/Social Science, and Science courses. For grades 9-12, based on Coastal Academy's charter and course catalog, students have access to a comprehensive selection of courses to meet graduation requirements. Students can participate in dual enrollment courses through our local community colleges. All students, including all subgroups, may enroll in all courses. Enrollment in courses is tracked through our Student Information System. 100% of students in grades TK-8, including all subgroups, 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, engaging, broad course of study. As barriers or access issues arise, Coastal Academy will make corrections in its practices to fulfill our goal of ensuring that all students grow and learn. Met 2024-05-20 2024 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 TK-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, and updates to social science courses. Met 2024-06-18 2024 37737910000000 San Marcos Unified 7 The district monitors the extent to which all students have access to a broad course of study through the following: 1) % students completing A-G course requirements 2) % of students enrolled in one or more Advanced Placement (AP) courses 3) % of students passing one or more AP courses 4) the number of students earning the California State Seal of Biliteracy 5) % of secondary students enrolled in CTE pathway courses. "Students in SMUSD have access to a broad course of student, as evident by: 64.6% of students meeting a-g requirements 21% of students meeting a-g requirements (English Learner student group) 50% of students meeting a-g requirements (Socio Economically disadvantaged) 69% of students meeting a-g requirements (African American/Black) 49% of students meeting a-g requirements (Hispanic) 22% of students meeting a-g requirements (Students with Disabilities student group) 19% of CTE students completing 1 or more pathways 72% of High School Students passed one more AP Exams 29% (3157) Students in Grades 6-12 have enrolled in at least one CTE Pathway course There are currently 274 students enrolled in dual/concurrent enrollment at Palomar College " Some barriers remaining in the San Marcos Unified School District for students to access a broad course of study include: Students with Disabilities continue to perform below other subgroups in the area of college and career readiness. Additionally, only 22% of students with disabilities are meeting a-g requirements. Additionally, only 49% of Hispanic students have met a-g requirements. This suggests a need to examine training for staff on differentiation of instruction to ensure access for students with disabilities. Also, outreach to families regarding a-g requirements. The number of students that have enrolled in CTE pathways continues to be relatively low at 29%. This may suggest a lack of interest in the pathways provided, and/or a need for better communication and recruitment for these pathways. SMUSD plans to address access to a broad course of students through our Goal 1 of the LCAP. Specifically, actions related to this goal address the implementation of socially, culturally and behaviorally responsive instructional programs that includes curriculum, targeted support, and differentiated interventions for English learners, low-income, and foster youth pupils.This includes the development of a Portrait of a Graduate instructional playbook, establishing workforce development partnerships, aligning curriculum and content with student interests, and supporting fees for students to access college credits. Additionally, SMUSD will also address a broad course of study through exposing students to authentic learning aligned to careers in the community and work-based learning opportunities to identify their strengths. This will include the procurement of College and Career Pathway software (K-12), and expanding cross-curricular course offerings at Middle and High School. Met 2024-06-20 2024 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. Pivot offers a blended learning program for elementary, middle, and high school. Students access courses online, including electives and remediation. Elementary students can attend optional on-site programs where teachers supplement the online curriculum with projects and group activities. Parental involvement is crucial, as regular home support is essential for student success. Middle and high school also have optional on-site programs with workshops, clubs, and electives led by credentialed teachers. These programs enrich the online learning experience, but are not mandatory. Pivot prioritizes student choice. Students can access courses from anywhere with internet. The school provides laptops at the resource center and loans them to students in need. Pivot even encourages high schoolers to explore concurrent enrollment at community colleges. Elementary students face the biggest hurdle if they lack parental support while attending online classes. Training is provided, but some parents underestimate the commitment needed for independent learning. By providing additional training and increasing parental involvement, elementary students can engage more in a board course in study by finding more success in their core courses, having the ability to take elective courses, or increasing participation in our on-site program. Middle schoolers often prioritize core subjects, leading to lower elective enrollment. Resource center visits and field trips offer enrichment, but those who don't participate might miss out. Core remediation can also limit elective choices. By improving supports in core courses, middle student students with have more bandwidth to participate in broader course of study and activities. 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. In addition, the LEA has created “bridging courses” in order to accelerate a student’s learning loss or “catch them up” to their grade level peers. This results in greater access to a broad course of study in their future academic endeavors. 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 2024-06-20 2024 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 i-Ready Instruction is a tier 2 RTI that is used to select students who are performing below grade level. Dual Enrollment at Palomar College Classes & CTE Pathways are a major focus of our School Counselor. Our students have been given a wonderful opportunity to attend distance learning courses through Palomar College for dual enrollment. Many students take advantage of this opportunity and we will continue to provide this opportunity. In future years, we may look to transport kids down to onsite college courses. "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 2024-06-11 2024 37754160122796 All Tribes Elementary Charter 7 ATAICS uses a variety of measures and tools to track access to and enrollment in a broad course of studies. These measures include Student Information Systems (PowerSchool), course enrollment data, equity audits, surveys and feedback, performance data, and IEP reviews. These tools collectively help ATAICS ensure that all students, including those from unduplicated student groups and individuals with exceptional needs, have access to comprehensive and equitable education Most students attending ATAICS have access to and are enrolled in a broad course of study, including core subjects (math, science, english, and social studies) and elective courses (arts, physical education, technology). ATA ICS has increased opportunities of access in advanced placement (AP), and career technical education (CTE) courses. ATAICS is one campus and is showing improvement across the grades for all students. ATAICS has made significant improvement to increase access and improve enrollment rates in advanced courses for unduplicated student groups. Students with exceptional needs also have access to a broad course of study that includes general education, advanced courses, and specialty electives. While overall access and enrollment in a broad course of study have improved across the school, disparity still exists between different student groups. Efforts are ongoing to address these disparities and close the gaps between unduplicated students, students with exceptional needs and high performing students ATAICS has addressed many of the barriers preventing ATAICS from providing access to a broad course of study for all students. The number one barrier is resource allocation. Uneven distribution of funding leads to varying levels of resources available at our school site, affecting the ability to offer a wide range of courses. Shortages of qualified teachers especially in specialized subjects like Advanced Placement courses, STEM, and CTE also limit course offerings. Over the past three years ATAICS has addressed infrastructure limitations and technology access and now has been able to remove those needs from the barrier list. Being a backcountry school with limited access special education has always been a challenge. Inclusion, support services, and course availability has been addressed using technology, distance learning, and independent contractors. ATAICS administration and governing board continues to address these barriers and work toward ensuring that all students have equitable access to a broad course of study. In response to the identified barriers ATAICS has implemented and will continue to make the following revisions, decisions and new actions to ensure all students have access to a broad course of study. Advocate for a more equitable funding model to ensure ATAICS receives adequate resources to offer a wide range of courses. Launch a targeted teacher recruitment campaign to attract qualified teachers and continue to grow our own teachers and administrators from the local tribal communities. ATAICS has invested significant amount of funding in facility upgrades to ensure all students have access to the necessary equipment and resources in specialized courses. ATAICS has upgraded all technology platforms to provide all students with access to up to date technology and digital learning tools. ATAICS has expanded internet access and digital resources across the campus. ATAICS will continue to expand course offerings and increase the number and variety of elective and advanced courses offered. ATAICS has and will continue to develop flexible scheduling to create options that allows students to enroll in a wider range of courses. Academic guidance, counseling services, and monitoring and evaluation are particularly areas of focus this next school year. By implementing these revisions, decisions, and new actions, ATAICS aims to create a more equitable and comprehensive educational environment ensuring all students have the opportunity to access and benefit from a broad course of stud Met 2024-06-20 2024 37754160132472 California Pacific Charter - San Diego 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 enrollment, CTE course enrollment, AP course enrollment, 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. Through the graduation rate and CCI preparedness 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. CPCS utilizes a 4-year plan document to ensure access to a broad course of study by all students. CPCS has instituted the ""Plan Your Path, Pick Your Plus"" initiative where all high school students meet with a guidance counselor to plan their A-G enrollment pathways and build into the plan an additional metric that will ensure students are college and career prepared by the time they graduate." Met 2024-06-18 2024 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 2023-24 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, 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, 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 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 college or career-readiness. We are continuing to look into online career technology education. Enrollment in CTE and College and Career Prep, as well as 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 to the extent that we have classes to offer, and we have seen participation in college courses increase as we extend dual enrollment offerings. Met 2024-06-05 2024 37754160139378 Sage Oak Charter School - South 7 "The teacher/EA, parent, and student develop a personalized educational plan for each student. The Counselor, EL Coordinator, Homeless and Foster Youth Liaison, 504/SST Coordinator, and Special Education Case Managers join the development of each plan as needed. This plan includes a broad course of study chosen from a school-approved curriculum that is aligned with the California standards and graduation requirements. It is updated as students' interests and abilities change to reflect the students' changes and needs 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. All core curriculum is chosen from a school approved standards aligned list. "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. The school has also added new pathways that can be taught in a virtual environment and is working to provide more professional development to teachers on the existing CTE options so they can encourage students to sign up for those. " "By the end of the 2026-27 academic year, we plan to offer 200 Career Technical Education (CTE) aligned courses across K-12, supporting career readiness with practical skills and industry knowledge. To enhance college and career indicators, we aim to increase the CCI by 2% annually, focusing on metrics that reflect successful preparation for post-secondary pathways. Further, we are encouraging an increase in student enrollment in A-G courses, aiming to ensure that more students are eligible for UC and CSU admissions. Alongside this, we are dedicated to maintaining a high standard of excellence in advanced coursework, with a target of keeping our AP exam pass rate at 72% or higher. These initiatives are designed to ensure comprehensive access to a diverse and challenging curriculum that prepares students for a variety of future academic and career paths. " Met 2024-06-20 2024 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. All 8th-12th 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 in depth Course of Study that indicates specifically the courses the student will be studying and the vetted curriculum they will be using. A pacing guide for each assigned subject is then created by the teacher who will monitor the completion of the assignments and assessments outlined. All students have access to core subject courses, CTE and elective courses, the opportunity to take advanced high school courses (Honors and AP), credit recovery, and can participate in concurrent enrollment. Students in grades 7-12 are offered live, weekly hybrid courses in all core subjects. The High School Counselor and High School Principal initiate a general education meeting to follow each eighth grade end-of-year IEP to ensure that the students have a four year plan in place for high school. Any SPED curricular questions are addressed with the Case Managers who implement IEP goals. All students have access to a broad course of study, internal and state assessments, and oversight from credentialed educators due to EACS' personalized learning model. Students who are receiving interventions have access to additional academic resources and tutoring. The EACS High School Counselor and teacher work together to plan the approved courses and develop four year high school plans. The High School Principal and School Counselor monitor student enrollment in the approved courses and work with the student and parents to create 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, teacher, and Administrative Team to ensure that the student has proper resources and interventions in place to strengthen skills and close any learning gaps. EACS tracks students’ volunteer and work-based hours through remote learning opportunities for the completer courses. EACS currently offers three CTE pathways: Business Marketing, Digital Media and Photography, and Patient Care. As a result of the collaboration, guidance, and support in place, EACS continues to see great success which is reflected in our high graduate rate and an increased number of students moving on to community colleges, four year colleges, 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 have overcome that barrier by encouraging dual enrollment in community colleges where the resources for hands-on instruction and training are readily available. To ensure access to a broad course of study and equity based instruction for all students, EACS has replaced Imagine Language and Literacy with Lexia English for EL students in order to have stronger support aligned with ELPAC score report levels and the ELD Framework. EACS has also added NoRedInk (premium) to enhance instructional writing and grammar support, added DreamBox Math as a targeted intervention, refined curriculum menu options for students across all grade levels, and added an additional secondary math intervention course. Met 2024-06-20 2024 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 school counselors monitor and collaborate with students and guide them in enrollment opportunities in a broad course of study coursework. Teachers and the school counselors 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 a School Counselor. As a result of this we made progress in the improvement of 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. With increased monitoring and communication, the PACSAE team engages students 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. The addition of the school counselors has added additional student and parent support. The Pathways Counseling Department 's goal is to empower and transform the lives of our student learners through accessible and innovative education, equipping them with the skills and knowledge necessary for personal, professional, and community success. The Pathways Counseling Department is committed to fostering a supportive learning environment that recognizes and respects the diverse experiences and backgrounds of our adult students. The Counseling Department services include: Individualized Graduation Plans, Study Skills, Test Taking Skills, Career Goal Setting, Career Interest Surveys, Resume and Job Searches, College Applications, Financial Aid & Scholarship Applications, Work Permits, Social-Emotional Referrals to Resources and Crisis Counseling. Met 2024-06-04 2024 37754166119275 All Tribes Charter 7 ATAICS uses a variety of measures and tools to track access to and enrollment in a broad course of studies. These measures include Student Information Systems (PowerSchool), course enrollment data, equity audits, surveys and feedback, performance data, and IEP reviews. These tools collectively help ATAICS ensure that all students, including those from unduplicated student groups and individuals with exceptional needs, have access to comprehensive and equitable education. Most students attending ATAICS have access to and are enrolled in a broad course of study, including core subjects (math, science, english, and social studies) and elective courses (arts, physical education, technology). ATA ICS has increased opportunities of access in advanced placement (AP), and career technical education (CTE) courses. ATAICS is one campus and is showing improvement across the grades for all students. ATAICS has made significant improvement to increase access and improve enrollment rates in advanced courses for unduplicated student groups. Students with exceptional needs also have access to a broad course of study that includes general education, advanced courses, and specialty electives. While overall access and enrollment in a broad course of study have improved across the school, disparity still exists between different student groups. Efforts are ongoing to address these disparities and close the gaps between unduplicated students, students with exceptional needs and high performing students ATAICS has addressed many of the barriers preventing ATAICS from providing access to a broad course of study for all students. The number one barrier is resource allocation. Uneven distribution of funding leads to varying levels of resources available at our school site, affecting the ability to offer a wide range of courses. Shortages of qualified teachers especially in specialized subjects like Advanced Placement courses, STEM, and CTE also limit course offerings. Over the past three years ATAICS has addressed infrastructure limitations and technology access and now has been able to remove those needs from the barrier list. Being a backcountry school with limited access special education has always been a challenge. Inclusion, support services, and course availability has been addressed using technology, distance learning, and independent contractors. ATAICS administration and governing board continues to address these barriers and work toward ensuring that all students have equitable access to a broad course of study. In response to the identified barriers ATAICS has implemented and will continue to make the following revisions, decisions and new actions to ensure all students have access to a broad course of study. Advocate for a more equitable funding model to ensure ATAICS receives adequate resources to offer a wide range of courses. Launch a targeted teacher recruitment campaign to attract qualified teachers and continue to grow our own teachers and administrators from the local tribal communities. ATAICS has invested significant amount of funding in facility upgrades to ensure all students have access to the necessary equipment and resources in specialized courses. ATAICS has upgraded all technology platforms to provide all students with access to up to date technology and digital learning tools. ATAICS has expanded internet access and digital resources across the campus. ATAICS will continue to expand course offerings and increase the number and variety of elective and advanced courses offered. ATAICS has and will continue to develop flexible scheduling to create options that allows students to enroll in a wider range of courses. Academic guidance, counseling services, and monitoring and evaluation are particularly areas of focus this next school year. By implementing these revisions, decisions, and new actions, ATAICS aims to create a more equitable and comprehensive educational environment ensuring all students have the opportunity to access and benefit from a broad course of stud Met 2024-06-20 2024 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 2023 was 93.4%, the UC/CSU A-G completion rate for all students was 30%, and the CTE pathway completion rate was 21%. 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 2024-06-20 2024 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 2023/24 is greater than 96%. In addition, 100% of HTH students completed a presentation of learning during the 2023/24 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 2024-06-18 2024 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 2023/24 is greater than 96%. In addition, 100% of HTH students completed a presentation of learning during the 2023/24 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 2024-06-18 2024 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 2023/24 is greater than 96%. In addition, 100% of HTH students completed a presentation of learning during the 2023/24 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 2024-06-18 2024 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 2023/24 is greater than 96%. In addition, 100% of HTH students completed a presentation of learning during the 2023/24 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 2024-06-18 2024 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 2023/24 is greater than 96%. In addition, 100% of HTH students completed a presentation of learning during the 2023/24 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 2024-06-18 2024 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 2023/24 is greater than 96%. In addition, 100% of HTH students completed a presentation of learning during the 2023/24 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 2024-06-18 2024 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 2023/24 is greater than 96%. In addition, 100% of HTH students completed a presentation of learning during the 2023/24 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 2024-06-18 2024 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 2023/24 is greater than 96%. In addition, 100% of HTH students completed a presentation of learning during the 2023/24 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 2024-06-18 2024 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 2023/24 is greater than 96%. In addition, 100% of HTH students completed a presentation of learning during the 2023/24 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 2024-06-18 2024 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 2023/24 is greater than 96%. In addition, 100% of HTH students completed a presentation of learning during the 2023/24 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 2024-06-18 2024 37768510000000 Bonsall Unified 7 Bonsall Unified School District utilizes 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. Our CTE and Early College Counselor on Special Assignment is tracking Early College and CTE participation and our College and Career Indicators, with a special emphasis on closing the gap in participation for English Learner, Hispanic, socioeconomically disadvantaged students and students with disabilities. 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 district has explored options for increasing opportunities for English Learners at the secondary level, including increased outreach and support for high school students accessing the Early College program. The master schedule plan for this year will be to continue 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 has implemented measures to ensure broad course access for all students. These include revising EL reclassification criteria, developing a new English Learner Master Plan aligned with the California EL Roadmap, and providing staff training on integrated and designated ELD. The district has also increased access to rigorous coursework across all grade levels, focusing on Native American, English Learners, Low-Income, and Foster Youth subgroups. By strengthening course rigor from elementary through high school, the district aims to raise achievement levels and ensure college and career readiness for all students. Bonsall High School's Early College program has been enhanced to improve college and career readiness indicators, particularly among Hispanic, homeless, and socioeconomically disadvantaged students. Key strategies include providing free access to dual enrollment courses and expanding transportation to the local college campus. These efforts remove barriers and create opportunities for all students to earn college credits while in high school. By implementing best practices in counseling and targeted support for underrepresented populations, the district ensures all students have the guidance and resources needed to develop college and career readiness skills. Raising expectations and providing necessary support allows students to engage in challenging coursework, leading to improved attendance, reduced suspensions, and higher graduation rates. Met 2024-06-26 2024 37768516113468 Vivian Banks Charter 7 Not Met For Two or More Years 2024 37770990000000 SBE - Altus Schools East County 7 "As of CBEDS 2023-2024 Altus Schools East County served 260 students in grades k-12. The student demographics include: • Percentage of Students with Disabilities: 23.8% • Percentage of English Learners: 11.9% • Percentage of Socioeconomically Disadvantaged: 70.8% • Percentage of Homeless and Foster Youth (FY): 8.8% Altus Schools East County 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. Altus Schools East County 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. " Altus Schools East County’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 Altus Schools East County 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 Altus Schools East County 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 2024-06-26 2024 37771070000000 SBE - Altus Schools South Bay 7 "As of CBEDS 2023-2024 Altus Schools South Bay served 402 students in grades k-12. The student demographics include: • Percentage of Students with Disabilities: 24.9% • Percentage of English Learners: 24.1% • Percentage of Socioeconomically Disadvantaged: 75.1% • Percentage of Homeless and Foster Youth (FY): 7.5% Altus Schools South Bay 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. Altus Schools South Bay 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. " Altus Schools South Bay’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 Altus Schools South Bay 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 Altus Schools South Bay 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 2024-06-26 2024 37771560137323 Vista Springs Charter 7 The Student Information System (SIS) monitors enrollment, attendance, and course completion, highlighting disparities among student groups. Teacher observations and evaluations support understanding of student engagement and progress. Feedback from parent and student surveys and PLP meetings informs curriculum adjustments. Digital tools for progress monitoring allow real-time tracking and interventions. All students have intervention, remediation, and acceleration opportunities that are identified through diagnostic assessment and ongoing progress monitoring. 8th-grade students have access to high school-level math and language courses. School counselors meet with high school students to create a 4-year plan that ensures that required courses for graduation are met. This ensures that all students are enrolled in each required course of study and graduate with their cohort. All 9th-grade students are assessed for interventions, and they are all enrolled in Algebra 1 (if not previously completed) or Geometry (if Algebra 1 was completed in 8th grade), with Delta Math foundations support available as needed. In addition, the Director of High School Programs regularly reviews program course schedules to ensure access to a broad course of study. High school students also have access to several elective/thematic courses, college-level courses, and CTE pathways, with the option of taking them on-site and or online. School counselors help students set college and career goals. TK-8 students in all programs of the charter have access to a broad course of study. Over time, data shows improvement in ensuring equal access for all students. All students receive a Chromebook, ensuring complete access to intervention, remediation, and acceleration support. All high school students have access to a complete A-G sequence with a variety of elective options; 7th/8th-grade students have access to A-G level math and foreign language (LOTE). All 9th-grade students are assessed in math to determine interventions and support; Ramp Up to Algebra 1, Delta Math, and Math Bridge courses are used to fill gaps on their way to Algebra 1 completion. CTE courses and dual enrollment courses are available online to ensure that students have access, regardless of where they live within the charter's service area. Data shows that SWD and EL students are underrepresented in CTE and dual enrollment courses. The school has increased CTE teacher support, dual enrollment opportunities, and work-based learning options through grant funding. School leaders are aware of a low pass rate in A-G LOTE courses. This need is being addressed through tutoring support and increasing scaffolding in Canvas courses; LOTE course options have also been by expanding online (e.g. VHL and ASL). Our students have taken advantage of the dual enrollment opportunities since we partnered with Barstow Community College for priority registration for thirty-one course offerings. One barrier to TK-8 instruction is the diverse needs of the student population. Many students often require additional support and tailored instructional strategies, which can strain existing resources and staff capacity. Ensuring all educators are equipped to deliver a broad, inclusive curriculum requires ongoing investment in professional development. Variability in teacher expertise and experience can impact the quality and breadth of instruction provided to students. To address these barriers, all staff has engaged in an increased focus on the need for targeted interventions and enhanced support systems to ensure every student at Springs Charter School TK-8 can access and benefit from a broad course of study. 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). Students have access to all courses regardless of location through the use of Canvas, workshops, and online seminars. This includes offering Physics, Pre-Calculus, and Probability and Statistics to all high school students in an online course with synchronous sessions. The LEA has invested in ongoing training for teachers and school communities in inclusive practices, differentiated instruction, and technology use, ensuring educators can deliver a broad and inclusive curriculum. The curriculum is continuously reviewed and updated to include diverse perspectives and subjects that reflect students' interests and needs, integrating more STEM and arts education opportunities. Efforts to engage parents and the community have been increased to gather feedback and build partnerships, creating a supportive learning environment and addressing specific community needs. These actions ensure that Springs Charter Schools provide equitable access to a broad and enriching course of study for all students, regardless of their background or individual needs. In high school, the LEA has implemented math, reading, and writing diagnostics for all high school students. Results determine intervention courses including Ramp Up to Algebra 1, Ramp Up to Geometry, Math Bridge, Literacy Essentials, and Writing Essentials. New courses continue to be developed with embedded interventions to support all learners and address any learning loss. Programs used are Write Score, Reading Plus, Delta Math, and i-Ready. Algebra 2 in the World is offered as an optional choice for Algebra 2. This course embeds financial literacy within the curriculum making math more engaging for students. Met 2024-06-06 2024 37771640137356 College Preparatory Middle 7 We look to our Scope and Sequence and our Master Schedule to determine that our students are receiving a broad course of study. 100% of enrolled students at College Prep are receiving appropriate grade level, standards based instruction that is fully aligned to the California State Standards. 100% of enrolled students at College Prep are receiving appropriate grade level, standards based instruction that is fully aligned to the California State Standards. Review of our local assessments (I-ready) as well as our CAASPP data, reflect that our students (including all sub groups) continue to make good progress with the program offered at CPMS. None Identified We continue to pursue our goal of offering a world language within the regular school day. We have not been able to secure qualified staff in this regard as of this writing. We do offer an introductory Spanish Language course as part of our after school enrichment program. As we hire staff, we are looking for those additional skills and credentials in language and the performing arts. Met 2024-06-12 2024 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 the student group populations of at-risk students. All BPA-SD students accessed the differentiated curriculum through small group instruction while utilizing resources such as Houghton Mifflin’s Journeys, Heggerty-Phonics, Wordly Wise-Vocabulary, Go Math, ELA and MAT i-Ready Programs, Eureka Math, Pearson ELA, Discovery Education, Mystery Science/Generation Genius, Meet the Masters (art), and Second Step (social-emotional learning), etc. Daily, students participated in the teacher-center (teacher station rotation), where the instructional staff 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’s Focus Interim Assessment Blocks (FIABs)/Interim Assessment Blocks (IABs)/Interim Comprehensive Assessments (ICAs), provided instructional staff data to guide instructional decisions throughout the academic year. 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 ensures all students have unrestricted access to a wide range of courses of study. BPA-SD ensures all students have unrestricted access to a wide range of courses of study. Met 2024-06-25 2024 38103890000000 San Francisco County Office of Education 7 SFUSD ensures that 100% of our students have access to a broad course of study,including board-adopted and standards-aligned materials. Various local measures are used to track access to and enrollment in a broad course of study. 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 Early Literacy, STAR Reading and STAR Math assessments, SBAC Grade 3-8 ELA and Math (CA Dashboard), HS Readiness (students having an 8th grade GPA (all subjects) of 2.5 or better AND daily attendance rate of 96% or better AND no D's or F's in Spring semester in English or Math and no suspensions in the 8th grade), and lastly, the 4-year Adjusted Cohort Graduation Rate (CA Dashboard). All SFUSD students have access to and are enrolled in a broad course of study from Pre-K to High School. In the 24-25 school year, SFUSD will roll out a new Literacy curriculum, Pk-8th grade. Based on the results of a multiyear literacy curriculum pilot, SFUSD’s Curriculum and Instruction division recommended the following to the board for adoption, which was then approved by the board in March 2024: Grades PK/TK: Creative Curriculum Grades K-5 (ELA, Spanish Language Arts, and Designated English Language Development): Into Reading Grades 6-8 (ELA): EL Education SFUSD will revise it’s middle school math pathways and curriculum over the next three academic years, from 2024 to 2027. SFUSD’s current math course sequence, adopted in 2014, offers Algebra 1 in 9th grade, with various acceleration options available in high school. With this change, the district will work toward offering Algebra 1 in 9th grade during the school day at all middle and at all middle and K-8 schools by the 26-27 school year. SFUSD is making efforts to expand course offerings and increase inclusivity, particularly in the following three areas: High School Credit Recovery, Dual Enrollment for College Credit Course offerings and Secondary Support Programs (Freshman on-track). Educational partner feedback highlights the importance of implementing targeted interventions, especially in literacy and math, to ensure equitable access for all students at every school site and across all student groups. SFUSD/SFCOE has continued to work on ensuring all students have access to a broad course of study. Our Coordinated Care Team approach to improving student attendance has yielded steady progress towards reducing chronic absenteeism. We will continue to prioritize decreasing chronic absenteeism by focusing on improving attendance in addition to increasing students’ sense of belonging. Although SFUSD received negative certification on our spring interim budget, we remain focused on balancing our budget through our fiscal stabilization plan. Despite a lack of available resources that will prohibit SFUSD from a district wide roll out of a new Social Sciences curriculum, we will still proceed with piloting curricula to learn which yields the best outcomes and experiences for students. Further, we anticipate that the challenges over the past two around staffing will continue given teacher shortage trends throughout the state and nationally. In 2022-23,15% of classrooms were staffed by substitute teachers or teachers on special assignment, which was also the case at the start of 2023-24. However, a salary increase for teachers and tireless recruitment efforts from our HR department will help mitigate these barriers. While we have seen improvement in improving attendance and reducing chronic absenteeism, we must continue to focus on ensuring that students are in class, learning each and every day. One way we are doing this is by implementing and strengthening research-based strategies that increase students’ sense of belonging. We are working to ensure that all classrooms are staffed by highly qualified teachers to ensure that teacher-student relationships and academic rigor are present from the first day of school. SFUSD is excited to launch and train all PK-8 teachers in our new PK-8 Language Arts (English and Spanish) and Designated English Language Development curriculum. We conducted a Math curriculum audit with the purpose of selecting a new math curriculum for subsequent school years ahead. We will continue Piloting and conduct the final selection of curriculum in the fall of 2024 ahead. Also, we are piloting Algebra in 8th grade as well implementing a lesson study approach to professional development in the middle grades. 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 reflections on practice as measured by instructional walkthroughs using the SFUSD Core Rubric. Met 2024-06-25 2024 38684780000000 San Francisco Unified 7 SFUSD ensures that 100% of our students have access to a broad course of study, including board-adopted and standards-aligned materials. Various local measures are used to track access to and enrollment in a broad course of study. 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 Early Literacy, STAR Reading and STAR Math assessments, SBAC Grade 3-8 ELA and Math (CA Dashboard), HS Readiness (students having an 8th grade GPA (all subjects) of 2.5 or better AND daily attendance rate of 96% or better AND no D's or F's in Spring semester in English or Math AND no suspensions in the 8th grade), and lastly, the 4-year Adjusted Cohort Graduation Rate (CA Dashboard). All SFUSD students have access to and are enrolled in a broad course of study from Pre-K to High School. In the 24-25 school year, SFUSD will roll out a new Literacy curriculum, Pk-8th grade. Based on the results of a multiyear literacy curriculum pilot, SFUSD’s Curriculum and Instruction division recommended the following to the board for adoption, which was then approved by the board in March 2024: Grades PK/TK: Creative Curriculum Grades K-5 (ELA, Spanish Language Arts, and Designated English Language Development): Into Reading Grades 6-8 (ELA): EL Education SFUSD will revise it’s middle school math pathways and curriculum over the next three academic years, from 2024 to 2027. SFUSD’s current math course sequence, adopted in 2014, offers Algebra 1 in 9th grade, with various acceleration options available in high school. With this change, the district will work toward offering Algebra 1 in 9th grade during the school day at all middle and at all middle and K-8 schools by the 26-27 school year. SFUSD is making efforts to expand course offerings and increase inclusivity, particularly in the following three areas: High School Credit Recovery, Dual Enrollment for College Credit Course offerings and Secondary Support Programs (Freshman on-track). Educational partner feedback highlights the importance of implementing targeted interventions, especially in literacy and math, to ensure equitable access for all students at every school site and across all student groups. SFUSD/SFCOE has continued to work on ensuring all students have access to a broad course of study. Our Coordinated Care Team approach to improving student attendance has yielded steady progress towards reducing chronic absenteeism. We will continue to prioritize decreasing chronic absenteeism by focusing on improving attendance in addition to increasing students’ sense of belonging. Although SFUSD received negative certification on our spring interim budget, we remain focused on balancing our budget through our fiscal stabilization plan. Despite a lack of available resources that will prohibit SFUSD from a district wide roll out of a new Social Sciences curriculum, we will still proceed with piloting curricula to learn which yields the best outcomes and experiences for students. Further, we anticipate that the challenges over the past two around staffing will continue given teacher shortage trends throughout the state and nationally. In 2022-23,15% of classrooms were staffed by substitute teachers or teachers on special assignment, which was also the case at the start of 2023-24. However, a salary increase for teachers and tireless recruitment efforts from our HR department will help mitigate these barriers. While we have seen improvement in improving attendance and reducing chronic absenteeism, we must continue to focus on ensuring that students are in class, learning each and every day. One way we are doing this is by implementing and strengthening research-based strategies that increase students’ sense of belonging. We are working to ensure that all classrooms are staffed by highly qualified teachers to ensure that teacher-student relationships and academic rigor are present from the first day of school. SFUSD is excited to launch and train all PK-8 teachers in our new PK-8 Language Arts (English and Spanish) and Designated English Language Development curriculum. We conducted a Math curriculum audit with the purpose of selecting a new math curriculum for subsequent school years ahead. We will continue Piloting and conduct the final selection of curriculum in the fall of 2024 ahead. Also, we are piloting Algebra in 8th grade as well implementing a lesson study approach to professional development in the middle grades. 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 reflections on practice as measured by instructional walkthroughs using the SFUSD Core Rubric. Met 2024-06-25 2024 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 2024-06-11 2024 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 2024-06-11 2024 38684780101774 Five Keys Charter (SF Sheriff's) 7 Five Keys tracks which courses our students have access to and are enrolled in through our student information system. Course access is not determined by grade, student group, or exceptional student needs, but rather by student needs as identified through student transcripts, local benchmark scores (CASAS), and the resources available at the site in which the student is enrolled. Additionally, as a DASS school serving adult students, our grade enrollment policy is not based solely on students’ age, but also on CASAS score, number of required units deficient, and number of days enrolled. All students have access to a wide variety of courses within each of the course areas required for graduation including A-G Courses and elective courses, which include literacy and numeracy development as well as life skills such as computers and job readiness. Students with a CASAS score of 5.0 or higher have access to English, Social Sciences, Science, Mathematics, and Visual Arts courses. All students, including unduplicated student groups and individuals with exceptional needs, may enroll in the courses available to them at any time Five Keys utilizes an Independent Study model, which allows students to choose, under the guidance of their teacher, the courses in which they want to enroll and when. Due to technology, internet, and facility restrictions beyond our control, students at our community sites generally have access to a broader course of study than those in custody. For example, students in community sites have access to a plethora of online curricula options such as Foreign Language programs such as Rosetta Stone and Duolingo, Plato Learning Edmentum, and CANVAS. CTE courses are offered in the community, but access varies. In Southern California such as Welding, Forklift Certifications, Masonry, Commercial Printing, OSHA 10, Pharmatech and Food Handling. There are plans in place to expand these offerings to more sites. In our Santa Rita (Alameda County) facilities, students can dually enroll in both high school diploma and CTE courses. At 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 2024-06-27 2024 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 2024-06-13 2024 38684780118141 Five Keys Independence HS (SF Sheriff's) 7 Five Keys tracks which courses our students have access to and are enrolled in through our student information system. Course access is not determined by grade, student group, or exceptional student needs, but rather by student needs as identified through student transcripts, local benchmark scores (CASAS), and the resources available at the site in which the student is enrolled. Additionally, as a DASS school serving adult students, our grade enrollment policy is not based solely on students’ age, but also on CASAS score, number of required units deficient, and number of days enrolled. All students have access to a wide variety of courses within each of the course areas required for graduation including A-G Courses and elective courses, which include literacy and numeracy development as well as life skills such as computers and job readiness. Students with a CASAS score of 5.0 or higher have access to English, Social Sciences, Science, Mathematics, and Visual Arts courses. All students, including unduplicated student groups and individuals with exceptional needs, may enroll in the courses available to them at any time Five Keys utilizes an Independent Study model, which allows students to choose, under the guidance of their teacher, the courses in which they want to enroll and when. Due to technology, internet, and facility restrictions beyond our control, students at our community sites generally have access to a broader course of study than those in custody. For example, students in community sites have access to a plethora of online curricula options such as Foreign Language programs such as Rosetta Stone and Duolingo, Plato Learning Edmentum, and CANVAS. CTE courses are offered in the community, but access varies. In Southern California such as Welding, Forklift Certifications, Masonry, Commercial Printing, OSHA 10, Pharmatech and Food Handling. There are plans in place to expand these offerings to more sites. In our Santa Rita (Alameda County) facilities, students can dually enroll in both high school diploma and CTE courses. At FKIH, approximately 50% of our students are in custody, which restricts access to certain courses beyond our control. In the community, we co-locate within existing centers as one of several wraparound services available to clients (e.g., probation departments, WorkSource centers, homeless shelters), which also set the terms on which offerings are available to our students and which are not. These facility restrictions, in addition to funding and personnel limitations, are the barriers preventing us from providing access to a broad course of study for all students. For students enrolled at community sites, access to, and ability to use technology is a barrier to ensuring all students have access to the full range of curriculum. Most of the new curriculum being developed and adopted is only available using technology, such as an LMS or google docs. In order to further ensure access to a broad course of study for all students, Five Keys is working on new course offerings as well as expanding technology access for all students. We continue to build CTE pathways and dual enrollment opportunities for students in both regions through the online LMS as well as partnerships with local community colleges. On the academic side, Five Keys is expanding our elective options to include computer and technology courses as well as a comprehensive financial literacy course. In addition to ensuring that more students have the ability to get the technology needed to access the online curriculum (Chromebooks and wifi/hot spots), Five Keys has also hired an accessibility coordinator to ensure that courses are more accessible for all students no matter their learning needs. Met 2024-06-27 2024 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 block 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 all three years of middle school By virtue of Gateway’s course requirements and strong systems of support in place, all students at Gateway have access to a rigorous and college-prep sequence of classes that includes all subject areas. " As mentioned above, all students at Gateway have access to and are enrolled in a broad course of study in order to complete our program and receive a diploma. There is no differential access or differentiated expectations. Given that, we are focused on monitoring student learning progress to meet these high expectations. Each student is assigned an advisor who helps the student and his/her family monitor progress and make course decisions. Advisors are trained and receive coordinated support materials from Gateway’s leadership to ensure all students are enrolled in courses that move them towards meeting our broad course requirements. In addition, our school leadership and student support teams monitor student progress in real time and work to provide interventions and supports as needed. We use student learning data from classroom and standardized assessments to analyze and understand achievement. Our proficiency-based grading approach means teachers, students and families have consistent information about how students are accessing and learning content in their courses. See #1 and #2 above. All Gateway students are provided access to a broad course of study. See #1 and #2 above. Met 2024-05-22 2024 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 Capoeira and percussion classes using the Proposition 28 Arts and Music funding.. 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 through partnerships with external organizations and field trips. Met 2024-06-06 2024 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 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 2024-06-11 2024 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 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. Even though under LLA’s charter graduation requirements, students can receive a diploma by completing 200 units, students interested in meeting the A-G subject requirements are able to do so through a combination of LLA classes and concurrent enrollment coursework. For students who are credit deficient, LLA’s graduation requirements and credit recovery programming support students graduating within the four year timeline. 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. Our entire student population is less than 60 students and so we are more than prepared to provide individual pathways to success and to monitor student progress 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 post-high school goals. Our school size limits the amount of services we can provide so we remain a full inclusion model and therefore we are unable to serve all students with Individualized Educational Plans that require more services than are available at LLA. While we offer our students diverse learning opportunities on campus and off, we recognize the need to continually expand those offerings based on evolving student interests and needs. In order to address barriers to accessing learning at LLA, we have hired a part-time intervention specialist to help expand our capacity to support students who have historically missed a lot of school and need additional assistance. We now offer after-school study hall support 2-3 times a week and provide push-in support when needed. In order to improve student access to a broad range of courses, we are also looking to further enhance our school offerings by hiring an additional teacher and offering new professional development opportunities for teachers to observe and collaborate with other High School teachers in their content areas. Met 2024-06-25 2024 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 1 year of ethnic studies and 1 year 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, through 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 By virtue of Gateway’s course requirements and strong systems of support in place, all students at Gateway have access to a rigorous and college-prep sequence of classes that includes all subject areas. " As mentioned above, all students at Gateway have access to and are enrolled in a broad course of study in order to complete our program and receive a diploma. There is no differential access or differentiated expectations. Given that, we are focused on monitoring student learning progress to meet these high expectations as well as supporting students to choose courses that move them towards meeting requirements. Each student is assigned an advisor who helps the student and his/her family make course decisions annually. Advisors are trained and receive coordinated support materials from Gateway’s leadership to ensure all students register for courses that move them towards meeting our broad course requirements. In addition, our school leadership and student support teams monitor student progress in real time and work to provide interventions and supports as needed. We use student learning data from classroom and standardized assessments to analyze and understand achievement. Our proficiency-based grading approach means teachers, students and families have consistent information about how students are accessing and learning content in their courses. See #1 and #2 above. All Gateway students are provided access to a broad course of study. See #1 and #2 above. Met 2024-05-22 2024 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 rotate classes in a typical 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 designated ELD, and throughout all courses in integrated 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 universal offerings include Visual Arts, Music, PE, and Movement. 4th- 8th graders have additional offerings of Teacher’s Apprentice, STEAM, Newspaper, and Drama. This 100% enrichment participation is true for all subgroups, including ELs, students with IEPs, and students from low SES homes. Finally, while not all students benefit from the Dual Language Program since this is determined by the parent at the time of enrollment, we maintain a waitlist to provide opportunities, when possible. 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. Additionally, we are consistently reviewing enrichment opportunities for students to ensure a high level of interest exists and that the enrichments are relevant for students. The LEA is in the process of reviewing the current programs and identifying ways that we can work to support these needs within the constraints of the current budget. Met 2024-06-18 2024 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 Assessment System, and measure phonemic awareness in kindergarten students. We provide early intervention for students in grades K-2 and our K-8 teachers provide differentiation for ELLs and students of all levels through Guided Reading groups, conferencing, and work on comprehension. The same is true for Writers Workshop, where teachers can meet with individuals and small groups to work on organization, structure, mechanics, editing, and revision. We use the Units of Study rubrics from Writers Workshop so that students are able to self-assess, and teachers are able to assess student progress and provide valuable feedback. In addition to collecting data points in literacy, we also track math assessments at least three times a year to measure students’ progress in mathematical reasoning. Our math curricula allow for teachers to work with small groups of mathematicians in order to provide additional support. Our students are also assessed in their artistic development, using portfolio-based assessments aligned with the National Core Arts Standards and the Studio Thinking Framework. Our students have access to rigorous curriculum in English Language Arts and Math. Students experience arts-integrated, project based learning in Science and Social Studies. Examples: kindergarten students learning about the Redwood forests conducting dramatic play about bears hibernating while building a large redwood tree in the classroom. Projects are shared with the community twice a year, when students become the teachers, taking ownership and educating visitors to their classroom about the content that they have studied. Students also receive a robust studio-arts education. K-4 students receive three - 50 minute sessions of dance, visual arts, and music each week. 5th grade students are now provided the option of taking theater. Middle School students choose an elective; 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 a majority of our teachers year over year, but this remains a challenge and we struggled with some mid-year departures this year. One area of growth is in our early literacy program. We currently have a teacher focus group researching early literacy programs that we would like to pilot in the upcoming school year as we have found our past and current curriculum lacking resulting in inconsistent levels of achievement and progress for our students. While we are currently meeting the needs of our IEP students, we have been collaborating with SFUSD, our SELPA provider, to serve students effectively. In recent years we collaborated with our SpEd team to create a bell schedule we could use schoolwide that would ensure that we maximized support for our students with IEPs. Met 2024-06-25 2024 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, 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. New School of San Francisco does not have a special education separate learning classroom. In the 2023-24 school year, 444 students were enrolled in Kindergarten through 8th Grade and all students had access to the above described course offerings. Attendance was, on average, 93.7% 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 continue to be addressed: - 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 2024-06-25 2024 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 2024-06-11 2024 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 2023-2024 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 includes students who have been expelled from their home district, referred by juvenile court or probation, or have been referred through their district’s School Attendance Review Board (SARB). School sites also serve students identified as foster youth, homeless, or pupils who are severely credit deficient and need a non-traditional educational pathway to complete their graduation requirements. 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. Based on a review of science classes, there is a need to improve access to lab-based activities to ensure students are able to meet the Next Generation Science Standards. There is also a need to build and expand opportunities for students to enroll in World Language courses so they can have access to a broad course of study and are able to complete A-G requirements. Continue to expand the number of CTE course offerings for the 2023-24 school year, particularly at Cruikshank court school. Based on feedback from graduating students, establish a healthcare CTE pathway to support students in preparing for the medical field. Provide project-based learning professional development for teachers and provide resources to embed science-based lessons in health and science courses. Expand course offerings in world languages so that all students have access to this A-G requirement. Met 2024-06-20 2024 39103970120717 one.Charter 7 The one.Charter tools and measures used to ensure all students have access to and are enrolled in a broad course of study include a course catalog of offerings, the master schedule which details the daily offering of courses, and the use of a Student Information System (Promis) which is used to enroll students into course offerings. All students have access to required graduation courses and based on individual college and career goals, have access to a variety of elective courses. Students with exceptional needs have counselors and special needs staff evaluate their individual plans and with parental input, their course of study is determined. An analysis of one.Charter course offerings, student schedules and student progress in credits earned for graduation demonstrates that all students have access to and are enrolled in a broad course of study. This is accomplished through a hybrid daily/independent study model. Students are offered support in a classroom setting and can also access on-line curriculum outside of the classroom. Adopting Edmentum as the common curriculum has greatly improved access to rigorous A-G courses for all charter students. 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. 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 2024-06-18 2024 39103970124958 TEAM Charter 7 N/A N/A N/A TEAM Charter School uses locally selected measures to ensure all students have access to a broad course of study. This is reviewed by the Instructional Support TEAM, Director(s) of Education, and Special Education Director through walkthroughs, observations, and our student information system, Powerschool. By enrolling students in a single grade-level course, equal access is maintained. We track attendance and subject access via grade-level enrollment and the master schedule. All TK-5th grade students, including unduplicated students and those with disabilities, are enrolled in English, Math, History-Social Science, and Science, and receive a minimum of 200 minutes of Physical Education every ten days. Additionally, they have integrated Visual and Performing Arts lessons. To support students, we have increased our staff, including a school psychologist, clinician, administrators, attendance resource teachers, the Special Education director, and a school nurse. This year, we will continue to implement the Multi-Tiered System of Supports (MTSS) plan. Additional actions include regular observations and feedback for teachers, monitoring student progress to provide support and intervention, professional learning for teachers on evidence-based strategies, increasing tutoring options, informing parents about grade-level requirements, ensuring all schools offer required subjects, and working with the MTSS committee to address academic, behavioral, and social-emotional needs. Met 2024-06-26 2024 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. At the 9th -12th grade level, the use of a balloting process provides equitable access to students when enrolling in courses. All high school programs develop 4 -Year plans for all students, which assist with ensuring access to a broad courses of study. The VAFS High School Course Catalog is shared with all families/students. The 9th grade Math 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. The Master Schedule for the K-8th grade students ensures equity in enrollment in a broad courses of study where they are instructed with standards-aligned curriculum in both the core curriculum and electives. All students with exceptional needs have IEPs, which provide services and supports for students to access core curriculum in general education classrooms to maintain equitable access to a broad course of study. 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 will continue to evaluate CTE pathways offered based on student interest and is committed to offering the courses that are of interest to students. Venture Academy is going to be expanding the high school elective offerings by 2 additional electives in the upcoming school year based on student interest. Met 2024-06-20 2024 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 course offerings. During the 2023-2024 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 tha 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, 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 educational partners 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 who 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 2024-06-20 2024 39685020126011 Escalon Charter Academy 7 "The mission of the Escalon Charter Academy is to be a ""Gateway to Success"" for all students. Keeping this in mind, the charter monitors the extent to which all students have access to and are enrolled in a broad course of study by analyzing qualitative and quantitative data. This analysis includes a review of the courses/classes that are offered, reviews of class schedules, and monthly Attendance Work Records (AWRs). Furthermore, charter course enrollment data taken from AWRs, our Student Information System (Aeries) and from the Calpads database 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 charter to analyze course enrollment of unduplicated student groups as well as the enrollment of students with exceptional needs." During the 2023-2024 school year, 100% of ECA 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 elementary students have access to and the opportunity to participate 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. Similarly, all ECA secondary students have access to a broad course of studies both within and outside of the school day. Some of the barriers preventing ECA from maximizing broad course of study offerings to all students include inability to access site based electives/clubs/activities like FFA, CTE classes, athletics. As a homeschool program, ECA recognizes that due to a range of reasons access to some activities and clubs, as well as site based courses in a traditional classroom setting are not available to ECA students. However, ECA has the unique ability to provide access to a broad course of study through alternative means. For example, one student completed an aviation ground school course and wants to become a pilot. Another student participated in a Barn Management course, to help prepare for a career in the management of horse stables. ECA students also have greater access to Dual Enrollment options in local Junior Colleges and many have completed a significant amount of college coursework, including an AA degree while concurrently completing the required high school course of study. While ECA students may not have access to some of the traditional school offerings available in brick and mortar settings, they do have the ability to participate in a range of courses that aren't as common, or available, in the traditional setting. Moving forward, ECA will continue to promote access to diverse and individualized learning experiences, in addition to the necessary core courses (e.g. ELA, math, science, history, etc.) for all students. Met 2024-06-20 2024 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 6th 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: SSC, ELAC, DELAC, LCAP Forums, etc. JESD will continue to consult with the EP 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, VPA, health, PE, CTE 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. 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 analysis process. 4. JESD will continue to support staff in their Professional Learning Communities to ensure they have an effective curriculum and ensure all students achieve at high levels. Met 2024-06-20 2024 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 2023-24 school year, 100% of Lincoln Unified students had full access to a broad course of studies as defined by California Education Code 51210 and 51220 (a)-(i). At this time there are no significant barriers. 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 2024-06-26 2024 39685690132415 John McCandless Charter 7 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, 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 2023-24 school year, 100% of JMC students had full access to a broad course of studies as defined by California Education Code 51210 and 51220 (a)-(i). At this time there are no significant barriers. 1. 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. 2. For the 2023-2024 school year, 100% of JMC students had full access to a broad course of study as defined by California Education Cade 51210 and 51220 (a) - (i). 3. 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. 4. JMC will respond to the barrier by reducing pull-out supports and implementing Universal Design for Learning strategies in mainstream classrooms. Met 2024-06-25 2024 39685770000000 Linden Unified 7 Linden Unified School District is using the following measures to track the extent to which all students have access to, and are enrolled in, a broad course of studies: (1) Customizable Aeries reporting for specific groups provide relevant data; (2) Courses are A-G approved (as appropriate) and are taught by credentialed teachers; (3) Site administrators, Dean of Students, and counseling staff meet with students individually to enroll students in a pathway of courses. All students in Linden Unified have access to, and are enrolled in, a broad course of study as demonstrated in Aeries reporting. Due to structural difference, Linden High School (comprehensive high school) and PRIDE High School (continuation high school) offer courses that are structured differently, yet address the same California standards. This is a common difference between comprehensive and continuation high schools. Small schools make learning in Linden unique and offer a distinct close-knit community feel to studying there. At the same time, students attending small schools, historically did not have access to the variety of elective courses as their counterparts attending larger urban schools. In order to bring more educational options traditionally not found in small schools to Linden students, the AP program was expanded to include AP Biology and the Dual Enrollment program with SJ Delta College. Met 2024-06-21 2024 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. Based on the structure of self-contained classrooms in grades TK-6, which includes all academic subjects, students 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. High school students have access to a broad course of study as outlined in the course catalog, approved yearly by the Lodi USD Board. These courses include dual enrollment for obtaining college credit, Visual and Performing Arts (VAPA), Career and Technical Education (CTE), Advanced Placement (AP), as well as required English, math, science, history./social science, foreign language, and elective offerings that provide opportunities for students to meet the UC/CSU graduation requirements. 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 Individual Education Plan (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 2024-06-18 2024 39685850101956 Aspire Benjamin Holt College Preparatory Academy 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 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 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. Beginning in 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 guidel 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, Rio Valley Charter School endeavors Rio Valley Charter School is committed to increasing their College and Career Indicator 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. Met 2024-06-17 2024 39685850133678 Aspire Benjamin Holt Middle 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 39685856116594 Aspire Vincent Shalvey Academy 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 39685856117675 Joe Serna Jr. Charter 7 Took from question 4 response: JSJCS provides preparation for a broad course of study by providing fully credentialed teachers, access to all content including language arts, Spanish language arts, math, science, PE, music, art, and dance. Students are also placed in small class sizes, 21-22 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 courses. 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. There are no barriers preventing us from providing access to a broad course of study for 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 will continue to ensure that all students including K-8 low income and English Learners have access to a broad course of study by having instruction in ELA, SLA, Math, Science, PE, Music, and dance. 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. Middle school students also have access to Health instruction including principles and practices of individual, family, and community health related topics. Students are enrolled in math, ELA, Spanish Language Arts (SLA), Social Science, PE, Science, and AVID. Kindergarten through 5th grade also participate in performing arts including dance, art, and music. As a dual language school, many students obtain their pathway to the seal of biliteracy in 3rd, 5th and 8th grades and have earned high school credit for a second language by the time they complete 8th grade. Met 2024-05-15 2024 39685856118921 Aspire River Oaks Charter 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 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, VAPA, CTE courses and upper level language courses *Percentage of currently enrolled Socio-economically disadvantaged students in high school should mirror enrollment in AP courses, VAPA, CTE 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 (91.2%). MUSD also tracks enrollment in specific courses by student group. All students are represented in: AP classes: 15%; VAPA classes: 63%; CTE classes: 72%; Upper-level world language classes: 7.6%. English Learner (EL) and Reclassified Fluent English Proficient (RFEP) students enrolled in high school (43% in 23-24 CALPADS) Representation in: AP classes: 17%; VAPA classes: 57%; CTE classes: 68%; Upper-level world language classes: 11%. Socio-economically disadvantaged students enrolled in high school (70% in 23-24 CALPADS) Representation in: AP classes: 13%; VAPA classes: 38%; CTE classes 63Upper-level world language classes: 7%. 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 VAPA and CTE courses. Socio-economically disadvantaged students are below their enrollment representation in AP classes, VAPA and CTE classes while they are very close to equal representation (.6%) in upper-level world language classes. Elementary grades are necessarily enrolled in all courses offered and modifications to schedules have We first have to know exactly where each group of students is, and lack of time and training in data programs 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. Having the ability to disaggregate outcomes and see the disproportionalities takes training and practice. Teacher confidence in being able to scaffold the standards for all students can also be a barrier. We continue to work toward the necessary changes to meet the needs of all our students. MUSD is employing additional individuals or programs focusing on the disaggregation of data, and the review of the equitable outcomes for students. Counselors will 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 departments, grade levels and sites are reviewing data by student group, the knowledge of which helps prompt actions to provide access to a broad course of study for all. Met 2024-06-18 2024 39686190000000 New Hope 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. 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. 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. NHESD is a small, rural single school district. Because of the limited certificated staffing available, providing students with access to a foreign language is not reasonable. Met 2024-06-18 2024 39686270000000 New Jerusalem Elementary 7 New Jerusalem employs several methods to ensure all students have access to a comprehensive curriculum. We monitor the enrollment of students in special education, Section 504, and English Language Learner programs to ensure they receive necessary accommodations and services. Additionally, we track participation in our Expanded Learning Program and the Emerging Falcons English Language Learner after-school programs, which equip students with extra skills for success in diverse courses. We also follow the engagement of students in extracurricular activities, including sports for grades 5-8, music, 4H for grades K-8, and differentiated studies for both upper and lower elementary levels, enhancing their exposure to a wide range of educational opportunities. New Jerusalem is dedicated to offering a comprehensive educational program accessible to all students. Recent improvements are evident in Diebels and NWEA MAP results, demonstrating enhanced access to diverse courses. We've partnered with Delta Charter High School to allow junior high students to earn high school credits in electives such as Horticulture and Spanish. Additionally, Heggerty has been introduced as a Tier 1 phonemic awareness support for grades K-6 and as Tier 2 support for struggling students. Additional resources for student support include the after-school Power Hour, IXL intervention, Reflex Math, Emerging Falcons, and in-class interventions. New Jerusalem remains committed to providing a high-quality education that prepares students for future success, continuously monitoring and adapting our strategies to ensure every student has the opportunity to thrive. Despite significant efforts to eliminate educational barriers, disparities still exist among student groups in accessing advanced programs at New Jerusalem. Students from lower-income backgrounds or those who are English Language Learners often encounter additional challenges, including difficulties in understanding course material, adapting to teaching strategies, and accessing advanced courses. The school acknowledges these issues and is actively addressing them with targeted measures. Initiatives include after-school tutoring and comprehensive support systems like IXL and an enhanced English Language academic support and intervention program. These efforts aim to equalize educational opportunities and help all students achieve their full potential. New Jerusalem has launched several initiatives to ensure that all students have access to a wide range of educational opportunities. In collaboration with a local high school, we offer classes in Horticulture and Spanish to our junior high students, allowing them to earn high school credits. Our Expanded Learning Program, an after-school initiative, includes a Power Hour dedicated to assisting struggling students. Additionally, we have developed the Emerging Falcons program, an after-school intervention specifically designed for English Language Learner (ELL) students. Students are also encouraged to engage in extracurricular activities outside regular school hours, including 4H, music, and sports. Recognizing disparities in access to advanced programs, particularly among students from lower-income backgrounds and ELLs, we are actively working to bridge these gaps through targeted interventions and support services. This includes leveraging resources from our English Learner Advisory Committee (ELAC), District English Learner Advisory Committee (DELAC), and Multicultural Club. New Jerusalem remains committed to monitoring our progress in these areas and will continue to implement measures to ensure that every student has equal opportunities to succeed. Met 2024-06-25 2024 39686270117796 New Jerusalem 7 New Jerusalem utilizes a variety of metrics and tools to ensure that all students have access to and are actively enrolled in a diverse range of educational programs. One such metric involves monitoring the enrollment of students in special education, Section 504, and English Language Learner programs, verifying that they receive the necessary accommodations and services for comprehensive educational access. Additionally, the school tracks participation in the Expanded Learning Program and the Emerging Falcons English Language Learner intervention programs held after school. These programs are designed to equip students with the additional skills and knowledge necessary for success across various subjects. New Jerusalem also keeps records of student involvement in extracurricular activities, including sports for grades 5th-8th, music, 4-H for grades K-8th, and differentiated instruction program for upper and lower elementary students. Participation in these activities is another key measure of student engagement in a broad curriculum, providing valuable learning opportunities beyond the traditional classroom setting. New Jerusalem is dedicated to ensuring all students have access to and are enrolled in a comprehensive course of study. In recent years, the school has demonstrated significant improvements in student accessibility to a wide range of academic programs, as evidenced by improved Diebels and NWEA MAP scores. Collaborating with Delta Charter High School, New Jerusalem now offers junior high students the opportunity to earn high school credits in elective classes such as Horticulture and Spanish. The school has introduced Heggerty as a Tier 1 phonemic awareness program for students in grades K-6 and provides additional phonics instruction as Tier 2 support for those who need extra help. Moreover, New Jerusalem supports struggling students through various initiatives, including the after-school Power Hour, IXL and Reflex Math interventions, Emerging Falcons, and other in-class interventions. Committed to delivering a high-quality education, New Jerusalem continuously monitors its educational offerings to ensure every student has equitable opportunities for success. The school remains steadfast in its commitment to enhance its educational programs and support mechanisms to prepare all students for future achievements. Despite considerable efforts to eliminate barriers, disparities still exist among student groups in accessing and enrolling in advanced programs. Students from lower-income backgrounds and English Language Learners, for example, may encounter additional challenges such as understanding complex concepts, adapting to teaching strategies and materials, and accessing advanced courses. The school recognizes these challenges and is actively addressing them through targeted interventions. These include after-school tutoring and enhanced academic support for English Language Learners, as well as utilizing resources like IXL to support and develop a comprehensive English Language academic support and intervention framework. New Jerusalem has launched several initiatives to provide all students with access to a diverse curriculum. The school has established a partnership with a local high school, allowing junior high students to earn high school credits, an Expanded Learning Program has been introduced, featuring a Power Hour designed to assist struggling students. The school has also initiated the Emerging Falcons program, an after-school intervention tailored for English Language Learners. Beyond regular school hours, students are encouraged to engage in extracurricular activities such as 4-H, music, sports, and IXL. To address the unequal access to advanced programs experienced by students from lower-income families or those who are English Language Learners, New Jerusalem is actively implementing targeted interventions. These efforts are supported through collaboration with our ELAC/DELAC and Multicultural Club. New Jerusalem remains committed to ongoing evaluation and adaptation of these programs to ensure equitable opportunities for every student's success. Met 2024-06-25 2024 39686270126755 ABLE Charter 7 ABLE Charter is committed to ensuring all students have access to and are enrolled in a broad course of study, as specified in the California Education Code. To effectively track this, we use a combination of locally selected measures and tools tailored to different grade spans and student groups. Here’s a brief overview of these tools: Course Enrollment Data: Description: Regularly collected data on student enrollment in various courses. Application: Analyzes the distribution of students across all required subjects, elective courses, and specialized programs. Frequency: Collected and reviewed each semester. Student Information System (SIS): Description: A comprehensive digital platform that houses student data, including course enrollment, attendance, grades, and demographic information. Application: Monitors individual student progress and overall school enrollment patterns to ensure equitable access. Frequency: Updated in real-time, with monthly reports generated for analysis. Annual Course Audits: Description: Detailed audits conducted to evaluate the availability and quality of courses offered in compliance with the California Education Code. Application: Ensures that the school’s curriculum meets state standards and identifies any gaps in course offerings. Frequency: Conducted at the end of each academic year. ABLE Charter has evaluated student access to and enrollment in a broad course of study using various measures and tools. Our findings indicate no significant differences across school sites or student groups. All students, including unduplicated groups and individuals with exceptional needs, have equitable access to and are enrolled in a comprehensive range of courses, with some limitations noted. Access and Enrollment Data Grades 1-6 Access: All students have access to core subjects (English Language Arts, Mathematics, Science, Social Studies) and enrichment courses (Art, Music, Physical Education). Enrollment: Nearly 100% enrollment in core subjects and 85% participation in enrichment courses. Consistency: Consistent access and enrollment across all elementary school sites. Grades 7-12 Access: Students have access to a comprehensive range of courses, but AP course offerings are limited and there are no CTE programs. Enrollment: High enrollment in core subjects; limited opportunities for AP courses. Consistency: Enrollment patterns are consistent across all secondary school sites. Special Programs Enrollment Data Unduplicated Student Groups (English learners, foster youth, low-income students): Access: All required courses and specialized support programs are available. Enrollment: High participation in core subjects; enrollment in elective courses comparable to the general student population. Consistency: Consistent enrollment rates across these student groups. ABLE Charter has identified key barriers that prevent us from providing a broad course of study to all students. A significant challenge is offering Career and Technical Education (CTE) programs within our high school, which enrolls fewer than 300 students. Small Student Population Challenge: With fewer than 300 students in our high school, it is challenging to offer a wide variety of CTE courses. These programs typically require specialized equipment, dedicated teaching staff, and significant financial investment. Impact: The small student population limits the feasibility of running multiple CTE programs concurrently, reducing the diversity of available course options. Resource Allocation Challenge: The financial and human resources required to implement and sustain CTE programs are substantial. With limited funding, prioritizing core academic subjects and necessary enrichment courses often takes precedence. Impact: Limited resources make it difficult to invest in the infrastructure and faculty needed for CTE programs without compromising other essential educational services. Specialized Staffing Challenge: Recruiting and retaining qualified instructors for CTE courses is difficult, especially when the student population size does not justify full-time positions for each specialized area. Impact: The lack of specialized staff restricts the school's ability to offer diverse and high-quality CTE courses Based on the results from our evaluation tools and locally selected measures, ABLE Charter has identified several revisions, decisions, and new actions to ensure that all students have access to a broad course of study, despite the challenges posed by our small high school size. Current and Future Actions Exploring Partnerships with Community Colleges and Local Businesses Action: Establish partnerships with nearby community colleges and local businesses to offer CTE courses and programs. Impact: This will provide students with opportunities to engage in CTE programs off-campus, broadening their access to vocational education and training. Enhancing Extracurricular and Co-curricular Activities Action: Increase the number and variety of extracurricular and co-curricular activities that focus on career skills and technical training. Impact: These activities will complement academic learning and provide practical skills and experiences that are valuable for students’ future careers. Regular Feedback and Assessment Action: Continuously gather feedback from students, parents, and teachers to assess the effectiveness of new initiatives and make necessary adjustments. Impact: Ongoing evaluation and responsiveness to stakeholder feedback will ensure that the implemented actions meet the evolving needs of our students. Met 2024-06-17 2024 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, 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 participate in courses that offer remediation and extensions of learning, as well as provide 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. Barriers include access to Wi-Fi and school materials, especially for 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 7th and 8th graders (those who completed the 6th or 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. Math Lab 2 course was added for struggling 10th graders to support their grade-level math course. This is in addition to the already running 9th grade ELA and Math Labs. After-hours support was also provided at the high school to our MVK students and students with IEPs to support their work in A-G courses. Met 2024-06-13 2024 39686270129890 Delta Home Charter 7 Delta Home Charter Elementary School monitors its adherence to Priority 7 Standards by analyzing a mix of qualitative and quantitative data. This approach helps review and assess the school's course offerings, class and school schedules, and curriculum, ensuring that all students have access to and are participating in a comprehensive course of study. To track this information effectively, Delta Home utilizes several tools, including the student information system (AERIES), feedback from the digital curriculum product (Edgenuity), data from CALPADS, and reports from our Special Education program (SEIS). Delta Home offers a variety of core curriculums to families, available both online and in book format. The book-based curriculums include online components that can be accessed via Clever or directly through the publisher's website. Additionally, we provide supplemental curriculum materials for ELA, Math, History, and Science. To ensure that students receive the appropriate curriculum; all staff members have access to Follett. Several barriers hinder Delta Home Charter School from expanding its broad course of study offerings for all students. These include the constraints of the typical school day, which limits the time available for students to enroll in additional courses. Transportation challenges also affect student attendance at our enrichment program, though this program does provide an opportunity for extended learning beyond the regular school day. Furthermore, limited space in our facilities restricts our ability to offer more courses during regular school hours. We are committed to fostering the ideal learning environment by addressing the non-academic needs of our students. Our aim is to ensure that all students can fully engage in their education by removing barriers associated with income, transportation, language, family or guardian involvement, special needs, and other factors identified within our community. We will offer language acquisition support to English Learners, ensuring their steady advancement towards English proficiency. Additionally, we will maintain continuous monitoring and support for reclassified English learners. Met 2024-06-25 2024 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. 100% of Valley View Charter Prep’s students have 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 standards aligned. 100% of Valley View Charter Prep’s students have 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, careful decision-making, and the utilization of the LCAP, Valley View Charter Prep endeavors to 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 2024-06-13 2024 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. Our inclusion special education program ensures that our students have equitable access to the curriculum since we do not have special day classes. There are no difference, as we are an independent charter school. There are no barriers to prevent AJMHA from providing access to a broad course of study for all students. There are no revisions at this time Met 2024-06-11 2024 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. The 2023-2024 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. Insight will be offering new math options for the 2024-2025 school year in hopes that it allows for more students to access the curriculum successfully and show growth. Developmental and Continuing Algebra courses (this allows for students to engage with the Algebra curriculum at a slower pace to support mastery), along with Integrated math which includes a mixture of Algebra and Geometry content. Met 2024-06-14 2024 39686270136028 Delta Keys Charter 7 Delta Keys provides access to online syllabi via Edgenuity.com, available to all students. Edgenuity boasts a wide range of Common Core approved courses tailored for California, which are consistently updated to maintain approval and expanded with new courses annually. Edgenuity's courses cater to all grade levels at Delta Keys and are available in 28 different languages. Delta Keys monitors the enrollment of students in the special education program and Section 504, ensuring they receive the necessary accommodations and services for a comprehensive course of study. Additionally, Delta Keys tracks the participation of students in various Vendor Programs, encompassing extracurricular activities such as sports, music, robotics, martial arts, culinary arts, and more. Delta Keys employs the NWEA MAP benchmark testing to monitor the progress of all enrolled students over time. Each student participates in the NWEA MAP benchmark at least twice, with their progress being diligently tracked and measured. In recent years, Delta Keys has utilized NWEA MAP assessments to guarantee that every student benefits from a comprehensive curriculum. The Edgenuity program provides an Individualized Learning Path (ILP) for additional assistance to students identified through NWEA MAP assessments or teacher recommendations. A tailored intervention system ensures that these students receive the necessary support to thrive. To summarize, Delta Keys is dedicated to delivering a high-quality education to all students, equipping them for future achievements. The institution remains vigilant in overseeing access to a wide-ranging course of study and persists in implementing strategies to affirm that every student has the chance to succeed. Despite significant efforts to eliminate barriers, certain disparities continue to create obstacles for various student groups. For instance, students from lower-income households and those who are learning English may encounter additional challenges in understanding course concepts and may have difficulties with technology, which is a fundamental requirement for Delta Keys. The school recognizes these issues and is actively working to mitigate them through specific interventions and support services, including targeted tutoring, resource center access, and the implementation of Individualized Learning Plans (ILPs). Furthermore, Delta Keys has established an English Learner Advisory Committee (ELAC) to engage the families of English Learners (ELs) in efforts to boost attendance and academic achievement. Delta Keys has launched multiple initiatives to guarantee all students access to a comprehensive curriculum. Resource Centers are available five days a week for students to independently engage with teachers face-to-face. Targeted students receive online and/or in-person tutoring to deliver necessary interventions and additional support. The school administration reaches out to families when students require further assistance for academic success. Ongoing structured tutoring sessions, both in-person and digital, are arranged to aid targeted students. Delta Keys is committed to employing bilingual staff to assist EL students and their families. Met 2024-06-25 2024 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 2024-06-25 2024 39686276119309 Delta Charter 7 Delta Charter School employs several locally selected measures to ensure student readiness for higher education and careers. One key metric involves tracking enrollment and completion rates of students in courses that fulfill the A-G requirements, essential for admission to the University of California and California State University systems. Additionally, the school monitors the engagement in Career Technical Education (CTE) courses, which equip students with vital skills and knowledge for various industries. Another important measure is the assessment of student participation in extracurricular activities, including sports, music, and theater. This evaluation helps the school understand the extent of student involvement in programs that enhance their educational experience. Moreover, Delta Charter reviews the participation of students in early college courses that offer opportunities for earning college credit and gaining advanced standing in higher education. Furthermore, the school carefully tracks the enrollment of students in special education programs and those under Section 504 plans, ensuring they receive necessary accommodations and services. This monitoring guarantees that all students have equitable access to a comprehensive course of study, aligning with Delta Charter School’s commitment to fostering an inclusive and supportive educational environment. Delta Charter School is dedicated to offering a comprehensive curriculum that encompasses a wide array of challenging academic subjects. Over recent years, the school has shown considerable improvement in expanding access to diverse educational opportunities, as evidenced by the results from the NWEA MAP assessments. To 2024-25 Local Performance Indicator Self-Reflection for Delta Charter School Page 18 of 21 further enhance the academic offerings, the school has launched several initiatives aimed at increasing student enrollment in advanced courses. These initiatives include using assessments and teacher recommendations to expand advanced mathematics classes and introduce Advanced Placement (AP) courses. Additionally, Delta Charter School provides robust support for students who may be struggling. This support includes after-school tutoring, IXL intervention support, and in-class interventions, all designed to help students fully engage with and benefit from the academic programs available. Committed to delivering a high-quality education that prepares students for future success, Delta Charter School remains focused on ensuring equitable access to a broad course of study. The school continually monitors progress in this area and is proactive in implementing strategies to ensure that every student has the opportunity to succeed. Despite significant efforts to eliminate barriers, disparities in access to and enrollment in advanced courses persist among student groups. For instance, students from lower-income backgrounds or those learning English may encounter extra challenges in understanding materials and benefiting from teaching strategies in advanced courses. The school recognizes these issues and is actively working to mitigate them with targeted interventions and support services, including after-school tutoring, IXL, and the continued enhancement of a comprehensive academic support and intervention program for English learners. Delta Charter School has launched multiple initiatives to guarantee a comprehensive curriculum for every student. The school has expanded its advanced course offerings, provided extra assistance for students facing difficulties, and promoted participation in extracurricular academic programs. Efforts are also underway to rectify the unequal access to these advanced courses among various student demographics, including those from economically disadvantaged backgrounds or English language learners, by implementing specialized interventions and support mechanisms. Delta Charter School is committed to ongoing evaluation and will take additional measures as needed to secure equitable success opportunities for all students. Met 2024-06-25 2024 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 2024-06-27 2024 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 3 of a dual language academy that will move to include grades kindergarten through 4 in 2024/2025. 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), have added an art teacher, and offer Spanish language in grades 5-8. Date taken to local governing board: June 27, 2024 Met 2024-06-27 2024 39686500125849 California Connections Academy Northern California 7 California Connections Academy offers a diverse curriculum to all students, annually reviewing courses to optimize staff expertise and meet student needs. The Board evaluates these offerings. Given our online platform, courses are accessible anytime, eliminating constraints of traditional scheduling or location. Understanding graduation challenges, our high school team introduced Project Success. In 2022-2023, at-risk students achieved a 94.5% pass rate; by 2023-2024, this rose to 96.5%, motivating program expansion. Since 2020, our in-house summer school has replaced third-party programs, enhancing success rates from 77% pass and 85% graduation in 2020 to 83% pass and 95% graduation in 2023. These initiatives combat learning loss, underpinning our commitment to student success and equitable education access. They foster a supportive learning environment, empowering students to excel academically and reach their educational milestones. 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 has developed 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 2024-06-04 2024 39686760000000 Stockton Unified 7 Stockton Unified School District (SUSD) utilizes several locally selected measures and tools to track the extent to which all students, including unduplicated student groups (UPC) and individuals with exceptional needs (SWD), have access to and are enrolled in a broad course of study. These tools include Synergy Reports, Course Catalog Audits, Transcripts Evaluation Services (TES), MESA Reports, and Ensuring Success Plans Reviews. Using Stockton Unified School District's (SUSD) locally selected measures and tools, such as Synergy Reports, Course Catalog Audits, Transcripts Evaluation Services (TES), MESA Reports, and Ensuring Success Plans Reviews, it is evident that access to and enrollment in a broad course of study varies across school sites and student groups. Overall, 66% to 99% of all students are enrolled in a broad course of study. However, when disaggregated, unduplicated students (UPC) have slightly higher access and enrollment rates, ranging from 67% to 99%, while students with disabilities (SWD) show a broader range of 60% to 99%. These variations indicate that while most students have substantial access, there are discrepancies, particularly for students with disabilities, who may face more significant barriers. Progress over time shows an improvement in tracking and ensuring access, with ongoing actions such as reviewing graduation requirements and expanding the use of college and career reports aimed at addressing these gaps and promoting equitable access to a broad course of study for all students. The results from Stockton Unified School District's (SUSD) locally selected measures reveal several barriers to providing access to a broad course of study for all students. Resource allocation issues, such as a lack of qualified teachers and instructional materials in underfunded areas, significantly limit educational opportunities. Additionally, students with disabilities (SWD) face gaps due to insufficient support for individualized education plans (IEPs), and unduplicated students (UPC) encounter scheduling conflicts and socioeconomic constraints that hinder their enrollment in diverse courses. Further challenges include disparities in equity and inclusion, with language barriers and limited access to advanced placement or elective courses affecting unduplicated students. Insufficient guidance and awareness among students and parents about course availability lead to under-enrollment, while technological and infrastructural limitations, particularly in lower-income schools, restrict access to essential online resources. Addressing these barriers requires targeted initiatives, increased investment in technology, and enhanced support for individualized learning plans to ensure equitable access for all students. In response to the identified barriers, Stockton Unified School District (SUSD) will implement several strategic revisions and actions to ensure all students have access to a broad course of study. These include reallocating resources to ensure underfunded schools receive necessary instructional materials and qualified teachers, and expanding professional development to enhance staff capacity for supporting diverse course offerings. Additionally, SUSD will increase support for individualized education plans (IEPs) for students with disabilities (SWD) and create more flexible scheduling options to help unduplicated students (UPC) balance academic and personal responsibilities. To further address equity and inclusion, SUSD will launch targeted initiatives to provide advanced placement and elective courses to underserved student groups, alongside comprehensive guidance programs to increase awareness of available courses. Investments in technological infrastructure will ensure that all students, particularly those in lower-income schools, have access to online and digital learning resources. The district will also establish advisory boards to continually review and adjust policies, ensuring that the course offerings meet the evolving needs of the student population. These actions aim to create a more inclusive and equitable educational environment, promoting broader access to diverse academic opportunities for all students. Met 2024-06-25 2024 39686760108647 Aspire Rosa Parks Academy 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 39686760111336 Pittman Charter 7 Stockton Unified School District (SUSD) utilizes several locally selected measures and tools to track the extent to which all students, including unduplicated student groups (UPC) and individuals with exceptional needs (SWD), have access to and are enrolled in a broad course of study. These tools include Synergy Reports, Course Catalog Audits, Transcripts Evaluation Services (TES), MESA Reports, and Ensuring Success Plans Reviews. Using Stockton Unified School District's (SUSD) locally selected measures and tools, such as Synergy Reports, Course Catalog Audits, Transcripts Evaluation Services (TES), MESA Reports, and Ensuring Success Plans Reviews, it is evident that access to and enrollment in a broad course of study varies across school sites and student groups. Overall, 66% to 99% of all students are enrolled in a broad course of study. However, when disaggregated, unduplicated students (UPC) have slightly higher access and enrollment rates, ranging from 67% to 99%, while students with disabilities (SWD) show a broader range of 60% to 99%. These variations indicate that while most students have substantial access, there are discrepancies, particularly for students with disabilities, who may face more significant barriers. Progress over time shows an improvement in tracking and ensuring access, with ongoing actions such as reviewing graduation requirements and expanding the use of college and career reports aimed at addressing these gaps and promoting equitable access to a broad course of study for all students. The results from Stockton Unified School District's (SUSD) locally selected measures reveal several barriers to providing access to a broad course of study for all students. Resource allocation issues, such as a lack of qualified teachers and instructional materials in underfunded areas, significantly limit educational opportunities. Additionally, students with disabilities (SWD) face gaps due to insufficient support for individualized education plans (IEPs), and unduplicated students (UPC) encounter scheduling conflicts and socioeconomic constraints that hinder their enrollment in diverse courses. Further challenges include disparities in equity and inclusion, with language barriers and limited access to advanced placement or elective courses affecting unduplicated students. Insufficient guidance and awareness among students and parents about course availability lead to under-enrollment, while technological and infrastructural limitations, particularly in lower-income schools, restrict access to essential online resources. Addressing these barriers requires targeted initiatives, increased investment in technology, and enhanced support for individualized learning plans to ensure equitable access for all students. In response to the identified barriers, Stockton Unified School District (SUSD) will implement several strategic revisions and actions to ensure all students have access to a broad course of study. These include reallocating resources to ensure underfunded schools receive necessary instructional materials and qualified teachers, and expanding professional development to enhance staff capacity for supporting diverse course offerings. Additionally, SUSD will increase support for individualized education plans (IEPs) for students with disabilities (SWD) and create more flexible scheduling options to help unduplicated students (UPC) balance academic and personal responsibilities. To further address equity and inclusion, SUSD will launch targeted initiatives to provide advanced placement and elective courses to underserved student groups, alongside comprehensive guidance programs to increase awareness of available courses. Investments in technological infrastructure will ensure that all students, particularly those in lower-income schools, have access to online and digital learning resources. The district will also establish advisory boards to continually review and adjust policies, ensuring that the course offerings meet the evolving needs of the student population. These actions aim to create a more inclusive and equitable educational environment, promoting broader access to diverse academic opportunities for all students. Met 2024-05-20 2024 39686760114876 Aspire Port City Academy 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 39686760117853 Dr. Lewis Dolphin Stallworth Sr. Charter 7 Internal tracking system are NWEA MAP and currently implemented iReady. Primary Grades add diagnostics and Running Records. Parents and students have access to scored performance and recently implemented goal-setting counseling for performance, in addition to early intervention. The current LEA barriers include major attendance issues. The current revisions are the intensive intervention and new ELA curriculum designed to meet the LEA specific needs. Met 2024-06-19 2024 39686760118497 Aspire Langston Hughes Academy 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 39686760119743 Stockton Early College Academy 7 Stockton Unified School District (SUSD) utilizes several locally selected measures and tools to track the extent to which all students, including unduplicated student groups (UPC) and individuals with exceptional needs (SWD), have access to and are enrolled in a broad course of study. These tools include Synergy Reports, Course Catalog Audits, Transcripts Evaluation Services (TES), MESA Reports, and Ensuring Success Plans Reviews. Using Stockton Unified School District's (SUSD) locally selected measures and tools, such as Synergy Reports, Course Catalog Audits, Transcripts Evaluation Services (TES), MESA Reports, and Ensuring Success Plans Reviews, it is evident that access to and enrollment in a broad course of study varies across school sites and student groups. Overall, 66% to 99% of all students are enrolled in a broad course of study. However, when disaggregated, unduplicated students (UPC) have slightly higher access and enrollment rates, ranging from 67% to 99%, while students with disabilities (SWD) show a broader range of 60% to 99%. These variations indicate that while most students have substantial access, there are discrepancies, particularly for students with disabilities, who may face more significant barriers. Progress over time shows an improvement in tracking and ensuring access, with ongoing actions such as reviewing graduation requirements and expanding the use of college and career reports aimed at addressing these gaps and promoting equitable access to a broad course of study for all students. The results from Stockton Unified School District's (SUSD) locally selected measures reveal several barriers to providing access to a broad course of study for all students. Resource allocation issues, such as a lack of qualified teachers and instructional materials in underfunded areas, significantly limit educational opportunities. Additionally, students with disabilities (SWD) face gaps due to insufficient support for individualized education plans (IEPs), and unduplicated students (UPC) encounter scheduling conflicts and socioeconomic constraints that hinder their enrollment in diverse courses. Further challenges include disparities in equity and inclusion, with language barriers and limited access to advanced placement or elective courses affecting unduplicated students. Insufficient guidance and awareness among students and parents about course availability lead to under-enrollment, while technological and infrastructural limitations, particularly in lower-income schools, restrict access to essential online resources. Addressing these barriers requires targeted initiatives, increased investment in technology, and enhanced support for individualized learning plans to ensure equitable access for all students. In response to the identified barriers, Stockton Unified School District (SUSD) will implement several strategic revisions and actions to ensure all students have access to a broad course of study. These include reallocating resources to ensure underfunded schools receive necessary instructional materials and qualified teachers, and expanding professional development to enhance staff capacity for supporting diverse course offerings. Additionally, SUSD will increase support for individualized education plans (IEPs) for students with disabilities (SWD) and create more flexible scheduling options to help unduplicated students (UPC) balance academic and personal responsibilities. To further address equity and inclusion, SUSD will launch targeted initiatives to provide advanced placement and elective courses to underserved student groups, alongside comprehensive guidance programs to increase awareness of available courses. Investments in technological infrastructure will ensure that all students, particularly those in lower-income schools, have access to online and digital learning resources. The district will also establish advisory boards to continually review and adjust policies, ensuring that the course offerings meet the evolving needs of the student population. These actions aim to create a more inclusive and equitable educational environment, promoting broader access to diverse academic opportunities for all students. Met 2024-05-09 2024 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 students are supported in access to the globally recognized, academically robust IB Primary Years Program. Students with special needs are supported by an Educational Specialist. English Learners are supported in their academic journey as they navigate language acquisition as well as academic content. Counseling staff provides students with social and emotional support so that they can develop the tools needed to successfully access the course of study in which they are enrolled. All students are enrolled in a broad course of study. Stockton Collegiate continues to provide access to a broad course of study with the available financial and human resources. The ongoing process of evaluation, reflection, and action identifies best practices to support fulfillment of the school's mission to deliver access to and successful engagement with the PYP for all students. Stockton Collegiate continues an ongoing process of evaluation, reflection, and action to identify best practices to ensure that the access the school provides to a broad course of study also includes the approaches to learning supports that help students effectively leverage that access to become critically thinking, problem solving, life-long learners able to make productive life choices. Met 2024-06-27 2024 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 students are supported in access to the globally recognized, academically robust IB Middle Years Program and Diploma Program. Students with special needs are supported by an Educational Specialist. English Learners are supported in their academic journey as they navigate language acquisition as well as academic content. Counseling staff provides students with social and emotional support so that they can develop the tools needed to successfully access the course of study in which they are enrolled. All students are enrolled in a broad course of study. Stockton Collegiate continues to provide access to a broad course of study with the available financial and human resources. The ongoing process of evaluation, reflection, and action identifies best practices to support fulfillment of the school's mission to deliver access to and successful engagement with the MYP and DP for all students. Stockton Collegiate continues an ongoing process of evaluation, reflection, and action to identify best practices to ensure that the access the school provides to a broad course of study also includes the approaches to learning supports that help students effectively leverage that access to become critically thinking, problem solving, life-long learners able to make productive life choices. Met 2024-06-27 2024 39686760121541 Aspire APEX Academy 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 39686760123802 Health Careers Academy 7 Stockton Unified School District (SUSD) utilizes several locally selected measures and tools to track the extent to which all students, including unduplicated student groups (UPC) and individuals with exceptional needs (SWD), have access to and are enrolled in a broad course of study. These tools include Synergy Reports, Course Catalog Audits, Transcripts Evaluation Services (TES), MESA Reports, and Ensuring Success Plans Reviews. Using Stockton Unified School District's (SUSD) locally selected measures and tools, such as Synergy Reports, Course Catalog Audits, Transcripts Evaluation Services (TES), MESA Reports, and Ensuring Success Plans Reviews, it is evident that access to and enrollment in a broad course of study varies across school sites and student groups. Overall, 66% to 99% of all students are enrolled in a broad course of study. However, when disaggregated, unduplicated students (UPC) have slightly higher access and enrollment rates, ranging from 67% to 99%, while students with disabilities (SWD) show a broader range of 60% to 99%. These variations indicate that while most students have substantial access, there are discrepancies, particularly for students with disabilities, who may face more significant barriers. Progress over time shows an improvement in tracking and ensuring access, with ongoing actions such as reviewing graduation requirements and expanding the use of college and career reports aimed at addressing these gaps and promoting equitable access to a broad course of study for all students. The results from Stockton Unified School District's (SUSD) locally selected measures reveal several barriers to providing access to a broad course of study for all students. Resource allocation issues, such as a lack of qualified teachers and instructional materials in underfunded areas, significantly limit educational opportunities. Additionally, students with disabilities (SWD) face gaps due to insufficient support for individualized education plans (IEPs), and unduplicated students (UPC) encounter scheduling conflicts and socioeconomic constraints that hinder their enrollment in diverse courses. Further challenges include disparities in equity and inclusion, with language barriers and limited access to advanced placement or elective courses affecting unduplicated students. Insufficient guidance and awareness among students and parents about course availability lead to under-enrollment, while technological and infrastructural limitations, particularly in lower-income schools, restrict access to essential online resources. Addressing these barriers requires targeted initiatives, increased investment in technology, and enhanced support for individualized learning plans to ensure equitable access for all students. In response to the identified barriers, Stockton Unified School District (SUSD) will implement several strategic revisions and actions to ensure all students have access to a broad course of study. These include reallocating resources to ensure underfunded schools receive necessary instructional materials and qualified teachers, and expanding professional development to enhance staff capacity for supporting diverse course offerings. Additionally, SUSD will increase support for individualized education plans (IEPs) for students with disabilities (SWD) and create more flexible scheduling options to help unduplicated students (UPC) balance academic and personal responsibilities. To further address equity and inclusion, SUSD will launch targeted initiatives to provide advanced placement and elective courses to underserved student groups, alongside comprehensive guidance programs to increase awareness of available courses. Investments in technological infrastructure will ensure that all students, particularly those in lower-income schools, have access to online and digital learning resources. The district will also establish advisory boards to continually review and adjust policies, ensuring that the course offerings meet the evolving needs of the student population. These actions aim to create a more inclusive and equitable educational environment, promoting broader access to diverse academic opportunities for all students. Met 2024-05-16 2024 39686760124248 Pacific Law Academy 7 Stockton Unified School District (SUSD) utilizes several locally selected measures and tools to track the extent to which all students, including unduplicated student groups (UPC) and individuals with exceptional needs (SWD), have access to and are enrolled in a broad course of study. These tools include Synergy Reports, Course Catalog Audits, Transcripts Evaluation Services (TES), MESA Reports, and Ensuring Success Plans Reviews. Using Stockton Unified School District's (SUSD) locally selected measures and tools, such as Synergy Reports, Course Catalog Audits, Transcripts Evaluation Services (TES), MESA Reports, and Ensuring Success Plans Reviews, it is evident that access to and enrollment in a broad course of study varies across school sites and student groups. Overall, 66% to 99% of all students are enrolled in a broad course of study. However, when disaggregated, unduplicated students (UPC) have slightly higher access and enrollment rates, ranging from 67% to 99%, while students with disabilities (SWD) show a broader range of 60% to 99%. These variations indicate that while most students have substantial access, there are discrepancies, particularly for students with disabilities, who may face more significant barriers. Progress over time shows an improvement in tracking and ensuring access, with ongoing actions such as reviewing graduation requirements and expanding the use of college and career reports aimed at addressing these gaps and promoting equitable access to a broad course of study for all students. The results from Stockton Unified School District's (SUSD) locally selected measures reveal several barriers to providing access to a broad course of study for all students. Resource allocation issues, such as a lack of qualified teachers and instructional materials in underfunded areas, significantly limit educational opportunities. Additionally, students with disabilities (SWD) face gaps due to insufficient support for individualized education plans (IEPs), and unduplicated students (UPC) encounter scheduling conflicts and socioeconomic constraints that hinder their enrollment in diverse courses. Further challenges include disparities in equity and inclusion, with language barriers and limited access to advanced placement or elective courses affecting unduplicated students. Insufficient guidance and awareness among students and parents about course availability lead to under-enrollment, while technological and infrastructural limitations, particularly in lower-income schools, restrict access to essential online resources. Addressing these barriers requires targeted initiatives, increased investment in technology, and enhanced support for individualized learning plans to ensure equitable access for all students. In response to the identified barriers, Stockton Unified School District (SUSD) will implement several strategic revisions and actions to ensure all students have access to a broad course of study. These include reallocating resources to ensure underfunded schools receive necessary instructional materials and qualified teachers, and expanding professional development to enhance staff capacity for supporting diverse course offerings. Additionally, SUSD will increase support for individualized education plans (IEPs) for students with disabilities (SWD) and create more flexible scheduling options to help unduplicated students (UPC) balance academic and personal responsibilities. To further address equity and inclusion, SUSD will launch targeted initiatives to provide advanced placement and elective courses to underserved student groups, alongside comprehensive guidance programs to increase awareness of available courses. Investments in technological infrastructure will ensure that all students, particularly those in lower-income schools, have access to online and digital learning resources. The district will also establish advisory boards to continually review and adjust policies, ensuring that the course offerings meet the evolving needs of the student population. These actions aim to create a more inclusive and equitable educational environment, promoting broader access to diverse academic opportunities for all students. Met 2024-05-21 2024 39686760136283 Team Charter Academy 7 TCA uses locally selected measures to track the extent to which all students have access to and are enrolled in a broad course of study based on grade spans, including unduplicated student groups and individuals with exceptional needs. Access to a broad course of study is annually reviewed by the Instructional Support TEAM, Director(s) of Education, and Special Education Director through our walkthroughs, observations, and review of our student information system, PowerSchool. TEAM Charter Academy 6th grade students and one 7th grade cohort of students are enrolled in self-contained classrooms in which they receive instruction from a credentialed multiple subject teacher. The remaining 7th and 8th grade students travel in cohorts to receive instruction in all core and elective classes from single subject credentialed teachers. A master schedule is utilized to ensure all students have access to all core and elective subjects. 100% of the students at TEAM Charter Academy have access to a broad course of study. All students (including unduplicated students and students with disabilities) in 6th-8th grade are enrolled in English, Math, History-Social Science, and Science, Physical Education and an elective course or PBL. The elective courses that are offered are as follow: AVID and Leadership. 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 2024-06-26 2024 39686760139865 Aspire Stockton 6-12 Secondary Academy 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 39686760139907 Voices College Bound Language Academy at Stockton 7 Voices Stockton uses different measures and tools to track progress on the broad course of study including: - Daily attendance, 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 Voices Stockton 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 and Spanish language arts nonfiction and fiction passages. This year, Voices Stockton focused on Language Learning Strategies, especially in math, and providing Voices Stockton staff with strategies to engage language learners. Voices Stockton offers a broad course of study to all students currently, but we are always looking to improve. Our current focus has been developing a shared vision for an engaging mathematics classroom where English Learners are given support to thrive. Next year Voices Stockton is adopting a new Spanish language arts curriculum. Voices Stockton works hard to find bilingual, credentialed teachers and substitutes, and have filled in our positions successfully. However, it does take time to recruit, onboard, train and place a strong bilingual teacher in every classroom. This year, Voices Stockton was able to improve onboarding processes for mid-year hires. Next year, we will focus on these initiatives: Sense of Belonging: Making sure Voices Stockton students continue to feel safe and supported so that they are in attendance and have access to a broad course of study. Spanish Language Arts: Voices Stockton is moving from teacher-created curriculum to a published curriculum to support teachers with internalizing lessons. Other curriculum: Voices Stockton will explore new curricula in other subject areas in specific grades. Simplifying assessment: Voices Stockton is paring down our assessments so we respond to the data we collect in a timely manner. We aim to bring cohesion to all of our systems, and one step is to strengthen our assessment cycles based on teacher feedback and student data. Met 2024-06-25 2024 39686760139923 Aspire Arts & Sciences Academy 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 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 2024-06-11 2024 39686760141358 KIPP University Park 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 annually assess the actions and services associated with providing access to a broad course study for all students. Met 2024-06-11 2024 39686766042725 Nightingale Charter 7 Stockton Unified School District (SUSD) utilizes several locally selected measures and tools to track the extent to which all students, including unduplicated student groups (UPC) and individuals with exceptional needs (SWD), have access to and are enrolled in a broad course of study. These tools include Synergy Reports, Course Catalog Audits, Transcripts Evaluation Services (TES), MESA Reports, and Ensuring Success Plans Reviews. Using Stockton Unified School District's (SUSD) locally selected measures and tools, such as Synergy Reports, Course Catalog Audits, Transcripts Evaluation Services (TES), MESA Reports, and Ensuring Success Plans Reviews, it is evident that access to and enrollment in a broad course of study varies across school sites and student groups. Overall, 66% to 99% of all students are enrolled in a broad course of study. However, when disaggregated, unduplicated students (UPC) have slightly higher access and enrollment rates, ranging from 67% to 99%, while students with disabilities (SWD) show a broader range of 60% to 99%. These variations indicate that while most students have substantial access, there are discrepancies, particularly for students with disabilities, who may face more significant barriers. Progress over time shows an improvement in tracking and ensuring access, with ongoing actions such as reviewing graduation requirements and expanding the use of college and career reports aimed at addressing these gaps and promoting equitable access to a broad course of study for all students. The results from Stockton Unified School District's (SUSD) locally selected measures reveal several barriers to providing access to a broad course of study for all students. Resource allocation issues, such as a lack of qualified teachers and instructional materials in underfunded areas, significantly limit educational opportunities. Additionally, students with disabilities (SWD) face gaps due to insufficient support for individualized education plans (IEPs), and unduplicated students (UPC) encounter scheduling conflicts and socioeconomic constraints that hinder their enrollment in diverse courses. Further challenges include disparities in equity and inclusion, with language barriers and limited access to advanced placement or elective courses affecting unduplicated students. Insufficient guidance and awareness among students and parents about course availability lead to under-enrollment, while technological and infrastructural limitations, particularly in lower-income schools, restrict access to essential online resources. Addressing these barriers requires targeted initiatives, increased investment in technology, and enhanced support for individualized learning plans to ensure equitable access for all students. In response to the identified barriers, Stockton Unified School District (SUSD) will implement several strategic revisions and actions to ensure all students have access to a broad course of study. These include reallocating resources to ensure underfunded schools receive necessary instructional materials and qualified teachers, and expanding professional development to enhance staff capacity for supporting diverse course offerings. Additionally, SUSD will increase support for individualized education plans (IEPs) for students with disabilities (SWD) and create more flexible scheduling options to help unduplicated students (UPC) balance academic and personal responsibilities. To further address equity and inclusion, SUSD will launch targeted initiatives to provide advanced placement and elective courses to underserved student groups, alongside comprehensive guidance programs to increase awareness of available courses. Investments in technological infrastructure will ensure that all students, particularly those in lower-income schools, have access to online and digital learning resources. The district will also establish advisory boards to continually review and adjust policies, ensuring that the course offerings meet the evolving needs of the student population. These actions aim to create a more inclusive and equitable educational environment, promoting broader access to diverse academic opportunities for all students. Met 2024-05-31 2024 39754990000000 Tracy Joint Unified 7 TUSD utilizes CALPADS and Aeries Analytics for reporting to monitor the degree of access all students have to a comprehensive curriculum. TUSD counselors collaborate with students to determine course selections. The percentages of students in grades 7-12 enrolled in a Visual and Performing Arts program/course are as follows: All Students: 41.6% EL Students: 25.8% LTEL Students: 38.5% SED Students: 41.2% HOM Students: 41.4% FY: 55.6% TUSD employs master schedules and CALPADS reports to monitor the accessibility of a comprehensive curriculum for all students. Academic counselors in TUSD collaborate with students to explore available course options at their respective schools. Students are provided with a course catalog that includes course sections, high school diploma criteria, and A-G requirements. TUSD is currently in its fifth year of implementing and broadening the inclusion model, which aims to enhance the access of students in special education to a wide-ranging course of study. TUSD is actively examining bell and master schedules at the high school level to enhance students' access to credit recovery, core courses, and acceleration opportunities. TUSD continues to partner with the San Joaquin County Office of Education to improve academic and A-G outcomes, ensuring students are college and career-ready. Middle and high school teams analyzed suspensions, grades, and attendance data to identify students needing additional academic or social-emotional support, focusing on A-G course completion. Key groups included Foster Youth, English Learners, and Socio-Economically Disadvantaged students. TUSD is also in its fifth year of expanding the inclusion model to provide special education students with broader course access. A-G completion rates for the Class of 2023, reported in Fall 2023, are: All Students: 31.0% English Learners: 8.1% Socio-Economically Disadvantaged Students: 21.7% Homeless Students: 11% Foster Youth: Data was suppressed for privacy due to fewer than 11 students Met 2024-06-25 2024 39754990102384 Primary Charter 7 Primary Charter School offers a broad course of study. Curriculum is teacher-created based on Common Core state standards. Students are instructed at the appropriate level of intervention regardless of age or grade level. All students are assessed at the beginning of the year and are placed in the appropriate learning groups. Primary Charter follows a small-group, center-based model of teaching and learning which ensures all students have access to and are enrolled in a broad course of study. There are no identified barriers preventing PCS from providing access to a broad course of study for all students. No new actions will be implemented in 24-25. Met 2024-06-10 2024 39754990102392 Millennium Charter 7 All Millennium Charter High School students have access to and are enrolled in a broad course of study. Millennium offers courses in English, Mathematics, Social Science, Science, Physical Education, Fine Arts, Life Skills, Career Education, Internship and Electives. Students are involved in the scheduling process at Millennium. Once a year, the CEO and school counselors meet with students one-on-one to go over credits and scheduling for the upcoming school year. Graduation requirements are discussed and transcripts are carefully reviewed to ensure the right placement in classes. Prior to the scheduling appointments, students are shown a slide show presentation which outlines all courses that are offered. Students come prepared to discuss options. There are no identified barriers preventing MHS from providing access to a broad course of study for all students. MHS will ensure students and parents are well informed about graduation requirements at Millennium as well as credits needed well in advance of the scheduling appointments. After the appointment, parents and students will have access to the plan via the Academic Plan tab on Aeries. Met 2024-06-10 2024 39754990139949 Tracy Independent Study Charter 7 Tracy Charter School employs several locally selected measures and tools to track students' access to and enrollment in a broad course of study, ensuring equitable opportunities across grade spans, unduplicated student groups, and individuals with exceptional needs served. Aside from monitoring student progress on the online learning platform, Tracy Charter school utilizes a full-time English Language Development (ELD) teacher dedicated to supporting English Learner (EL) students. This includes implementing differentiated instruction tailored to diverse linguistic needs and providing targeted support to ensure EL students can fully participate in the school's curriculum. Tracy Charter provides each student with a laptop device and hot spot as we are primarily a virtual charter school. Having teachers provide in person, as well as, virtual support provides an effective instruction program model. There are no barriers to all students accessing this course of study, as all students can take all courses. There is no limit to how many of our students are able to take any individual courses as there are at a traditional school with traditional master schedule constraints. Tracy Charter School conducts regular assessments and reviews student data to identify and address any barriers to access or enrollment, ensuring that all students receive the necessary resources and support to achieve academic success. Across student groups, Tracy Charter School provides access and enrollment in a broad course of study to all. Special education progress monitoring is integral to the school's approach, ensuring that students with exceptional needs receive tailored support and resources to participate effectively in the curriculum. Tracy Charter School continues to refine its strategies to address any disparities in access and enrollment, aiming to provide all students with equitable opportunities to thrive academically. Despite providing laptops and hotspots, Tracy Charter School faces ongoing challenges in ensuring access to a broad course of study for all students in its independent study online format. These challenges include varying levels of digital literacy among students and families, which can impact effective use of online learning tools. Maintaining student engagement and motivation remains crucial, along with the difficulty of delivering specialized or hands-on instruction virtually. Access to comprehensive support services, equitable resource distribution, and effective assessment methods also pose some significant barriers. Addressing these challenges requires continued efforts in providing tailored support, enhancing digital skills, and fostering a collaborative environment to optimize learning experiences for all students. Recognizing the importance of engagement and motivation, we are working to be more interactive and developed teaching strategies to enhance student participation. Moreover, we are expanding resources and tools to deliver specialized instruction effectively, addressing diverse learning needs across subjects. We continue to refine assessment methods and accountability measures to monitor student progress effectively and adjust instructional strategies as needed. Met 2024-06-25 2024 39754996118665 Discovery Charter 7 Student needs are carefully considered when placing students in the appropriate class. Since Discovery Charter does not use textbooks, all students have access to and are exposed to a broad course of study. Students at Discovery Charter School are given a placement test that helps determine their appropriate course of study. Classes are created based on the level of mathematics the student is at. Classes are not based solely on grade level, the instructional level of the student plays an important role in placing the student. All students, regardless of mathematics level are also placed in social science, science, physical education, English language arts and enrichment classes daily. There were no identified barriers preventing the LEA from providing access to a broad course of study for all students. The mathematics placement exam is reviewed and revised annually. Met 2024-06-10 2024 39767600000000 Lammersville Joint Unified 7 Lammersville Unified School District {LUSD} tracks progress in meeting Priority 7 by undertaking a qualitative and quantitative view of course offerings and student requests, along with course schedules to ensure all students have access to a broad course of study. In grades TK-6, all schools offer access and enrollment in the seven areas identified as a broad course of study. In addition to a broad course of study offered to all students (EC 51210), through the IEP process, students with exceptional needs are provided Resource Support and Speech and language by credentialed staff, using a push in /pull out, one to one and/or small group model. High School course work is UC A-G approved. Mountain House High School received a 6 year accreditation by WASC. Course offerings and placement in Career Technical Education (CTE), Advanced Placement (AP), Early College and all other course-work is reviewed through TK-12 master schedules generated in AERIES. LUSD continues to broaden access to CTE courses and the PLTW curriculum across grade spans. Access to online content is available to students in grades 6-12. Data is disaggregated by focus group and gender. While all students have access to a broad course of study, some classes require prerequisite work to prepare the student for the rigors of the class. All students of Lammersville Unified School District (LUSD) were able to enroll in a broad course of study as indicated in Ed. 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 include ST math, Lexia, and other online resources. LUSD 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 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 more rigorous classes. In fact, 80% of students in grades 5, 7 and 9 indicate that 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 succeed. In both survey questions, 6% of students responded negatively. As a result of multiple measures, LUSD continues to strive to provide students with more opportunities to feel ""connected."" This connection may enhance self-efficacy thereby enhancing student outcomes. " All students of Lammersville Unified School District (LUSD) were able to enroll in a broad course of study as indicated in Education Code 51210, including but not limited to electives, advanced courses, visual and performing arts, physical education, Outdoor Education, health education and Career Technical Education (CTE). Students in grades three through twelve have the opportunity to complete Project Lead The Way (PLTW) coursework as a discreet elective course or as elective time. In addition to a broad course of study offered to all pupils, unduplicated students will be provided additional programs and services through small group instruction and intervention regrouping, ELD time, after-school intervention, and “SUCCESS!” period at the high school. Support programs include ST math, iRead, and other online resources. The District measures access to courses through AERIES and comprehensive master scheduling. Site and District staff monitor enrollment by focus group to ensure all students have access to a broad course of study. Students are encouraged to take a rigorous course of study. Those with challenges meeting standards are given remediation during and after school or through online resources. Met 2024-06-18 2024 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 onsite SDC classes (TK-5), 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, Science Enrichment, 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 2024-06-21 2024 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 2024-06-20 2024 39773880131789 NextGeneration STEAM Academy 7 All students, including unduplicated students and students with exceptional needs, have access and are enrolled in a rigorous, 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 2024-06-20 2024 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 2024-06-21 2024 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 2024-06-20 2024 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 and 10, 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 2024-06-20 2024 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 2024-06-20 2024 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 2024-06-06 2024 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 and/or intervention needs 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 and/or intervention needs. 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 Drama and Tech Programs K-5, middle school STEAM based electives, as well as field trips related to the arts. AACA also held an annual full length Performing Arts Production open to students in grades 6-8, and shorter performances for grades K-1, 2-3, and 4-5. 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 meetings. 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 23.24 school year, AACA employed 2 intern teachers and 6 teachers going through TIP (Teacher Induction Program), along with experienced teachers new to the school. 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, whether new to the profession or new to the school, to fully implement all aspects of teaching at AACA. Even post pandemic, there were many faculty and staff absences . The amount of staff that were out on a weekly, sometimes daily, basis was very disruptive to learning. In addition, AACA was unable to hire a middle school math teacher, so to provide continuity of instruction the Executive Director and Curriculum Director split the math classes for the full year in conjunction with the Resource Teacher who provided support with co-taught math classes. Student attendance has averaged 93% through May of the 23.24 school year. 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 AACA 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-5 and 6-8 is occurring at two times during the day. Regarding curriculum and materials, the school has made some revisions. In grades K-2, Orton-Gillingham continues to be used to help students build a stronger foundation in ELA. In grades 2-5, all students now have access to ST Math, an online platform, to help develop math skills, In grades 6-8, all students now have access to iXL, an online platform that directly aligns to the Big Ideas Math adoption that students are using. The school adopted Amplify Science in grades 3-5 so that there is now curriculum coherence in grades 3-8. The school has also started using Panorama, an online platform, for all attendance, social emotional, behavior, and academic data. The school implemented the add-on behavior application in 23.24. The school also implemented Lightspeed to monitor safe computer use on all school provided computers. In addition, the administrative team is looking at ways to consistently incorporate this data analysis into PLC. Met 2024-06-26 2024 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. 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 28 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 28 different classes. When reviewing our enrollment in courses at our high school, we see equivalent percentages of student subgroups across most of our different types of courses. Because our subgroup enrollments are so similar across all areas of course offerings, the additional counselors funded through the AUSD LCAP will continue to identify and support students to encourage enrollment within our course offerings supporting each student’s college and career plan. Met 2024-06-11 2024 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 is 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. Middle School has increased their access to college and career focused electives and we are embedding intervention starting in 2024-25 school year, in addition to the broad course of study we offer. 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/ 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 2024-06-18 2024 40687590000000 Lucia Mar Unified 7 Lucia Mar Unified School District measures the progress in meeting Priority 7 standards by qualitatively and quantitatively reviewing course offerings, class schedules and school master schedules. We aim to assess the extent to which all students have access to and/or enrolled in a broad course of study. All LMUSD students in grades TK-6 are enrolled in a broad course of studies. All elementary schools offer access and enrollment in the areas identified as a broad course of studies for grades TK-6. Elementary students can also access some courses such as coding, robotics, and dance both within and outside of the regular school day. All LMUSD secondary students have access to a broad course of studies within their school offerings. While some schools offer different specific pathways and specific programs within a course of study, secondary students are free to attend schools within the district that offer courses within their area of interest. For example, at one comprehensive high school students can participate in a Project Based Learning course structure. At another high school, students can participate in a nationally ranked Agriculture program. Over time, LMUSD has increased the number of options students have in selecting specific CTE and Dual Enrollment courses that meet the broad course of studies parameters. For example, a before school AVID course has been funded through the LCAP and allows students to take a-g courses in their regular school day. Summer school acceleration courses allow students who are English learners to keep up with core courses to stay ready for college and career. elective. Funding for these before and after school sections comes from the LCAP. Barriers preventing LMUSD from maximizing broad course of study offerings to all students include a lack of time during the regular 6-period school day. In addition to offering the AVID and Summer School programs, LMUSD has offered several other courses to students through Independent Studies. Declining enrollment also requires the district to take a hard look at courses with low numbers and make difficult decisions based on staffing allotments. Regular analysis of enrollment in broad course of study courses helps to inform the district as it makes decisions on offerings and using LCAP funds to support Priority 7. Possible actions to allow even more students to access a broad course of study include increasing enrollment in college courses. Met 2024-06-18 2024 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 53 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 2024-06-18 2024 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 2024-06-04 2024 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. All of our students have access to the same broad course of study. There are none. We continue to select professional development to create inclusive environments and better access to our curriculum. Met 2024-05-28 2024 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 2024 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 2023/24 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 which included team teaching and access to electives. 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 a true elective period where students can choose three electives out of five offerings to take throughout the year. 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. Additionally, we have added a full time music teacher who will work with all students. Met 2024-06-27 2024 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. 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 the opportunity to participate in reading and math intervention and afterschool tutoring. All Shandon students have access to a broad course of study as explained in Prompts 1 and 2 and evidenced in local measures. The 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 broad course of study, the LEA has provided extensive professional development and support to classroom teachers and para educators. In 2023-2024 the LEA provided 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. For 2024-2025 school year, the district will continue to provide professional development focused on ELD instruction and strategies through use of the ELD Tool Kit. Special Education teachers will be trained in Lindamood Bell to provide alternative reading instruction to those who have not responded positively to reading intervention with Fountas and Pinnell reading curriculum. Met 2024-06-25 2024 40688410000000 Templeton Unified 7 The district will continue to implement SEL counseling and learning, the LCAP incudes an entire goal focussed on student wellness, and a second goal specifically targeted toward academic achievement of targeted student groups. Through self study and root cause analysis of the DA/CIM process, the district has identified underlying factors that have contributed to these groups underperforming, and have implemented strategies to improve their outcomes. DigiCOACH will monitoring classroom visits as part of the comprehensive collaborative coaching model that has been implemented to improved first instruction. The district has hired an additional ELD teacher/TOSA to improve integrated ELD instruction, and is monitoring EL students data using the ELLvation tool. Finally, districtwide PBIS implementation is designed to address the behaviors and restorative practices required to improve student SEL outcomes. Both TMS and THS offer a significant pool of elective and interventions services. TES and VES offer art and music to all students, as well as a well designed intervention program and walk to learn style interventions to all struggling learners. The walk to learn style intervention also allows for extension for students who learn more quickly. The district will use local common formative assessments, CAASPP assessments, and data gained in the ELLvation and Aeries Analytics programs to monitor student progress. Total enrollment in electives courses is also monitored, as is the CTE, A-G, and dual A-G/CTE pathways completion rates. As with any school district TUSD deals with funding issues, which are exacerbated by low unduplicated student counts. TUSD only receives supplemental funding on 21% of students and does not receive concentration funding at any school site. The district does not foresee significant changes as we are currently providing a broad course of student for all students, but recent additions to the realtime data will allow the district to monitor student progress more closely in order to ensure we making progress with our targeted student groups. Met 2024-06-27 2024 40754570000000 Paso Robles Joint Unified 7 Each year, the PRJUSD Board of Trustees approves the resolution regarding the 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 the sufficiency of instructional materials. PRJUSD staff coordinates with site principals and library techs regarding any areas of concern with regard to the 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 including the disaggregation of unduplicated students and students with exceptional needs. English Learner identified students are provided designated English Language development in alignment with Education Code and evidenced through our student master schedules and Aeries. Students with exceptional needs are served through a continuum of services from most restrictive to least restrictive environment which is tracked through both Aeries and SEIS database systems. 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 elective coursework in combination with their course of study 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. Proposition 28 will allow for increased access to VAPA for for grades K-12. The LEA is exploring expanded Career Technical Education offerings for our alternative education sites to both improve CCI indicators and respond to student interest in program design. Met 2024-06-25 2024 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, Psychology, Agricultural Mechanics, Spanish, Veterinary Science, Career and Global Studies, Digital Media/Advanced Digital Media, Audio Engineering, ASB, Floral Design, Theater, and more 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 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. New actions include enhancing arts opportunities at all sites including adding Mariachi at the middle school. The garden education program through One Cool Earth will be significantly expanded at both the grammar school and the middle school. Met 2024-06-27 2024 41104130000000 San Mateo County Office of Education 7 SMCOE school programs offer a rigorous and coherent curriculum grounded in current educational research and aligned with Common Core academic standards to prepare students for academic success and college and career readiness. Teachers at each school site design and plan curricula tailored to the needs of their individual students and student groups. All curriculum and instruction adhere to the CCS framework, addressing the needs of all students, including English Learners and students with disabilities. Court and Community Schools follow the academic standards set by the Board of Education's graduation requirements. There is strong integration and alignment among academic disciplines, with staff collaborating to synchronize their focus and curricula. Many teachers instruct two core subjects (such as English and social studies or math and science), which facilitates further integration. We are closing out year 1 of our Strategic Plan implementation, which resulted in enhanced alignment and the establishment of academic, social-emotional, and behavioral goals. PDSA cycles (plan, do, study, act) have been introduced. A Career Technical Education (CTE) master class was added during the 2023-24 school year, along with Visual and Performing Arts (VAPA) instruction. Court and Community have piloted both Carnegie Math and English curriculum, and StudySync. Carnegie Math and StudySync have been adopted. There is a Makerspace at Gateway Community School, a partnership between SMCOE and Stanford, to which all sites have access. Edgenuity, an A-G Online Platform Course, assists students with credit recovery, enrichment, and remediation. We have submitted and received approval for A-G Accredited courses. We offer Project Change and have several students enrolled in multiple courses through the Community College District. There is a full gym in both Kemp and Hillcrest Schools. Physical Education and movement opportunities are available at each site with a fully credentialed PE teacher. Movement and yoga have also been offered and available to students at Hillcrest and Gateway. Court and Community Schools were not successful in adopting curriculum for science or social studies during the 2023-24 school year, but will begin a curriculum pilot implementation in the Fall of 2024. While our credit recovery rates improved, we did not meet our target rate of credit recovery, and are exploring ways to enhance and improve our credit recovery opportunities next year. SMCOE is implementing Professional Learning Communities and dedicated time for teachers and staff to discuss curriculum, 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 will utilize curriculum-embedded assessments and regular data review cycles to compare student outcomes across content areas and provide additional support as indicated. Met 2024-06-26 2024 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 also internship opportunities 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 in-person course offerings any further. However, the school provides a catalog of courses that students can take through the online learning platform Edgenuity. This includes the full-range of AP courses. Students also have access to concurrent enrollment through our partnership with Cañada College. 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 businesses, local community organizations, and community colleges. Next year the school will provide additional arts and music programming through a partnership with the EPACenter. Met 2024-06-03 2024 41688580000000 Bayshore Elementary 7 The master schedule is developed for all students with a broad course of study in mind including 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. "Students have access to and are enrolled in a broad course of study. This holds true for English Learners, Students with Disabilities and Low Income Students, 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. Electives are offered to all students, including enrichment electives and core-support electives. We are a one site school district so there is no difference ""across school sites""." There are no current barriers to us providing a broad 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. BESD will continue to monitor student course access to ensure access to all students. Met 2024-06-20 2024 41688660000000 Belmont-Redwood Shores Elementary 7 BRSSD staff analyze course enrollment on a regular basis. In grades TK-5, students all have access to the same course. In grades 4-5, students have the option to take instrumental music instead of general music. In grades 6-8, students have self-selected electives and the opportunity to take an advance math course. BRSSD staff reviewed enrollment numbers and disaggregated by student demographics. Instrumental music enrollment mirrors the grade level demographics for ethnicity, disability status and socioeconomic status. In grades 6-8, advanced math enrollment is also similar to school-wide demographics. One area of discrepancy, due to Nesbit and Sandpiper being smaller schools with scheduling constraints, is that Nesbit (55%) and Sandpiper (48%) have a higher percentage of students in advanced math than Ralston (52%). Ethnic break-down of course enrollments are also consistent to school-wide enrollment numbers (when there are at least 11 students in an ethnic group). Our advanced math classes do have a smaller percentage of students with disabilities, though all classrooms serve students with disabilities. Enrollment in advanced math classes ranges from 7-3% students with disabilities, whereas the overall population (by grade) varies between 11-23% with disabilities. There are natural differences between a comprehensive middle school that serves 1200 middle schoolers compared to a small program that serves 180 middle schoolers. There are indeed more options at Ralston, but even within the confines of a small system, we have broad access to electives, choice for students, and the ability to accelerate in math. We will continue to evaluate course enrollment to monitor for disproportionality. Met 2024-06-20 2024 41688740000000 Brisbane Elementary 7 The District used the CDE Self-Reflection Survey and the Educator Equity Instrument for Federal Program Monitoring. All schools in BSD meet grade-level course requirements. Principals collaborate to ensure that the same or similar program is offered at each grade level across the District. Professional development is provided on a district-wide basis or at least across same grade levels or academic departments. Students with exceptional needs are provided the least restrictive environment and are included in mainstream grade-level courses as appropriate. Our small size ensures that all students have access to and are enrolled in the same course of study. The only difference is that children in one elementary school enjoy the benefit of smaller classes and children in the other elementary school have a higher teacher/student ratio. District boundaries encompass 4 distinct neighborhoods, which are collectively served by 2 elementaries and 1 middle school. Students are assigned based almost entirely on parent choice (1st come/1st served). Parents almost always base their choice on convenience and proximity. When the District would prefer to a balance class sizes, parents/guardians protest against being assigned to a different school. The District is taking no action at this time. Met 2024-06-26 2024 41688820000000 Burlingame Elementary 7 The Burlingame School District tracks all student enrollments across all grade levels and school sites to ensure that every student has access to and is enrolled in a broad course of study and receives the proper services. The District pulls data from multiple sources and presents them regularly to the Board of Trustees, looking for areas in which student groups are over or under-represented in either classes or extracurricular activities. A student information system is used and diligently managed to ensure that all students have complete schedules that are appropriate for their grade level and academic needs. All students across the district and in all grade levels have access to, and are enrolled in a broad course of study. We have two special day classes for students with the most exceptional needs. We are taking steps to ensure that students are provided an education within the least restrictive environment possible, as appropriate for each individual. In grade 6, all students are given an opportunity to request two electives, as well as a math pathway. Students with specific needs may need to take a support class as one of those electives. There are two math pathways offered to 2024-25 Local Performance Indicator Self-Reflection for Burlingame School District Page 15 of 19 all students: Accelerated Math 6, and Math 6. Students do not need to test into Accelerated Math. Algebra I is offered to students in 8th grade who have completed Accelerated Math 7. "When classes with an underrepresentation of student groups are identified, the district implements a strategic plan to remove barriers or put scaffolded supports in place to ensure success. An example of this is offering Algebra to any student. Historically, a student needed to ""test into"" Algebra. When looking at the data of students in our Algebra classes, we noticed that we had very few students who spoke an additional language to English, students with disabilities, or students from our vulnerable population." Work is being done to increase the interest in math and science for our underrepresented students by offering researched-based STEAM opportunities outside of the normal school day. The District has been pulling data to track access to extracurricular activities for all of our student groups. We found that certain student groups have been historically underrepresented in our elective instrumental music and band program. We launched an initiative to ensure greater access to the program for these families. Actions included purchasing more district instruments to loan to families, as well as sending out translated versions of the fliers and signup forms. Additionally, a new Coordinator of Community Engagement was hired and now oversees after school programs such as Mariachi, as well as affinity nights. Due to these efforts, there is far less underrepresentation in our music programs. Met 2024-06-18 2024 41688900000000 Cabrillo Unified 7 Cabrillo Unified has selected to use our Registrar records as a means to track the extent to which students have access to, and are enrolled in, a broad course of study. We will Measured progress to the extent that students have access to, and are enrolled in, a Broad Course of Study. In grades 9-12. We have define a Broad Course of Study as: 1)A Course Catalog that provides students with several opportunities to meet the UC-CSU “a-g” requirements 2)Increased CA Dashboard College and Career Indicator 3)Coursework that includes optional two-year CTE pathways, such as Agriculture, Building Trades, and Construction 4)Courses that meet the UC/CSU entrance requirements The data indicates disparities in access to a broad course of study among different student groups: White students have a higher rate of meeting UC/CSU requirements (51%) compared to Hispanic or Latino students (33%). English Learners (1%) and SPED students (2.94%) have significantly lower rates of meeting UC/CSU requirements. There is a notable difference between SED (20.58%) and Non SED (79.41%) students in meeting UC/CSU requirements. A majority of students who are English Only (75%) meet UC/CSU requirements, indicating a higher level of access compared to English Learners. Progress Over Time: At Cabrillo Unified School District we are committed to improving these disparities by enhancing course offerings, increasing support for underrepresented groups, and ensuring equitable access to a broad course of study for all students. Our efforts are aimed at increasing the percentage of students meeting UC/CSU requirements and succeeding in AP exams, as well as ensuring that all students, regardless of background, have the opportunity to pursue post-secondary education. Ongoing academic counseling meeting are needed to ensure that our at-promised students are enrolling in classes offered that meet UC/CSU requirements. Using our Registrar records as a tool to measure student access to a broad course of study for grades 9-12, we have identified several barriers preventing equitable access for all students. The data indicates significant disparities in access between different ethnic groups. Only 33% of Hispanic or Latino students meet UC/CSU requirements compared to 51% of White students. This suggests barriers related to socioeconomic status, language proficiency, and possibly cultural factors that influence academic performance and access to advanced coursework. Language Barriers: English Learners (EL) show extremely low rates of meeting UC/CSU requirements (1%). Language barriers likely prevent these students from fully accessing and succeeding in the broad course of study, particularly in rigorous academic courses that require high levels of English proficiency. Special Education (SPED) Students: Only 2.94% of SPED students meet UC/CSU requirements. This indicates that students with special needs may face barriers related to inadequate support services, lack of tailored instruction, and limited access to inclusive coursework that aligns with UC/CSU standards. Socioeconomic Disparities: There is a slight contrast between SED (20.58%) and Non SED (79.41%) students in meeting UC/CSU requirements. Socioeconomic factors, such as limited access to resources, extracurricular support, and academic enrichment programs, create significant To address these barriers, Cabrillo Unified School District must implement targeted interventions to support underrepresented and disadvantaged groups. This includes enhancing language support for English Learners, providing tailored resources and inclusive instruction for SPED students, expanding access to advanced coursework, and increasing outreach and support for socioeconomic disadvantaged students. By addressing these barriers, we aim to ensure that all students have equitable access to a broad course of study and the opportunity to succeed academically. Met 2024-06-13 2024 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 TK-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. Data is disaggregated by the following student groups: Students with Disabilities, English Learners, and Socioeconomically Disadvantaged. Students have access to and are enrolled in a broad course of study. This holds true for English Learners, Students with Disabilities, and Socioeconomically Disadvantaged students, 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, including enrichment electives and core-support electives. HCSD offered 66 unique courses at the 6th-8th grade levels and 63 unique courses at the TK-5th grade levels during the 2023-2024 school year. All students had access to core courses, electives, and specialists but adjustments for access were needed depending on the learning scenario. Some courses are designed specifically to meet the needs of unduplicated student groups and students with disabilities. When reviewing students who received a C- or higher in end of year middle school grades, we see a new gap between 'overall' (96% C- or higher) and 'EL' (50% 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. 97% of Students with Disabilities and 90% of Socioeconomically Disadvantaged students received C- or higher, which are both slight 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. With this monitoring, we do see a number of students who indicate they are at risk of not obtaining a C- or higher in a year-long course recieve intervention that proves to be successful in helping students to receive a C- or higher by the end of the year-long course. 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 2024-06-18 2024 41689160000000 Jefferson Elementary 7 Synergy is our student information system that we use to ensure all students are enrolled in a board course of study. All students are enrolled in all core subjects. Middle School students have access to a range of elective and enrichment courses as well. There are no barriers to providing access to a broad course of study for all students. There are no new actions. Met 2024-06-26 2024 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, 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 participate in courses that offer remediation and extensions of learning, as well as provide 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. Barriers include access to Wi-Fi and school materials, especially for 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 7th and 8th graders (those who completed the 6th or 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. Math Lab 2 course was added for struggling 10th graders to support their grade-level math course. This is in addition to the already running 9th grade ELA and Math Labs. After-hours support was also provided at the high school to our MVK students and students with IEPs to support their work in A-G courses. Met 2024-06-11 2024 41689240000000 Jefferson Union High 7 The District is using the A-G rate to measure the broad course of study since these are comprehensive set of high school courses where students must receive a grade of C or better in order to qualify for the University of California or California State University systems. This framework ensures that students receive a well-rounded education across multiple disciplines. The data has been disaggregated by student groups including unduplicated student groups. Overall, the A-G rate improved in the 2022-23 school year compared to the previous year. More importantly, all unduplicated student groups and ethnic groups, except for Asian students (declined by 2%), showed improvement. In fact, the Class of 2023 achieved the highest A-G rate among all classes. 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 strategy being implemented is the expansion of co-teaching sections. Additionally, all schools will incorporate flex time into their schedules in the 2024-25 school year, allowing students to receive academic intervention during regular school hours. Furthermore, Westmoor High School will transition to a seven-period day in 2024-25. Met 2024-06-18 2024 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 2024-06-13 2024 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 of a TK-5 Science program 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. 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 2024-06-12 2024 41689400000000 La Honda-Pescadero Unified 7 LHPUSD uses the master schedule, transcript reviews, course selection process and reports from Schoolwise to track the progress of each student and access to a broad course of study. All students have access to a broad course of study. Students making up a course and/or receiving a support class, may have a conflict with other courses due to the small master schedule. In this case, students may need to wait a year to take the course, or utilize Edgenuity, our online platform. Our schools are very small enrollment-wise which limits the number of elective courses that can be offered. The shift from a four-block day to a six-block day at middle and high school allows for more options that students can choose each day. LHPUSD is in the third year of this transition. More blocks does pose a challenge for teachers who must prep additional classes each day. Met 2024-06-27 2024 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 2023-24 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 2023-24 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 2024-06-12 2024 41689650000000 Menlo Park City Elementary 7 We have developed tools to monitor our student groups (EL, SED, SwD, Hi/PI/AA) in our compacted math program. District data tools will monitor enrollment per student group over time to identify representation in compacted math. Tools: representation spreadsheet, K-4 T3 benchmark or math sbac data % met/exceeded by group for 21-22, 22-23, 23-24 Compacted math is an opt-in math pathway beginning in 5th grade in MPCSD. It requires that students are confident and proficient in math in order to be able to with more independence with the curriculum. MPCSD examined student groups’ access and enrollment in compacted math in grades 5-8 using a student group enrollment data to determine how likely student groups are to be enrolled in compacted math compared to their student groups’ representation in the overall population. We looked at representation with students with disabilities, students who are socio-economically disadvantaged, and English learners (which had too few students to reliably compare). We also looked at student representation by race: students who are Hispanic, Pacific Islander, African American; Asian; and White. We were looking to see how many times less likely to be represented in compacted math. Parity with representation would be at 1x. Student groups that within the 0-2 range are considered represented. Student groups at the 2-3 range are considered “at risk” of being under represented in compacted math. Student groups at 3 or above are considered under represented. This methodology is similar to the ones being used in MPCSD for Significant Disproportionality Students with disabilities (SwD) in 2021-2022, were 5x less likely to be in compacted math. This decreased to 3.3x in 2022-2023 and then decreased to 3x less likely in 2023-2024. Although they are currently, in 2023-2024 3x less l Some of the barriers preventing these identified student groups in enrolling in compacted math include: parents understanding of the impact compacted math in middle school has on high school math placement; having support to navigate and be successful with the independent course; having equivalent K-4 Tier 1 math achievement outcomes that match their White and Asian peers; developing appropriate supports and accommodations within the compacted math curriculum to support diverse learners In response to the results of this data analysis, MPCSD will: Create opportunities to engage with parents about the high school math placement process Develop compacted math after school office hour support by grade/subject As a first step in examining Tier 1 math instruction, identify and address barriers to developing robust foundational k-2 math achievement for student groups. Met 2024-06-13 2024 41689730000000 Millbrae Elementary 7 All students within the Millbrae Elementary School District are accounted for in our student information system which allows for appropriate placement in students' courses of study. Additionally, students with an IEP or Individualized Education Program, are provided individualized support in accessing a board course of study. Specifically for unduplicated students, resources are aligned to ensure that supplementary opportunities are afforded to those students. As an example, curriculum licenses for specialized programs for language development acquisition, such as Imagine Learning, are purchased on an annual basis. The full inclusion of our unduplicated students in a broad course of study can be occasionally challenged by the conflict of providing core access and legally prescribed interventions. For example, individual education programs (IEPs) may require specialized services such as occupational therapy, speech and language therapy, adaptive physical education, and English language development. To mitigate challenges in providing a broad course of study to unduplicated students, professional development and partnerships with county resource agencies, address the concerns noted above. Barriers contributing to limiting a broad course of study for students include but are not limited to specialized schedules for intervention, interruptions in regular school attendance, and access to social services. Millbrae Elementary School District is continuing to strengthen many interventions and supports to address barriers to providing all students, particularly our unduplicated students, a broad course of study. We are placing greater focus and attention on attendance and enrollment participation for students. The district is increasing our outreach to families to assist them in reducing interruptions in daily attendance. The district is providing ongoing professional development for all staff to ensure empathy and a greater understanding of culturally and ethnically diverse students through professional learning on anti-bias and equity. The district offered two opportunities for staff this year with keynote speakers and space for discussion and questions. Met 2024-06-25 2024 41689810000000 Portola Valley Elementary 7 All students in the Portola Valley School District (PVSD) have access to a broad course of study, encompassing both self-contained classrooms (TK-5) and middle school core and elective courses (6-8). At the middle school level, the district reviews the prior year's course offerings annually to develop the master schedule. Students complete course selection sheets to indicate their preferences for electives. Decisions on which elective courses to offer are based on these student preferences, ensuring a broad and engaging course of study tailored to the interests of the 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 2023-2024 school year, 100% of our students in grades 1-5 were enrolled in Spanish. In grades 6-8 Spanish is optional and all students have the option of enrolling in Spanish class. Currently, in grades K-6 100% of students are enrolled in Visual and Performing Arts (VAPA) courses. In 7th and 8th grade, VAPA options are provided via electives and all students have access to them. 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). At the TK-3 school, teachers work with small groups in class for extra support in math and para-educators assist in classrooms during all areas of instruction.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. VTP students were offered transportation to ensure access to these expanded learning opportunities. Met 2024-06-13 2024 41689990000000 Ravenswood City Elementary 7 Ravenswood is a TK-8 district, where over 90% of our students are unduplicated. All schools participate in the “Title I Schoolwide Program”, and all students receive the same enrollment in courses and same access to content area instruction, as tracked by the master schedule. On a daily basis, all students have the opportunity to access grade-appropriate curriculum, with the relevant interventions and supports provided as needed. By using the master schedule alongside planning for intervention and additional supports, we can ensure that students participating in pull-out intervention are not missing significant amounts of core content area instruction, and also ensure that they continue to have sufficient opportunities to participate in enrichment activities and classes. Overall, students are enrolled in a broad course of study across school sites, grade levels, and subgroups. We have found that school sites are equal in their ability to offer students a broad course of study including both core content area instruction, and enrichment/elective activities and classes. We do not see an underrepresentation of any student subgroups or unduplicated student groups in any particular elective or enrichment option - all students have access to all elective options. We 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 through the actions described in the LCAP, which was developed with significant community engagement and feedback. This includes providing appropriate training and professional development to staff, continuing to work on dismantling unconscious biases and move towards anti-racist actions, improving student attendance and English proficiency levels, and help students accelerate their learning. "Ravenswood continually considers the integration and alignment of multi-year Strategic Plans (currently in the re-development phase) and LCAP 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 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, and work towards improving the outcomes of student identified as Long-Term English Learners or ""At-Risk"" of becoming LTELs." Met 2024-06-27 2024 41689990134197 Aspire East Palo Alto Charter 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 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 2024-06-11 2024 41690050000000 Redwood City Elementary 7 The LEA utilizes the following locally selected measures and tools to track the extent to which all students, including those from unduplicated student groups and individuals with exceptional needs, have access to and are enrolled in a broad course of study: PowerSchool Schedule Function: This student information system helps monitor student enrollment across various courses and grade spans. It ensures that students are placed in appropriate classes that meet the requirements for a broad course of study, encompassing core academic subjects, electives, and specialized programs. School administrators and counselors use PowerSchool to schedule and track student course enrollment, ensuring equitable access to a diverse curriculum Course Catalog outlines the range of course offerings available to students. It serves as a resource for administrators, teachers, and counselors to provide guidance on course selection, ensuring that students have access to a wide array of academic and extracurricular opportunities. The catalog is used to plan and communicate the availability of courses, helping to align student interests and needs with the curriculum offerings. It also supports decision-making for program development and resource allocation to meet the diverse needs of the student population. These tools ensure that all students, including those from diverse backgrounds and with exceptional needs, have equitable access to a comprehensive and diverse educational experience. The LEA utilizes the PowerSchool Schedule and Course Catalog to monitor and ensure that all students have access to, and are enrolled in, a broad course of study. These tools help track course availability and enrollment patterns across different school sites and student groups. All school sites have designated periods for music education, facilitated either through contracted instructors or certificated music teachers. This ensures that every student has the opportunity to engage in musical learning and enrichment. While all sites offer music education, the level and depth of instruction can vary. Schools with certificated music teachers tend to offer more comprehensive programs compared to those relying on contracted instructors. Every school site has dedicated STEAM (Science, Technology, Engineering, Arts, and Mathematics) teachers who provide enrichment opportunities, including coding classes. This offers students exposure to critical 21st-century skills and encourages creative problem-solving. STEAM teachers across all sites ensures that all students receive foundational exposure.. However, the extent and variety of enrichment activities may differ based on available resources and teacher expertise at each site. Some school sites offer advanced math classes for students who meet specific academic criteria. This allows students with strong mathematical abilities to be challenged and further develop their skills. Since not all school sites offer advanced math courses, and Based on the analysis of the locally selected measures and tools, the LEA faces several barriers in providing access to a broad course of study for all students. A shortage of certificated music and art teachers across the district. While all sites have some form of music instruction, the depth and quality of programs are inconsistent, depending on whether they are taught by certificated teachers or contracted instructors. This inconsistency limits the quality and comprehensiveness of arts education available to students, potentially affecting their engagement and development in these areas. Barrier for advanced math criteria set for enrollment in advanced math courses can be a restrictive factor, preventing students who do not meet these specific requirements from accessing these classes.This barrier particularly affects students who may have the potential to succeed in advanced math but do not meet the criteria due to factors such as prior academic preparation, language proficiency, or other challenges. As a result, these students miss out on opportunities for academic advancement and enrichment. In response to the identified barriers, the LEA has outlined several strategic actions to ensure that all students have access to a broad course of study. These actions focus on addressing the shortage of certificated teachers in music and art, and improving access to advanced math courses. The specific actions include: The LEA will intensify efforts to recruit and retain certificated music and art teachers. This includes working closely with site administrators to identify and attract qualified candidates. To expand access to advanced math courses, the LEA will focus on enhancing Tier 1 mathematics instruction across all grade levels. This involves providing robust, high-quality instruction that lays a strong foundation for all students. The LEA will offer targeted academic supports to ensure that students, particularly those from underrepresented groups, can meet the criteria for advanced courses. Met 2024-06-26 2024 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. The greatest barriers are the students who have high chronic absenteeism, the recent arrival of students who are new to country, and the academic achievement of students who are achieving well below grade level. The Charter School has implemented 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 been very responsive to making the appropriate program changes and provided professional development for staff and teachers to address the needs of newcomers. 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, English Learners and Reclassified English Learners, Students with Disabilities, and Socioeconomically Disadvantaged Students supported by teachers and additional support staff. The Charter School has purchased the Elevation Platform for English Learners and Everyday Math supplemental portions, and professional development to empower teachers to be the most effective educators for the student population. Met 2024-06-06 2024 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 2024-06-11 2024 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 2024-06-13 2024 41690130000000 San Bruno Park Elementary 7 Students enrolled in Transitional Kindergarten (TK) through sixth (TK-6) grades have access to English, Math, Social Sciences, Science, Visual and Performing Arts (VAPA), Health, and Physical Education (PE). SBPSD monitors and tracks access to a broad course of study (BCOS) for all students by closely monitoring daily instructional minutes, classroom schedules, discussion of classroom observations in all subject areas with site leadership, and yearly review of bell schedules. An examination of classroom placement and student rosters for both underrepresented students and individuals with exceptional needs Students with Disabilities (SWD) is conducted by site leadership with the support of supervisory staff. SBPSD currently has teachers for both VAPA and PE at all elementary sites. Students in grades seven through twelve (7-12) in SPBSD currently have access to BCOS as well. The district monitors this access by closely examining master schedules, utilizing state reports matching student numbers with course offerings, and collaborating with academic counselors, site leadership, and supervisory staff to ensure equity for all. Further monitoring occurs for underrepresented & SWD students via examination of classroom rosters, class schedules, and classroom observation/verification. After a review of the measures and tools, SBPSD has determined that most of our students have access to and are enrolled in a broad course of study. A review of TK-6 measures and monitoring shows that schools at this level have adequate access to literacy and math. Data revealed a need for continued support and Access for both English Learners and Students with Disabilities. To remedy this situation, SBPSD has developed a strategic plan to ensure access to ELA/ELD, added additional staffing and Students, and develop support systems for access mainstream classrooms for students with disabilities. Other students that may fall behind or experience a lack of success in the classes are referred to the district's Multi-Tiered System of Supports (MTSS) for additional support. Given the results, SBPSD has developed a strategic plan for ensuring access to a broad course of study for all students by providing additional staff development for teachers, support staff and interventionists. Additionally, the district is developing further targeted support and professional development for site leaders, internal controls to ensure monitoring forms are included in parent conferences for student monitoring, and schedules are submitted. Given the results, SBPSD has developed a strategic plan for ensuring access to a broad course of study for all students by providing additional staff development for teachers, support staff and interventionists. Additionally, the district is developing further targeted support and professional development for site leaders, internal controls to ensure monitoring forms are included in parent conferences for student monitoring, and schedules are submitted. The LCAP now includes an LTEL measure for English Learners to ensure continued success of these students. School sites will also communicate with families a more detailed progress report as it relates to English Learners. A new metric for Students with Disabilities included in the LCAP also includes measuring success. Met 2024-06-18 2024 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 2023-24, 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 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 2024-06-13 2024 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 19 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 2024-06-10 2024 41690390000000 San Mateo-Foster City 7 The San Mateo Foster City School District utilized a tool from the San Mateo County Office of Education to assess student access to various elements of a comprehensive curriculum. This rubric examined different student groups, including English Language Learners (ELLs), Students with Disabilities (SWD), and Socioeconomically Disadvantaged (SED) students, through a range of quantitative and qualitative measures. This helped pinpoint areas where certain students might face challenges in accessing certain courses. The tool provided insights into the specific causes of unequal access. Additionally, Educational Services ensures that no student is withdrawn from core content classes to receive extra social or academic support. Overall, our students generally have excellent access to a wide range of courses. However, two significant challenges have been identified. First, our district's diverse array of schools, many of which have specialized learning themes or approaches (such as dual language immersion, Montessori, or K-8), can impact student access to a broad curriculum. Implementing these specific educational models often requires trade-offs, leading to reduced or eliminated course offerings at certain sites. Consequently, students at one school might have access to enrichment and elective courses that are not available to their peers at another school. Second, tier 2 or tier 3 interventions are given priority over elective courses, particularly affecting English Learners/Multilingual Learners and students with IEPs. While these students continue to have access to electives at the elementary level, middle school students enrolled in ELD or RSP courses find their elective options limited, as these interventions take up one of their class periods. Barrier 1: At the middle school level, multilingual students and students with IEPs who receive RSP services, have less instructional time available during the school day to be enrolled in a full range of elective courses. Barrier 2: At the elementary level, kindergarten students do not have the same instructional time compared to other grade levels, which limits that access to some instructional content. Barrier 3: At the elementary level, instructional minutes vary from school to school, which impacts access to content converse instruction. First, our district has developed a five year strategic plan (2022- 2027) that includes professional learning opportunities for all teachers, specifically in the following areas. Improved teaching and learning in these areas will increase EL and special education student access: Early Literacy instruction (TK-3) Math content knowledge and strategies NGSS content knowledge and enrichment (Lego Education) Academic Discourse and Belonging Classrooms for middle school Supports for multilingual students and Neurodiverse Students Second, our district has developed a Multilingual Master Plan, which outlines four main goals for educating our multilingual learners: 1) Develop programs and practices that use multilingual students’ assets and address their specific needs, 2) Create equitable systems for multilingual learner services, 3) Implement an accountability model that ensures multilingual students’ success, 4) Establish effective family community engagement systems. Third, our district is opening more preschool programs across the district to maximize early education for all students, specifically our historically underserved student populations. Fourth, we are continuing to implement a MTSS framework that will reduce the number of students who are overidentified for special education. As a result of this marked progress, our district will cycle out of CCEIS designation starting 25-26 and moving forward. Met 2024-06-27 2024 41690470000000 San Mateo Union High 7 The District uses its 10th Graders on Track, A-G Completion and College/Career Indicators as the core of the work. While there was a very slight decline in the percentage of sophomores on track (from 90% for the class of 2024 last year to 89% for the class of 2025) there was a significant improvement for our Students with IEP’s (11 percentage points) and our African American students (12 percentage point increase) and their rate is now nearly 20 percentage points higher than it was in 2019-20 The total percentage of students “on track” continues to be above where it was before the Pandemic (2019) and significantly so for most key subgroups. From the Spring of 2021 (end of their 9th-grade year) to Spring 2022 (end of their 10th-grade year), 4% more of our junior students are on track for graduation. African American Students had the largest increase in “on track” status - going from 81% on track to 93% - a 12 percentage point increase Students with IEPs increased from 76% to 87% - an 11 percentage point increase Areas of Growth for student on-track status: While we have seen some significant improvements in on-track status, we continue to struggle to ensure Latino students, students from socio-economically disadvantaged backgrounds, English Learners and Pacific Islander students are on-track for graduation at at least the same rate than our other student groups (White and Asian students, in particular) While we have seen some significant improvements in on-track status, we continue to struggle to ensure Latino students, students from socio-economically disadvantaged backgrounds, English Learners and Pacific Islander students are on-track for graduation at at least the same rate than our other student groups (White and Asian students, in particular) While our schools do many things to support students in getting back on track over the course of their four-years in our schools, here is a sampling of the strategies currently in place universally: Transcript reviews by admin teams and counselors annually for 9th and 10th graders to identify students for intervention/support. School Counselors’ annual one-on-one meetings with all students at every school to review transcripts and make plans for addressing credit deficiencies (as needed). Credit Recovery options: Summer School (up to 10 credits can be re-taken) On-Site Credit recovery during the school year - a course where students can retake classes on our online learning platform, Edgenuity Pre-senior year meetings with 12th graders to make year-long plans to address credit recovery needs Peninsula High School continues to offer a trimester program that enables students to earn up to 90 credits in a single school year (70 is the limit that a student can earn at a comprehensive high school in one year). Schools also have a wide diversity of preventative interventions to support students in passing their classes so that they do not become credit deficient. This is not an exhaustive list, but does summarize some of the common strategies: Anti-Racist Teaching, Diversity and Equity work as a focus of professional development for teachers per our Board policy so that our classroom instruction is inclusive and supportive of ALL of our students. Met 2024-06-20 2024 41690470129759 Design Tech High 7 We will use the graduation rate and school counselor tracking sheets. We are a single school and the school counselors track course enrollment. Resources compared to neighboring schools are a constraint, but all students have access to a broad course of study. None. We do well in this area. Met 2024-06-18 2024 41690620000000 Sequoia Union High 7 The District uses locally selected measures to track the extent to which all students have access to and are enrolled in a broad course of study across grades, unduplicated student groups and individuals with exceptional needs. The District tracks the graduation and A-G course completion rates of all students, as well as by subgroup the graduation and A-G completion rates of students who are English learners, students with disabilities, students experiencing homelessness, foster youth and socio-economically disadvantaged students. The District uses the California School Dashboard to track our outcomes. In addition, SUHSD has been fortunate to participate in research with the Stanford Sequoia Collaborative, California Education Partners, and the John W. Gardner Center for Youth and Their Communities. In our collaborative work with these organizations, we have been able to conduct research on course- taking patterns within high schools and take a deeper look at how course-taking patterns impact student outcomes. We are working with Comprehensive Coordinated Early Intervening Services (CCEIS) to determine whether we have students who are overidentified for services that may interfere with their completion of A-G. Over the course of the last several years, the District has moved to placing all students in A-G earning science and math courses. The District has also found other ways to support students while freeing up room in schedules for students to participate more fully in the wide range of courses the District has to offer. We believe we provide access to a broad course of study as defined by the CDE. However, there are patterns in students with less opportunity for choice doing more poorly on the CAASPP, and having lower graduation and A-G completion rates. EL students take more support classes and, therefore, may have less access to a wider range of electives that for many students makes school more meaningful. Likewise, many of the students in subgroups that struggled to academically meet standards were those who take more support classes, allowing for less choice in their schedules. The District has worked with its partner districts to standardize EL reclassification criteria. Because reclassified students far outperform their EL peers, we hope this will improve student outcomes. The District has also found other ways to support students while freeing up room in schedules for students to participate more fully in the wide range of courses the District offers. Met 2024-06-26 2024 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 2024-06-13 2024 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 2024-06-13 2024 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 2023-24 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. 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 that can double as credit recovery options for students who did not pass an English course. In rare cases, we do also offer access to online courses through Edgenuity, during our “Phoenix” credit recovery course. We have 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 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 on campus. For the 2023-2024 school year, we included more department planning time to support vertical alignment and consistency for our students in all of their core classes through Road to Legendary, a program once a month, with local community-based organizations Met 2024-06-26 2024 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 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 2024-06-11 2024 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 to what extent 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 moved to a 7-period modified block for the 2023-24 school year. With the changes at both middle and high schools to a 7 period day, students have more opportunities to explore their interests through elective courses including career technical education courses, visual and performing arts, academic electives, and world language." Flex periods provide opportunities for students to go to different teachers for additional academic support, participate in enrichment sessions, attend a review lesson on a topic, meet with an advisor, make up class assignments, participate in club meetings, take part in special events they earned (like PBIS related rewards), and partake in other extracurricular activities, like sports. New math classes (Explorations of Data Science and Financial Literacy) were implemented for the 2023-24 school year to provide options for students to complete a 3rd year of math in alignment with SSFUSD's updated graduation requirements for the Class of 2026. Feedback from staff, students, and parents about these courses has been largely positive. In a survey of middle school students, families, and staff, 85% of respondents agreed that students having more opportunities to take elective courses and the new 7 period day was a positive change. The change in bell schedule has assisted in the increase of our graduation rates at both high schools and for the College Career Indicator. We attribute these increases to more access to courses aligned to their interests, more support to allow students to recover credit deficiencies during the school year and in the summer, increased CTE course and pathway offerings, and more frequent communication and collaboration between electives programs and counseling departments. 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 and a new Middle School bell schedule with a 7-period day was implemented for the 2023-24 school year. The 7 period schedule and changes to scheduling practices allowed for students to have access to more electives, including CTE courses funded in part by 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 that have led to some impacted classes and programs. We continue to monitor the impact of the schedule change and provide opportunities for input with our various committees, and will use data to inform our decisions. We want to be sure increase opportunities and access for our under represented students as we continue to analyze our grading practices and placement criteria for high school courses. SSFUSD continues 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 added a second course to the Building Construction pathway and with the new 7-period bell schedule, all middle schools offered more electives including sections of Project Lead the Way courses. In 2024-25, SSFUSD plans to add a Health Science CTE pathway at the high school level and will continue to develop and support robust elective course options at the middle school level. Peer counseling support classes were piloted at one middle school and one high school in 2023-24 with plans to extend these offerings to the other middle and high schools within the next two years. Met 2024-06-20 2024 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 any new programs after a thorough administrative and staff review in order to ensure that all students have access to and are enrolled in a broad course of study. Met 2024-06-21 2024 42104210000000 Santa Barbara County Office of Education 7 he 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 IEP is consistently used to review and monitor the course of study for students with exceptional needs. The four tools identified above may be used to disaggregate data for all JCCS student subgroups. We devote a great deal of energy to ensuring our students have access to and are enrolled in the courses needed for high school graduation. We are proud to say that 100% of our students have access to a breadth of courses through either direct instruction or online coursework. 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. In 2023-24, the greatest barriers we faced were: Student Trauma: Many JCCS students have experienced social, emotional, and physical trauma that impedes their academic progress, social interactions, anxiety management, and focus. Our staff has engaged in professional learning to support these needs, constantly evaluating and adjusting strategies and instructional practices to ensure student success. Academic Deficits: A significant majority (62.3%) of students enter JCCS with severe academic deficits. Our main priority is helping them get back on track toward high school graduation. Once they are on track, we can offer a broader range of coursework to enrich their high school experience. Varied Length of Enrollment: The length of detainment for students at the Juvenile Justice Center varies, with some enrollments lasting only a few days, but averaging 40 days, which is half a semester. The average enrollment at our Community School is 57 days. This necessitates ongoing academic triage to meet the student's needs and provide essential support. CTE Program Transition: In 2022-23, we piloted a manufacturing class at Los Robles with 24.71% of CTE students enrolled. Unfortunately, Los Robles was closed in February 2024, requiring us to pause the manufacturing course. The program is being transitioned to Dos Puertas for the 2024-25 school year. In order to promote access to a broad course of study, we are focusing on: • Continuing to provide students with access to Anywhere Learning Systems, an online credit recovery program. • Alignment of courses between 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. • Implementing Positive Behavioral Interventions & Support (PBIS). Met 2024-06-20 2024 42691040000000 Ballard Elementary 7 100% of the Ballard students, grades TK-6 and all student groups, are enrolled in the required courses of study and special programs including garden science, music, art, PE and technology. Currently, 50% of our students participate in after school enrichment activities including; Spanish, drama, chess, art and yoga. The superintendent/principal keeps track of enrolled students in before and after school classes which includes students with exceptional needs and unduplicated students. 100% of the Ballard students, grades TK-6 and all student groups, are enrolled in the required courses of study and special programs including garden science, music, art, PE and technology. Currently, 50% of our students participate in after school enrichment activities including; Spanish, drama, chess, art and yoga. The superintendent/principal keeps track of enrolled students in before and after school classes which includes students with exceptional needs and unduplicated students. There are no known barriers preventing access to a broad course of study for all students. Ballard School will maintain the goal and actions to ensure access to a broad course of study for all students. Met 2024-06-27 2024 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. Local SIS data and CALPADS data shows that all students are enrolled in a broad course of study. 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 1210. 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 2024-06-11 2024 42691120111773 Family Partnership Charter 7 FPCS utilizes internal measures to track student enrollment in a broad course of study. In grades K-8, classrooms and centers 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 from the Pathways Student Information System to determine the number of students enrolled in a-g courses across its three 9-12 centers. Reports can be aggregated to identify ethnicity or unduplicated pupil status. All students in grades K-5 are enrolled in a broad course of study that includes English, Mathematics, Social Sciences, Science, and Physical Education. Both our K-5 Home Study and hybrid programs utilize the Journeys program for reading instruction, Go Math for Math instruction, My World for Social Science instruction, and Mystery 2024-25 Local Performance Indicator Self-Reflection for Family Partnership Charter School Page 14 of 14 Science for science instruction. Activities in Visual and Performing Arts, health, and physical education are also provided for implementation both at home and at the school site. Universal Design for 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 English Learners (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. Students who are not meeting standards are discussed at student success team meetings where a mulit-disciplinary team of teachers, a program coordinator, and parents collaborate developing targeted interventions geared toward increasing student outcomes. All students were provided access to a broad course of study. FPCS has implemented a comprehensive approach to ensuring equitable access to learning at high levels. Additionally, students were provided with assistance and support from support staff who worked 1:1 with students on their area of deficit. All K-12 students were required to complete online iReady math and some assigned to iReady reading lessons that were in alignment with their individual test results. During the 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 2024-06-18 2024 42691120124255 Trivium Charter 7 Each student has a Personalized Learning Plan (PLP) which is developed collaboratively between the parents, teachers and student. Curriculum choice is provided to all students so they are able to access content that provides the appropriate level of challenge to the student and pacing that is appropriate for their age and level is planned on the PLP. All students may access the available curriculum choices. There are no differences in course or content access for students. There are no barriers. Our students all have access to a broad course of study as this is the backbone of our charter. They are no barriers to accessing a broad course of study. Met 2024-06-17 2024 42691120137877 Trivium Charter School Adventure 7 Each student has a Personalized Learning Plan (PLP) which is developed collaboratively between the parents, teachers and student. Curriculum choice is provided to all students so they are able to access content that provides the appropriate level of challenge to the student and pacing that is appropriate for their age and level is planned on the PLP. All students may access the available curriculum choices. There are no differences in course or content access for students. There are no barriers. Our students all have access to a broad course of study as this is the backbone of our charter. They are no barriers to accessing a broad course of study. Met 2024-06-17 2024 42691120137885 Trivium Charter School Voyage 7 Each student has a Personalized Learning Plan (PLP) which is developed collaboratively between the parents, teachers and student. Curriculum choice is provided to all students so they are able to access content that provides the appropriate level of challenge to the student and pacing that is appropriate for their age and level is planned on the PLP. All students may access the available curriculum choices. There are no differences in course or content access for students. There are no barriers. Our students all have access to a broad course of study as this is the backbone of our charter. They are no barriers to accessing a broad course of study. Met 2024-06-17 2024 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 will continue to analyze and update the data gathered in order to allow management teams, along with site and district staff, to improve equity in acces 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. 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 sufficient time during the regular school day, and the need to continue to build consistency in master scheduling across elementary school site, 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 2024-06-26 2024 42691380000000 Buellton Union Elementary 7 •I-Ready (Mathematics and ELA) • 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 instructional materials adoptions in science (2019-20, on-going implementation) •New history/social studies materials in grades 4-5 (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 site 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. The district is entering a second year of focus in professional development, formative assessment, and targetted intervention in Mathematics using I-Ready, and in the coming year will expand a pilot for the use of this tool in ELA. •The district is in year five of implementing social & emotional support systems from the RULER Initiative based on the work of Dr. Marc Brackett of the Yale Institute. •The district is reviewing 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 an on-going commitment of resources to support the adoption of new curriculum district-wide in alignment with CDE timelines. Met 2024-06-20 2024 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 2024-06-11 2024 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 District 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 2024-06-10 2024 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 2023-24 school year gave a score of 100%. The self evaluation tool for the 2023-24 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 17.00 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 as well as career technical education. The district will continue to look at ways to increase STEAM curriculum during the coming years. Met 2024-06-11 2024 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 2024-06-18 2024 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 2024-06-05 2024 42692030000000 Guadalupe Union Elementary 7 Master schedules of student courses and instructional day are used to verify access to, and enrollment in, a broad course of study. 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 Education Code (ED) for Grades 1-6 and 7-8. Programs include services developed for and provided to unduplicated students and individuals with exceptional needs, such as Students with Disabilities in Co-Taught, inclusive settings and English Learners, who receive Designated English Language Development (ELD). A slight barrier to our ability to provide access to a broad course of study occasionally occurs in Junior High, for students participating in our Developmental Bilingual Education (DBE) program. For those who have not been reclassified as Fluent English Proficient, and are still in need of a designated ELD course, their options for an elective are reduced. Our response has been to conduct a thorough program needs assessment to identify issues related to course access at the junior high, and to consider our resources to enable increased participation in elective courses. Additionally, our efforts to strengthen D-ELD instruction and language acquisition progress monitoring at the earlier grades are geared toward earlier reclassifications of students so that they may be eligible for electives in junior high. Met 2024-06-18 2024 42692110000000 Hope Elementary 7 All students, regardless of their status of English acquisition or special education supports, have access to all core curriculum and enrichment opportunities such as STEAM, garden, art, and music. As an elementary school district, students have instruction in all courses of study as evidenced by our strategic schedules at each campus with designated core curriculum time, enrichment time, and target intervention and ELD time. There are no barriers. N/A Met 2024-06-10 2024 42692290000000 Lompoc Unified 7 Elementary and Secondary Master Schedules were reviewed in order to ensure that all students including unduplicated students and students with exceptional needs had access to a broad course of study as determined by the California Education Code 51210 and 51220(a)-(i). Course lists were reviewed for all secondary school sites. In addition, a review of student requests versus student schedules occurred. A sampling of the schedules of secondary English Language Learners and students with Individual Education Programs (IEPs) were reviewed. Additionally, District secondary counselors and administrators engage in the Guidance Alignment process to focus on a data-driven approach to increasing unduplicated student groups and all students' access to a broad course of study. All students have opportunities to access a broad course of study at the secondary level because of the seven-period day; however, some students access is more limited than others. For students with IEPs, the student’s course of study is discussed and approved by their Individualized Education Program (IEP) team. Students with IEPs may be enrolled in a directed study class to increase their performance in academic classes or to work on individual transition goals, which may limit their ability to enroll in an additional elective, foreign language or CTE course. On the contrary, students at Lompoc High School with IEPs in grades 9-10 have additional access to a broad course of study due to a co-teaching model of instruction for English Language Arts, mathematics and science. Additionally, all students, including English Learners, entering the secondary level performing significantly below grade level in the areas of English and mathematics have less access to enroll in elective or college prep courses because their schedules are impacted by intervention or support content classes. All elementary students receive access to a broad course of study including unduplicated students groups and students in special education. ELD instruction, intervention and support classes have been carefully placed in the daily schedule, avoiding conflict with core academic content instruction. The district is continuing to improve access to a broad course of study to all student groups. LUSD has identified barriers preventing access to all as low academic ability entering high school, instruction that is not differentiated to meet student needs. Students who are below grade level, which may include students with Individualized Education Programs (IEPs), English Language Learners, and others have limited access to elective and CTE courses because the current system places them in a support class for assistance. There is a need for academic support to be integrated into the class and a school-wide system for support outside of class which we are working on creating through the Extended Learning Opportunities plan. After reviewing the results of the 2020 equity study conducted by Orenda, LUSD created a plan to address the barriers. Orenda looked at the instructional systems of the school district and two plans were constructed: the Lompoc Standards Alignment Plan (LSAP) and Lompoc Guidance Alignment Plan (LGAP). LSAP focuses on standards alignment, common unit assessments, and frequent data analysis by site based teams. 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 at select sites based on Needs Assessment, 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 2024-06-25 2024 42692290116921 Manzanita Public Charter 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 2023-24 school year gave a score of 100%. The self evaluation tool for the 2023-24 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 23.00 teachers for grades TK-6 it is a challenge to provide adequate access in areas like foreign language and applied and performing arts. The LEA will continue to ensure a broad course of study for all TK - 6 students while doing the work to ensure that systems are built to ensure that future 7th and 8th grade students will have access to a broad course of study. Met 2024-06-19 2024 42692450000000 Los Olivos Elementary 7 All students have access to, and are enrolled in, a broad course of study. Although the district/school is small, Los Olivos continues to review and add elective offerings to all middle school students. All students have access to, and are enrolled in, a broad course of study. All students have access to all courses and enrichment opportunities. All students currently have access to the courses the LEA offers so no revisions are necessary. Met 2024-06-24 2024 42692520000000 Montecito Union Elementary 7 Being a K-6 school, all students receive a broad course of study by receiving academic content standards from their homeroom teachers (ELA, Math, Science, Social Studies), as well as Art, Music, Physical Education, Spanish and Library from content teachers. No students are excluded from any of these programs, as they all happen during the course of the instructional day. The tool we use is a comprehensive master schedule that ensures all students have scheduled content teacher experiences within all areas. Classroom teachers provide a weekly schedule to document where the teaching of ELA, Math, Science and Social Studies happen as well. Having only one school site and as noted above, all student groups have access to and are enrolled in a broad course of study There are no barriers to providing access to a broad course of study for all students Because there are no barriers and no students without access to a broad course of study, there is no need for revisions or new actions. Met 2024-06-11 2024 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 2023-2024: - Lakeview Junior High (434 students): 8.99% English Learners, 3.23% homeless, 2.30% foster youth, 12.21% students with disabilities, 60.37% low-income students - Orcutt Junior High (476 students): 3.36% English Learners, 3.99% homeless, 1.26% foster youth, 13.03% students with disabilities, 43.07% 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. It is offered in-person at both schools. Students also have the option to take the course online with the Orcutt JHS Algebra 1 teacher (online students are represented under Orcutt JHS). Following are the percentages of unduplicated students in Algebra 1 at each site: - Lakeview Junior High (13 students): 46.15% low-income. - Orcutt Junior High (40 students): 25.00% low-income, 5.00% students with disabilities, 2.50% students experiencing homelessness. As the data shows, the Algebra 1 courses at both sites have a lower representation of unduplicated students than the schoolwide composition of these students. The data for the Algebra 1 course show higher participation overall at Orcutt JHS. 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 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. CAASPP math achievement overall is lower than English/language arts achievement. Accordingly, the district has made instructional improvement in mathematics a focus area. For students with disabilities, the district will improve access to grade-level core curriculum by offering co-taught math courses at both junior high schools. These courses will include both general education students and students with disabilities and be team taught by general education and Special Education teachers. Special Education students will have full access to both grade-level curriculum and appropriate support, accommodations, and modifications, etc. Because of this access these students will have a greater opportunity to reach proficiency in CAASPP math tests and accomplish criteria for placement in Algebra 1. The Orcutt Union School District is working to improve course access through the following LCAP actions: - Action 1.1 Standards-Based Materials - Action 1.16 Co-taught Core Courses at Junior High Schools (new action) - Action 2.5 Expanded Learning Opportunities Program (ELO-P) Enrichment Programming (new action) - Action 2.6 Inclusive Practices and Universal Design for Learning (UDL) (new action) Met 2024-06-18 2024 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. It has the ability to report course participation by grade spans and unduplicated student groups. Each year we determine which student groups are represented at Orcutt Academy High School. The following are the percentages of students in each unduplicated group in 2023-2024: - OAHS (618 students): 1.62% English Learners, 36.89% low-income students, 0.49% foster youth, 0.97% homeless, 7.61% students with disabilities. OAHS has an Early College Cadre (ECC) that affords participating students the opportunity to take a series of on-campus and concurrent enrollment Allan Hancock College (AHC) courses en route to an Associate of Arts degree by the time the students graduate from high school. Following are percentages of unduplicated students represented in the school's two current Cadres: - Cadre 26 (27 students): 22.22% low-income students. - Cadre 27 (29 students): 37.93% low-income students, 3.45% homeless. OAHS does work to broaden access to concurrent enrollment course that deliver AHC credit. All ninth graders take PROD 301 (Introduction to Life & Career Planning), and most students take History 101/102 (World Civilizations) and History 107/108 (U.S. History). In 2024-2025 all ninth graders will take EMS 102 (First Aid & Safety), a concurrent course that will welcome students into a health career pathway. OAHS is steadily expanding the number of concurrent enrollment courses on its master schedule, as EMS 102 will be the 14th concurrent course offered. As the data shows, ECC Cadre 27 actually has a higher percentage of low-income students than does the school. "Input from educational partners indicates the chief barrier keeping students from participating in concurrent enrollment courses is the level of rigor. College courses require high levels of organization, writing/presentation skills, and follow-through. To help with this, OAHS has in place site interventions that include the weekly Specialized Instruction (SPIN) period, in which teachers can ""draft"" students for extra support or students can self-select to receive it; before-school math tutoring; after-school tutoring in multiple content areas; and afterschool academic intervention. For students struggling to pass courses, an Academic Seminar course is available to provide one-on-one support and check-ins, organizational skills, and activities that build confidence and school connectivity. The Academic Seminar course is succeeding in both raising grades and raising students' expectations for themselves. For students with disabilities, OAHS will improve access to grade-level core curriculum by offering a co-taught math course. These courses will include both general education students and students with disabilities and be team taught by general education and Special Education teachers. Special Education students will have full access to both grade-level curriculum and appropriate support, accommodations, etc., and because of this access these students will have a greater opportunity to reach grade-level proficiency and be able to tackle more rigorous math courses." The Orcutt Academy is working to improve course access through the following LCAP actions: - Action 1.7 On-Site Academic Intervention - Action 1.17 Co-taught Core Courses at OAHS (new action) - Action 1.18 Opportunities for OAHS Students to Earn Early College Credit (new action) - Action 2.5 Inclusive Practices and Universal Design for Learning (UDL) (new action) - Action 5.1 Career and Technical Education (CTE) and Career Exploration Opportunities for Students Met 2024-06-18 2024 42693100000000 Santa Maria Joint Union High 7 The Santa Maria Joint Union High School District has outlined several key measures to track student access and enrollment in a broad course of study, ensuring equitable opportunities for all students. CTE pathways provide students with opportunities to explore career interests, develop technical skills, and prepare for post-secondary education and careers. Monitoring students' on-track status in the A-G course sequence ensures that they are progressing toward meeting college entrance requirements. AP courses offer students the opportunity to engage in college-level coursework and potentially earn college credit while still in high school. By monitoring and improving these metrics for equitable access by student groups, SMJUHSD demonstrates its commitment to providing all students with the support and resources they need to graduate with a wide array of postsecondary options. SMJUHSD has implemented various structures and programs to ensure that all students have access to a broad course of study and equitable opportunities for academic success. The District offers a range of CTE programs across all school sites, providing students with opportunities to explore various career pathways and develop valuable skills. Additionally, there is an option for open enrollment that allows students to access specialized CTE pathways that may not be available at their home school, enhancing their educational options and career prospects. English Learner students receive appropriate placement in content and designated ELD courses to support their language acquisition and academic success. The district's instructional strategic plan includes measures aimed at increasing A-G completion and graduation rates for EL students, ensuring that they have access to rigorous coursework and support services. The increase in co-teaching sections reflects the district's commitment to inclusive practices and meeting the diverse needs of students. SWD are actively encouraged to participate in one or more course pathways, ensuring that they have access to a comprehensive and inclusive educational experience. Providing transportation for students enrolled in courses at the MRCTE Center enhances access to specialized CTE programs and ensures that all students have the opportunity to participate in career-focused learning experiences, regardless of their location. The Santa Maria Joint Union High School District faces various barriers to providing a broad course of study, but it's actively working to address these challenges. Collaborating with teachers and site administration to ensure flexibility in master boards allows for better meeting the diverse needs of students. This adaptability is crucial, especially for English language learners who may require differentiated instruction and support tailored to their language acquisition levels. Recognizing the unique needs of English language learners and students with disabilities, the district is working to provide appropriate support and accommodations. This may include specialized instruction, access to resources, and ongoing monitoring of progress to ensure academic success. Implementing structured intervention courses consistently throughout the district helps ensure continuity and equity in educational opportunities as students transition between schools. This allows students to receive consistent support and intervention regardless of their school of enrollment, promoting academic growth and success. By actively addressing these barriers and implementing strategies to support student learning and success, the Santa Maria Joint Union High School District is working to ensure that all students have access to a broad and equitable course of study, regardless of their background or individual needs. SMJUHSD supports academic counselors in conducting regular student schedule reviews and addressing identified scheduling needs. Setting A-G counseling benchmarks provides a clear framework for counselors and students to track progress toward completing the full A-G course sequence and ensures that they receive the necessary support and guidance to meet college entrance requirements. Timely interventions and targeted support services can help ensure that all students achieve their academic goals and pursue post-secondary education. SMJUHSD is prioritizing monitoring progress towards CTE pathway completion and implementing timely interventions to support struggling students. By working closely with the special education department, the master scheduling team can ensure that students with disabilities are appropriately scheduled into courses that meet their individualized needs and support their academic goals. Partnering with the multilingual literacy department ensures that newcomers and English Learners receive appropriate scheduling and support to access A-G coursework. Steps to enhance science and math education for students is a priority such as the implementation of NGSS-aligned science courses and increased support for math instruction with the new Integrated I curriculum offered to all freshmen. The availability of the state-of-the-art MRCTE facility, along with the addition of pathways each year, provides students with access to cutting-edge CTE programs. Met 2024-06-12 2024 42693280000000 Santa Ynez Valley 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 2023-24 school year gave a score of 100%. The self evaluation tool for the 2023-24 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 44.80 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 continue student access to visual and performing arts, career technical education and physical education. The district also plans to continue supporting dual enrollment classes with local community colleges. Met 2024-06-18 2024 42693360000000 Solvang Elementary 7 All students at Solvang have access to a broad course of study as evinced by the master schedule, course descriptions, and students' schedules and Individualized 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 and in middle school. ELs in elementary have access to integrated ELD throughout their day and DELD in 30 minute Language Proficiency Rotations connected to Science content as recommend in the EL standards.Students in grades 6-8 have access to English, English Language Development, Social Sciences, Spanish, Physical Education, Science, Mathematics, Visual and Performing Arts, STEM, Yearbook, Culinary Arts, and Leadership. In middle school DELD is a stand alone class on the master schedule. These offerings create the foundation for high school, college, and career and empower students with the skills, knowledge, and habits of mind to be the future leaders they deserve to be. All students have access to a Board Course of Study. As a single school District there were no differences. There were no barriers to students accessing a broad course of study identified. Educational Partners support the continuation of the Dual Language Immersion Strand, the variety of academic electives, and the School's support for unduplicated pupils. "Solvang School will continue to offer a broad course of study with Art, Music, STEM, Spanish, Yearbook, Leadership, all core classes and Designated ELD. Solvang School 's broad course of study and DLI programs authentically engage identified student groups. By providing access to a broad course of study in elementary and middle school, the district provides the foundation for all students to sustain academic success into and beyond SYV High School. Moreover, this broad course of study ensures that students are in their least restrictive environment. 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. " Met 2024-06-26 2024 42693440000000 Vista del Mar Union 7 Each student's schedule is analyzed to ensure that they have access to a broad course of study. In addition, the course materials are inventoried and compared to enrollment in each grade so that there are adequate materials for all students. Given Vista's small student population, each student can be personally tracked to ensure that they have all the necessary materials for school and are enrolled in a broad course of study. All students receive access to a broad course of study. We will continue to review each student individually so that they have access to a broad course of study and all necessary materials. Met 2024-06-13 2024 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 2023-24 school year gave a score of 100%. The self evaluation tool for the 2023-24 school year gave a score of 100%. There is only one site per grade range; therefore, there are no access differences across sites. It was the determination of the district while using the self evaluation tool, that both the unduplicated sub group and the students with exceptional needs sub group had the same access to the broad range of study that the general population had. One large barrier to providing a broad course of study to all students is the limited number of teachers within the district. With only 13.00 teachers for grades TK-12 it is a challenge to provide adequate access in areas like foreign language and applied and performing arts. The district will work to increase student access to visual and performing arts and career technical education and physical education by using a combination of outside groups and staff to deliver instruction in these areas. The district will also increase dual enrollment classes with local community colleges. Met 2024-06-27 2024 42750100138891 California Connections Academy Central Coast 7 California Connections Academy offers a diverse curriculum to all students, annually reviewing courses to optimize staff expertise and meet student needs. The Board evaluates these offerings. Given our online platform, courses are accessible anytime, eliminating constraints of traditional scheduling or location. Understanding graduation challenges, our high school team introduced Project Success. In 2022-2023, at-risk students achieved a 94.5% pass rate; by 2023-2024, this rose to 96.5%, motivating program expansion. Since 2020, our in-house summer school has replaced third-party programs, enhancing success rates from 77% pass and 85% graduation in 2020 to 83% pass and 95% graduation in 2023. These initiatives combat learning loss, underpinning our commitment to student success and equitable education access. They foster a supportive learning environment, empowering students to excel academically and reach their educational milestones. 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 has developed 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 2024-06-04 2024 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; Advanced Placement Exam Scores of 3 or Higher; Dual Enrollment in Advanced Courses Rate; Students completing College Credit Courses; State Seal of Biliteracy Achievement 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 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 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. Comparative rates between 22-23 & (21-22) UC/CSU Requirements met by graduates include: All students - 63.0% (61.6%); EML - 18.3% (19.8%); Homeless - 44.8% (45.9%); SWD - 23.3% (18.2%); SED - 50.2% (47.6%). Identified barriers prevent the District from providing access to a comprehensive course of study for all students. These barriers include limited recovery options for students with multiple failing grades, making it difficult for them to meet prerequisites for future courses. There is a need to improve Tier I instruction and supplemental Tier II and III support in literacy and math. To address these challenges, it is crucial to improve staff training to ensure instruction aligns with grade-level standards and effectively caters to the diverse needs of students. Staff also require additional training to differentiate the learning needs of English Language Learners (EMLs). Teachers need more assistance with balancing rigorous academic instruction with appropriate scaffolding. The district must also address the academic challenges faced by foster youth, EMLs, and low-income students, which hinder their high school graduation rates and their readiness for college and careers. Santa Barbara Unified is focused on ensuring high-quality, impactful Tier I instruction for student groups across multiple grade levels, incorporating Universal Design for Learning principles and expanding these efforts district-wide. This initiative also addresses Tier II and Tier III instruction for students at key entry points, specifically in TK through 3rd grade, 7th grade, and 9th grade, enabling teachers and staff to meet the needs of underperforming students who join the District and/or start attending schools at various stages. To further support students, teachers and support staff proactively identify and address needs early, continuing efforts to mitigate pandemic-related learning loss using formative data. Strengthening Tier II and III interventions includes employing small group instructional models with additional support staff collaborating with teachers in a push-in model, rather than the previous pull-out method. These actions are supported by ongoing professional learning, data analysis, planning, and instructional improvement within professional learning communities. Met 2024-06-25 2024 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 vocal music 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, which complement the visual and performing arts efforts already happening in the classroom. Met 2024-06-19 2024 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 2024-06-12 2024 42767866118202 Adelante Charter 7 All children at Adelante Charter have access to a well-rounded education focused on the whole child. As a dual language program, Adelante students are given access to rigorous, cognitively challenging learning experiences in both languages. This is evidenced in the master schedule. 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. 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 2024-06-21 2024 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 continue to explore and promote CTE options online and/or at local community colleges. Met 2024-06-13 2024 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 continue to explore and promote CTE options online and/or at local community colleges. Met 2024-06-13 2024 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 continue to explore and promote CTE options online and/or at local community colleges. Met 2024-06-13 2024 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 continue to explore and promote CTE options online and/or at local community colleges. Met 2024-06-13 2024 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 for ensuring students are receiving programs and services based on their 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, alternative pathway to graduation and 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, dual enrollment, 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 the detained student population and restrictions on classroom configurations based on their placement by Probation. 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 including AG 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 ESD 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 2024-06-12 2024 43104390106534 Bullis Charter 7 All student classes are monitored with Powerschool, our Student Information System. Students have choice for classes such as co-curriculars, language, electives, and clubs. Student information to determine their choice(s) is gathered from students and families via surveys sent out in the Powerschool platform and/or via Google Survey. All students are scheduled into consistent offerings. This includes access to core contents (Math, English, Science, and History) along with access to PE, Music, Drama, World Language, MakerSpace/FabLab, and Art. Students in grades 1-5 also select into two co-curricular classes (twice a year) and TK-8 students 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 barriers at this time. Bullis will continue to monitor and review all scheduled courses prior to the start of the school year. Met 2024-06-24 2024 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 2024-06-26 2024 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 2024-05-30 2024 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 2024-06-13 2024 43104390116814 ACE Empower Academy 7 ACE uses teacher credentials, classroom schedules, and master schedules in the student information system 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 ACE 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. ACE 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 2024-06-18 2024 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 2024-06-13 2024 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 2024-06-13 2024 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 2024-06-18 2024 43104390123257 Downtown College Prep - Alum Rock 7 All students at Downtown College Prep Alum Rock (DCP Alum Rock HS) enrolled 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, students had access to core subjects and enrichment courses including PE, Project Lead the Way and Art. 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. The most significant change to the DCP Alum Rock LEA in the 2023-2024 school year was the reduction of grade levels served, from 6-12 on two campuses to 6-8 on one campus. DCP Alum Rock Middle School will continue to serve middle school students in the 2024-2025 school year and beyond. Met 2024-06-18 2024 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 2024-06-13 2024 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 2024-06-13 2024 43104390124065 Sunrise Middle 7 All of our students are able to access the same grade level curriculum. We assist our students with disabilities with both push-in and pull-out models. We also have a fifth period intervention time where we place students in intervention as needed to assist them in accessing grade level material. English Learners during this time can take designated ELD classes for additional language support. Most of our teachers are bilingual, thereby allowing ELs to learn in both of their languages. The LEA has only one school site. We have made progress by opening more small groups and classes to individual students who are struggling in different areas. We also have more credentialed teachers tutoring students behind grade level after school so that they can still access the broad course of study during the day. The major barrier is that we have an increasing number of students who have been in the US for less than three years - many less than one year - with low English levels. This has required more professional development for our teachers, which we are continuing to provide. We are implementing new focused coaching cycles on providing supports for students with disabilities and English Learners who have been here less than three years - thereby bringing our teaching staff more strategies they can use to assist these learners. Also, we are providing more PD to help teachers identify students with potential learning disabilities. We're also providing instruction and continued efforts to build positive relationships with students and families. We also are providing more information for Parents and Guardians regarding things the can do to help their students at home even when they do not know the language. All of this should result in accelerated learning for our ELs and our students with disabilities. Met 2024-06-26 2024 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 2024-06-13 2024 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 2024-06-13 2024 43104390127969 Discovery Charter II 7 Discovery II 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 II students in the upper grades receive health instruction as well. The school 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 II 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 2024-06-26 2024 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 2024-06-18 2024 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 2024-06-13 2024 43104390131748 Voices College-Bound Language Academy at Morgan Hill 7 Voices MH 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 MH 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 and Spanish Language arts nonfiction and fiction passages. Voices MH offers a broad course of study to all students currently, but we are always looking to improve. Next year, for example, Voices MH is adopting a new Spanish language arts curriculum. Challenges that we have overcome include staffing challenges. Voices MH works hard to find bilingual, credentialed teachers and substitutes, and have filled in our positions successfully. Next year, Voices MH will focus on these initiatives: Sense of Belonging: Making sure Voices students continue to feel safe and supported so that they are in attendance and have access to a broad course of study. Spanish Language Arts: Voices is moving from teacher-created curriculum to a published curriculum to support teachers with internalizing lessons. Other curriculum: Voices MH will explore new curricula in other subject areas in specific grades. Simplifying assessment: Voices MH is paring down our assessments so we respond to the data we collect in a timely manner. We aim to bring cohesion to all of our systems, and one step is to strengthen our assessment cycles based on teacher feedback and student data. Met 2024-06-25 2024 43104390132530 Voices College-Bound Language Academy at Mt. Pleasant 7 Voices Mount Pleasant uses different measures and tools to track progress on the broad course of study including: - Daily attendance, including attendance in middle schools blocks - Daily schedules for grades K-8 - Pacing calendars for math and ELA curriculum - Trackers for meeting the instructional minutes for students with special needs - Regular principal 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 MP 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 and Spanish 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. Next year, for example, Voices MP is adopting a new Spanish language arts curriculum. Challenges that Voices has overcome include staffing challenges. Voices MP works hard to find bilingual, credentialed teachers and substitutes, and have filled in our positions successfully. However, it does take time to recruit, onboard, train and place a strong bilingual teacher in every classroom. This year, Voices MP was able to improve our onboarding processes for mid-year hires and provide stability in our staffing by late-mid year. We are retaining most of our staff for the following school year, but will work on the challenge of ensuring our teachers know how to use curriculum and instructional materials well, and receive consistent coaching. Next year, Voices Mount Pleasant will focus on the following initiatives: - Sense of Belonging: Making sure Voices MP students continue to feel safe and supported so that they are in attendance and have access to a broad course of study. - Spanish Language Arts: Voices MP is moving from teacher-created curriculum to a published curriculum to support teachers with internalizing lessons. - Other curriculum: Voices MP will explore new curricula in other subject areas in specific grades. - Simplifying assessment: Voices MP is paring down our assessments so we respond to the data we collect in a timely manner. We aim to bring cohesion to all of our systems, and one step is to strengthen our assessment cycles based on teacher feedback and student data. Met 2024-06-25 2024 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 2024-06-13 2024 43104390135087 Opportunity Youth Academy 7 The responses indicate that students feel safe, connected to staff, and motivated. OYA strives to create an inclusive environment where students feel connected and safe, and parents and families feel welcome. Processes in place to build this environment will continue through training for staff in inclusion and culturally responsive teaching and learning. LCAP goals include support for education and guidance for social and emotional needs of students. The responses indicate that students feel safe, connected to staff, and motivated. OYA strives to create an inclusive environment where students feel connected and safe, and parents and families feel welcome. Processes in place to build this environment will continue through training for staff in inclusion and culturally responsive teaching and learning. LCAP goals include support for education and guidance for social and emotional needs of students. The responses indicate that students feel safe, connected to staff, and motivated. OYA strives to create an inclusive environment where students feel connected and safe, and parents and families feel welcome. Processes in place to build this environment will continue through training for staff in inclusion and culturally responsive teaching and learning. LCAP goals include support for education and guidance for social and emotional needs of students. OYA offers a unique educational program to its students which emphasizes core academics and workplace and college readiness skills. Beginning with the 2023-2024 school year, OYA adopted a new online learning management system that offers students learning experiences that immulate classroom instruction, interactive tutorials, and real-time online tutoring from the system staff. OYA teachers provide orientation and tutorials to support students in learning how to use the learning management system. 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. The majority of OYA students need more than 55 credits to graduate. The average student starts OYA with a sixth-grade level equivalency in math and reading, based on the results from their first administration of OYA’s benchmark exam in math and reading (Renaissance STAR). The average student needs one or more full years of schooling to earn his/her high school diploma. OYA’s curriculum is offered through an online learning experience. Laptops (Chromebooks) are offered and provided to students for continual access to the online curriculum at home and at school. Met 2024-06-27 2024 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. A six-period day limits elective options, forcing students to take ELD classes over electives. Technology and digital access at home. Gaps in foundational skills to access course. Need for universally designed courses. More elective options. Teacher training, certification and bandwidth. Looking at ways to integrate elective choices in zero period and after school programming. Professional Learning opportunities to develop skills beyond their expertise. Reinforce English Language Development integration in all courses. Universal Design for Learning series across the district over the next several years. Foundational literacy program being brought to K-2 and Science of Reading training offered in the next school year. Met 2024-06-27 2024 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 2024-06-11 2024 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 2024-06-18 2024 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 2024-06-11 2024 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 in order for them to access an elective. The district has made this a priority for our EL students. Met 2024-06-26 2024 43693850000000 Cambrian 7 CSD employs several locally selected measures and tools to ensure all students have access to and are enrolled in a broad course of study. Specifically, Cambrian uses the following tools to track this access: 1. Instructional Program Data: This tool gathers comprehensive data on the instructional programs offered across different grade spans. 2. Track Physical Education Minutes: This measure ensures that physical education requirements are met according to the mandated guidelines. 3. PowerSchool Master Scheduling: This tool manages and monitors class scheduling to ensure a broad course of study is available to all students. For Grades 1-6, the broad course of study follows the California Education Code (EC) 51210, covering: •English Language Arts/Literacy •Mathematics •Social Sciences •ScienceVisual and Performing Arts •Health •Physical Education •Other studies prescribed by the governing board For Grades 7-8, the broad course of study follows the California Education Code (EC) 51220(a)-(i), including: •English Language Arts/Literacy •History/Social Sciences •World Language (Spanish) •Physical Education •Science •Mathematics •Visual and Performing Arts •Applied Arts •Career Technical Education •Other studies prescribed by the governing board These tools and measures allow the district to monitor and ensure that all students, including unduplicated student groups and individuals with exceptional needs, have equitable access to a comprehensive education. In reviewing school and grade level data for the 2023-2024 school year, we found that all elementary students had access to a broad course of study as outlined by CA Ed Code 51210. This includes comprehensive instruction in English Language Arts/Literacy, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education, and other studies prescribed by the governing board. Similarly, an examination of student schedules and associated data for the 2023-2024 school year reveals that all middle school students had access to a broad course of study as outlined by CA Ed Code 51220(a)-(i). In grades 6-8, students were enrolled in all core subject matter courses, including English Language Arts/English Language Development, Mathematics, Science, Social Studies, and Physical Education. Importantly, there were no differences across the district school sites regarding student groups' access to and enrollment in a broad course of study. The analysis showed that districtwide support and services are provided equitably and universally to meet the needs of all students. This indicates that Cambrian has successfully ensured that all students, including those from unduplicated student groups and individuals with exceptional needs, have equal access to the required educational programs. This equitable access underscores the district's commitment to providing a comprehensive and inclusive education for every student. Based on the results from the tools and locally selected measures, the district's review process has identified specific barriers preventing the LEA from providing all students access to a broad course of study. These barriers are primarily centered on programs and services for students with disabilities, particularly those with an individualized education plan (IEP) that requires 60% of the services to be provided within a self-contained classroom. This significant service requirement often limits the ability of these students to participate fully in the broad range of subjects and activities available to their peers. The need for specialized instruction and support in a self-contained environment can restrict their access to the general education curriculum, including subjects such as Visual and Performing Arts and PE. Additionally, logistical challenges, such as coordinating schedules and resources to integrate these students into broader courses while still meeting their specialized needs, further complicate providing a comprehensive educational experience. Addressing these barriers requires targeted strategies and additional resources to ensure that students with disabilities receive the necessary support to access a broad course of study comparable to their non-disabled peers. In response to the tool's results and locally selected measures, the district has implemented and plans to implement several revisions, decisions, and new actions to ensure all students have access to a broad course of study. The district will review and potentially revise the master schedule to include more elective choices tailored to significant student groups, providing a wider range of educational opportunities. Enhanced language instruction strategies from the ELA/ELD and Universal Design for Learning frameworks will be shared with all teachers, ensuring students can better access the state standards. District-wide professional development will focus on strategies and differentiated instruction for English Learners, Economically Disadvantaged students, Students with Disabilities, and Foster and Homeless Youth, benefiting all students. The district will also provide targeted, differentiated instruction and extended learning time based on data review, meeting individual learning needs. Regular monitoring of student progress through formative and summative assessments will allow for instruction adjustments, aligning with state priorities of Conditions for Learning, Pupil Achievement, and other Pupil Outcomes. These strategies aim to overcome identified barriers, ensuring that all students, including those with significant needs, have equitable access to a comprehensive and inclusive educational experience. Met 2024-06-20 2024 43693856046445 Fammatre Elementary 7 CSD employs several locally selected measures and tools to ensure all students have access to and are enrolled in a broad course of study. Specifically, Cambrian uses the following tools to track this access: 1. Instructional Program Data: This tool gathers comprehensive data on the instructional programs offered across different grade spans. 2. Track Physical Education Minutes: This measure ensures that physical education requirements are met according to the mandated guidelines. 3. PowerSchool Master Scheduling: This tool manages and monitors class scheduling to ensure a broad course of study is available to all students. For Grades 1-6, the broad course of study follows the California Education Code (EC) 51210, covering: •English Language Arts/Literacy •Mathematics •Social Sciences •ScienceVisual and Performing Arts •Health •Physical Education •Other studies prescribed by the governing board For Grades 7-8, the broad course of study follows the California Education Code (EC) 51220(a)-(i), including: •English Language Arts/Literacy •History/Social Sciences •World Language (Spanish) •Physical Education •Science •Mathematics •Visual and Performing Arts •Applied Arts •Career Technical Education •Other studies prescribed by the governing board These tools and measures allow the district to monitor and ensure that all students, including unduplicated student groups and individuals with exceptional needs, have equitable access to a comprehensive education. In reviewing school and grade level data for the 2023-2024 school year, we found that all elementary students had access to a broad course of study as outlined by CA Ed Code 51210. This includes comprehensive instruction in English Language Arts/Literacy, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education, and other studies prescribed by the governing board. Similarly, an examination of student schedules and associated data for the 2023-2024 school year reveals that all middle school students had access to a broad course of study as outlined by CA Ed Code 51220(a)-(i). In grades 6-8, students were enrolled in all core subject matter courses, including English Language Arts/English Language Development, Mathematics, Science, Social Studies, and Physical Education. Importantly, there were no differences across the district school sites regarding student groups' access to and enrollment in a broad course of study. The analysis showed that districtwide support and services are provided equitably and universally to meet the needs of all students. This indicates that Cambrian has successfully ensured that all students, including those from unduplicated student groups and individuals with exceptional needs, have equal access to the required educational programs. This equitable access underscores the district's commitment to providing a comprehensive and inclusive education for every student. Based on the results from the tools and locally selected measures, the district's review process has identified specific barriers preventing the LEA from providing all students access to a broad course of study. These barriers are primarily centered on programs and services for students with disabilities, particularly those with an individualized education plan (IEP) that requires 60% of the services to be provided within a self-contained classroom. This significant service requirement often limits the ability of these students to participate fully in the broad range of subjects and activities available to their peers. The need for specialized instruction and support in a self-contained environment can restrict their access to the general education curriculum, including subjects such as Visual and Performing Arts and PE. Additionally, logistical challenges, such as coordinating schedules and resources to integrate these students into broader courses while still meeting their specialized needs, further complicate providing a comprehensive educational experience. Addressing these barriers requires targeted strategies and additional resources to ensure that students with disabilities receive the necessary support to access a broad course of study comparable to their non-disabled peers. In response to the tool's results and locally selected measures, the district has implemented and plans to implement several revisions, decisions, and new actions to ensure all students have access to a broad course of study. The district will review and potentially revise the master schedule to include more elective choices tailored to significant student groups, providing a wider range of educational opportunities. Enhanced language instruction strategies from the ELA/ELD and Universal Design for Learning frameworks will be shared with all teachers, ensuring students can better access the state standards. District-wide professional development will focus on strategies and differentiated instruction for English Learners, Economically Disadvantaged students, Students with Disabilities, and Foster and Homeless Youth, benefiting all students. The district will also provide targeted, differentiated instruction and extended learning time based on data review, meeting individual learning needs. Regular monitoring of student progress through formative and summative assessments will allow for instruction adjustments, aligning with state priorities of Conditions for Learning, Pupil Achievement, and other Pupil Outcomes. These strategies aim to overcome identified barriers, ensuring that all students, including those with significant needs, have equitable access to a comprehensive and inclusive educational experience. Met 2024-06-20 2024 43693856046452 Farnham Charter 7 CSD employs several locally selected measures and tools to ensure all students have access to and are enrolled in a broad course of study. Specifically, Cambrian uses the following tools to track this access: 1. Instructional Program Data: This tool gathers comprehensive data on the instructional programs offered across different grade spans. 2. Track Physical Education Minutes: This measure ensures that physical education requirements are met according to the mandated guidelines. 3. PowerSchool Master Scheduling: This tool manages and monitors class scheduling to ensure a broad course of study is available to all students. For Grades 1-6, the broad course of study follows the California Education Code (EC) 51210, covering: •English Language Arts/Literacy •Mathematics •Social Sciences •ScienceVisual and Performing Arts •Health •Physical Education •Other studies prescribed by the governing board For Grades 7-8, the broad course of study follows the California Education Code (EC) 51220(a)-(i), including: •English Language Arts/Literacy •History/Social Sciences •World Language (Spanish) •Physical Education •Science •Mathematics •Visual and Performing Arts •Applied Arts •Career Technical Education •Other studies prescribed by the governing board These tools and measures allow the district to monitor and ensure that all students, including unduplicated student groups and individuals with exceptional needs, have equitable access to a comprehensive education. In reviewing school and grade level data for the 2023-2024 school year, we found that all elementary students had access to a broad course of study as outlined by CA Ed Code 51210. This includes comprehensive instruction in English Language Arts/Literacy, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education, and other studies prescribed by the governing board. Similarly, an examination of student schedules and associated data for the 2023-2024 school year reveals that all middle school students had access to a broad course of study as outlined by CA Ed Code 51220(a)-(i). In grades 6-8, students were enrolled in all core subject matter courses, including English Language Arts/English Language Development, Mathematics, Science, Social Studies, and Physical Education. Importantly, there were no differences across the district school sites regarding student groups' access to and enrollment in a broad course of study. The analysis showed that districtwide support and services are provided equitably and universally to meet the needs of all students. This indicates that Cambrian has successfully ensured that all students, including those from unduplicated student groups and individuals with exceptional needs, have equal access to the required educational programs. This equitable access underscores the district's commitment to providing a comprehensive and inclusive education for every student. Based on the results from the tools and locally selected measures, the district's review process has identified specific barriers preventing the LEA from providing all students access to a broad course of study. These barriers are primarily centered on programs and services for students with disabilities, particularly those with an individualized education plan (IEP) that requires 60% of the services to be provided within a self-contained classroom. This significant service requirement often limits the ability of these students to participate fully in the broad range of subjects and activities available to their peers. The need for specialized instruction and support in a self-contained environment can restrict their access to the general education curriculum, including subjects such as Visual and Performing Arts and PE. Additionally, logistical challenges, such as coordinating schedules and resources to integrate these students into broader courses while still meeting their specialized needs, further complicate providing a comprehensive educational experience. Addressing these barriers requires targeted strategies and additional resources to ensure that students with disabilities receive the necessary support to access a broad course of study comparable to their non-disabled peers. In response to the tool's results and locally selected measures, the district has implemented and plans to implement several revisions, decisions, and new actions to ensure all students have access to a broad course of study. The district will review and potentially revise the master schedule to include more elective choices tailored to significant student groups, providing a wider range of educational opportunities. Enhanced language instruction strategies from the ELA/ELD and Universal Design for Learning frameworks will be shared with all teachers, ensuring students can better access the state standards. District-wide professional development will focus on strategies and differentiated instruction for English Learners, Economically Disadvantaged students, Students with Disabilities, and Foster and Homeless Youth, benefiting all students. The district will also provide targeted, differentiated instruction and extended learning time based on data review, meeting individual learning needs. Regular monitoring of student progress through formative and summative assessments will allow for instruction adjustments, aligning with state priorities of Conditions for Learning, Pupil Achievement, and other Pupil Outcomes. These strategies aim to overcome identified barriers, ensuring that all students, including those with significant needs, have equitable access to a comprehensive and inclusive educational experience. Met 2024-06-20 2024 43693856046486 Price Charter Middle 7 CSD employs several locally selected measures and tools to ensure all students have access to and are enrolled in a broad course of study. Specifically, Cambrian uses the following tools to track this access: 1. Instructional Program Data: This tool gathers comprehensive data on the instructional programs offered across different grade spans. 2. Track Physical Education Minutes: This measure ensures that physical education requirements are met according to the mandated guidelines. 3. PowerSchool Master Scheduling: This tool manages and monitors class scheduling to ensure a broad course of study is available to all students. For Grades 1-6, the broad course of study follows the California Education Code (EC) 51210, covering: •English Language Arts/Literacy •Mathematics •Social Sciences •ScienceVisual and Performing Arts •Health •Physical Education •Other studies prescribed by the governing board For Grades 7-8, the broad course of study follows the California Education Code (EC) 51220(a)-(i), including: •English Language Arts/Literacy •History/Social Sciences •World Language (Spanish) •Physical Education •Science •Mathematics •Visual and Performing Arts •Applied Arts •Career Technical Education •Other studies prescribed by the governing board These tools and measures allow the district to monitor and ensure that all students, including unduplicated student groups and individuals with exceptional needs, have equitable access to a comprehensive education. In reviewing school and grade level data for the 2023-2024 school year, we found that all elementary students had access to a broad course of study as outlined by CA Ed Code 51210. This includes comprehensive instruction in English Language Arts/Literacy, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education, and other studies prescribed by the governing board. Similarly, an examination of student schedules and associated data for the 2023-2024 school year reveals that all middle school students had access to a broad course of study as outlined by CA Ed Code 51220(a)-(i). In grades 6-8, students were enrolled in all core subject matter courses, including English Language Arts/English Language Development, Mathematics, Science, Social Studies, and Physical Education. Importantly, there were no differences across the district school sites regarding student groups' access to and enrollment in a broad course of study. The analysis showed that districtwide support and services are provided equitably and universally to meet the needs of all students. This indicates that Cambrian has successfully ensured that all students, including those from unduplicated student groups and individuals with exceptional needs, have equal access to the required educational programs. This equitable access underscores the district's commitment to providing a comprehensive and inclusive education for every student. Based on the results from the tools and locally selected measures, the district's review process has identified specific barriers preventing the LEA from providing all students access to a broad course of study. These barriers are primarily centered on programs and services for students with disabilities, particularly those with an individualized education plan (IEP) that requires 60% of the services to be provided within a self-contained classroom. This significant service requirement often limits the ability of these students to participate fully in the broad range of subjects and activities available to their peers. The need for specialized instruction and support in a self-contained environment can restrict their access to the general education curriculum, including subjects such as Visual and Performing Arts and PE. In response to the tool's results and locally selected measures, the district has implemented and plans to implement several revisions, decisions, and new actions to ensure all students have access to a broad course of study. The district will review and potentially revise the master schedule to include more elective choices tailored to significant student groups, providing a wider range of educational opportunities. Enhanced language instruction strategies from the ELA/ELD and Universal Design for Learning frameworks will be shared with all teachers, ensuring students can better access the state standards. District-wide professional development will focus on strategies and differentiated instruction for English Learners, Economically Disadvantaged students, Students with Disabilities, and Foster and Homeless Youth, benefiting all students. The district will also provide targeted, differentiated instruction and extended learning time based on data review, meeting individual learning needs. Regular monitoring of student progress through formative and summative assessments will allow for instruction adjustments, aligning with state priorities of Conditions for Learning, Pupil Achievement, and other Pupil Outcomes. These strategies aim to overcome identified barriers, ensuring that all students, including those with significant needs, have equitable access to a comprehensive and inclusive educational experience. Met 2024-06-20 2024 43693856046494 Sartorette Charter 7 CSD employs several locally selected measures and tools to ensure all students have access to and are enrolled in a broad course of study. Specifically, Cambrian uses the following tools to track this access: 1. Instructional Program Data: This tool gathers comprehensive data on the instructional programs offered across different grade spans. 2. Track Physical Education Minutes: This measure ensures that physical education requirements are met according to the mandated guidelines. 3. PowerSchool Master Scheduling: This tool manages and monitors class scheduling to ensure a broad course of study is available to all students. For Grades 1-6, the broad course of study follows the California Education Code (EC) 51210, covering: •English Language Arts/Literacy •Mathematics •Social Sciences •ScienceVisual and Performing Arts •Health •Physical Education •Other studies prescribed by the governing board For Grades 7-8, the broad course of study follows the California Education Code (EC) 51220(a)-(i), including: •English Language Arts/Literacy •History/Social Sciences •World Language (Spanish) •Physical Education •Science •Mathematics •Visual and Performing Arts •Applied Arts •Career Technical Education •Other studies prescribed by the governing board These tools and measures allow the district to monitor and ensure that all students, including unduplicated student groups and individuals with exceptional needs, have equitable access to a comprehensive education. In reviewing school and grade level data for the 2023-2024 school year, we found that all elementary students had access to a broad course of study as outlined by CA Ed Code 51210. This includes comprehensive instruction in English Language Arts/Literacy, Mathematics, Social Sciences, Science, Visual and Performing Arts, Health, Physical Education, and other studies prescribed by the governing board. Similarly, an examination of student schedules and associated data for the 2023-2024 school year reveals that all middle school students had access to a broad course of study as outlined by CA Ed Code 51220(a)-(i). In grades 6-8, students were enrolled in all core subject matter courses, including English Language Arts/English Language Development, Mathematics, Science, Social Studies, and Physical Education. Importantly, there were no differences across the district school sites regarding student groups' access to and enrollment in a broad course of study. The analysis showed that districtwide support and services are provided equitably and universally to meet the needs of all students. This indicates that Cambrian has successfully ensured that all students, including those from unduplicated student groups and individuals with exceptional needs, have equal access to the required educational programs. This equitable access underscores the district's commitment to providing a comprehensive and inclusive education for every student. Based on the results from the tools and locally selected measures, the district's review process has identified specific barriers preventing the LEA from providing all students access to a broad course of study. These barriers are primarily centered on programs and services for students with disabilities, particularly those with an individualized education plan (IEP) that requires 60% of the services to be provided within a self-contained classroom. This significant service requirement often limits the ability of these students to participate fully in the broad range of subjects and activities available to their peers. The need for specialized instruction and support in a self-contained environment can restrict their access to the general education curriculum, including subjects such as Visual and Performing Arts and PE. Additionally, logistical challenges, such as coordinating schedules and resources to integrate these students into broader courses while still meeting their specialized needs, further complicate providing a comprehensive educational experience. Addressing these barriers requires targeted strategies and additional resources to ensure that students with disabilities receive the necessary support to access a broad course of study comparable to their non-disabled peers. In response to the tool's results and locally selected measures, the district has implemented and plans to implement several revisions, decisions, and new actions to ensure all students have access to a broad course of study. The district will review and potentially revise the master schedule to include more elective choices tailored to significant student groups, providing a wider range of educational opportunities. Enhanced language instruction strategies from the ELA/ELD and Universal Design for Learning frameworks will be shared with all teachers, ensuring students can better access the state standards. District-wide professional development will focus on strategies and differentiated instruction for English Learners, Economically Disadvantaged students, Students with Disabilities, and Foster and Homeless Youth, benefiting all students. The district will also provide targeted, differentiated instruction and extended learning time based on data review, meeting individual learning needs. Regular monitoring of student progress through formative and summative assessments will allow for instruction adjustments, aligning with state priorities of Conditions for Learning, Pupil Achievement, and other Pupil Outcomes. These strategies aim to overcome identified barriers, ensuring that all students, including those with significant needs, have equitable access to a comprehensive and inclusive educational experience. Met 2024-06-20 2024 43693930000000 Campbell Union 7 Campbell Union School District (CUSD) utilizes PowerSchool, the District adopted Student Information System (SIS), for student course scheduling. Wherever possible, data was pulled directly from PowerSchool and DataZone, CUSD’s data warehouse solution, along with principal and staff input and other available posted information. Enrollment in 8th grade advanced math is reviewed and monitored overall and for socio-economically disadvantaged (SED) and English Learner students with an ELPAC level of 4 (EL4) as a way to ensure increased access for all students and representative enrollment of student groups. CUSD's goal is to increase enrollment in advanced math, and for SED and EL4 enrollment to be within 5% of total SED and EL4 student group enrollment by 26.27. For students with disabilities, CUSD’s goal is no more than 1% of all enrolled students receiving a modified course of study through Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms by 26.27. In addition, CUSD seeks to decrease the number of Long Term English Learners by 26.27. Students have access to core subjects including Language Arts, Math, Science, Social Studies, and Physical Education. Advanced math courses at CSI, Monroe, and Rolling Hills offer a pathway for students to enter high school on track for college preparatory courses. In 23.24, where offered, 41% of 8th graders were enrolled in advanced math and the difference between 8th grade EL4 and course enrollment was 1.7% and 21% for SED. 1.13% of all students in 23.24 were enrolled in a Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classroom. Students served through special education access core subjects and services as determined by their IEP, including Resource Specialist Program and Speech and Language services. Special Day Classes are provided at Blackford, Capri, Castlemont, Forest Hill, Lynhaven, and Rolling Hills. AIM (Art, Innovation and Music) was introduced in grades 1-5 across all campuses in 23.24, with students receiving instruction in the areas of art, music, and innovation. CUSD’s two middle schools offer year long and wheel electives and at TK-8 schools, students participate in site specific enrichment offerings. 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 CUSD. Access to elective courses and enrichment may be limited for English Learner (EL) students as English Language Development (ELD) must be provided as part of the scheduled day. At 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. Traditionally, needs for intervention and support for student learning have been delivered as an out of classroom service, at times causing students to miss first instruction in their classroom. In addition, attendance rates have yet to return to pre-Covid levels, resulting in missed instructional learning time that contributes to academic gaps for students. CUSD continues to develop models that allow English Learners (ELs) access to electives and English Language Development (ELD). As CUSD monitors enrollment trends for 8th grade advanced math and Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms, staff will surface and respond to opportunities for improvement. Collaboration with Non Public Schools (NPSs), the Santa Clara County Office of Education (SCCOE) and the Special Education Local Plan Area (SELPA) allows for a continuum of services to be offered to students served through IEPs, ensuring students receive a Free, Appropriate Public Education (FAPE) that meets individual need in the least restrictive environment. Inclusion and tiered instruction remain a focus, with the goal of increased student time in the classroom and reduced time out of class for intervention and support. To support this work, in addition to monitoring enrollment in Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms, CUSD developed and shared expectations for SSTs for ELs and professional development to teachers in the areas of inclusion and equity. To reduce absenteeism, data is shared monthly, and sites work with families to support increased attendance. For 24.25, CUSD continues a focus on Tiered Instruction, Professional Learning Communities, and Positive Behavior Supports and Intervention to ensure an inclusive and collaborative culture that develops successful students and adults. Met 2024-06-20 2024 43693930106005 Village 7 Campbell Union School District (CUSD) utilizes PowerSchool, the District adopted Student Information System (SIS), for student course scheduling. Wherever possible, data was pulled directly from PowerSchool and DataZone, CUSD’s data warehouse solution, along with principal and staff input and other available posted information. Enrollment in 8th grade advanced math is reviewed and monitored overall and for socio-economically disadvantaged (SED) and English Learner students with an ELPAC level of 4 (EL4) as a way to ensure increased access for all students and representative enrollment of student groups. CUSD's goal is to increase enrollment in advanced math, and for SED and EL4 enrollment to be within 5% of total SED and EL4 student group enrollment by 26.27. For students with disabilities, CUSD’s goal is no more than 1% of all enrolled students receiving a modified course of study through Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms by 26.27. In addition, CUSD seeks to decrease the number of Long Term English Learners by 26.27. Students have access to core subjects including Language Arts, Math, Science, Social Studies, and Physical Education. Advanced math courses at CSI, Monroe, and Rolling Hills offer a pathway for students to enter high school on track for college preparatory courses. In 23.24, where offered, 41% of 8th graders were enrolled in advanced math and the difference between 8th grade EL4 and course enrollment was 1.7% and 21% for SED. 1.13% of all students in 23.24 were enrolled in a Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classroom. Students served through special education access core subjects and services as determined by their IEP, including Resource Specialist Program and Speech and Language services. Special Day Classes are provided at Blackford, Capri, Castlemont, Forest Hill, Lynhaven, and Rolling Hills. AIM (Art, Innovation and Music) was introduced in grades 1-5 across all campuses in 23.24, with students receiving instruction in the areas of art, music, and innovation. CUSD’s two middle schools offer year long and wheel electives and at TK-8 schools, students participate in site specific enrichment offerings. 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 CUSD. Access to elective courses and enrichment may be limited for English Learner (EL) students as English Language Development (ELD) must be provided as part of the scheduled day. At 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. Traditionally, needs for intervention and support for student learning have been delivered as an out of classroom service, at times causing students to miss first instruction in their classroom. In addition, attendance rates have yet to return to pre-Covid levels, resulting in missed instructional learning time that contributes to academic gaps for students. CUSD continues to develop models that allow English Learners (ELs) access to electives and English Language Development (ELD). As CUSD monitors enrollment trends for 8th grade advanced math and Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms, staff will surface and respond to opportunities for improvement. Collaboration with Non Public Schools (NPSs), the Santa Clara County Office of Education (SCCOE) and the Special Education Local Plan Area (SELPA) allows for a continuum of services to be offered to students served through IEPs, ensuring students receive a Free, Appropriate Public Education (FAPE) that meets individual need in the least restrictive environment. Inclusion and tiered instruction remain a focus, with the goal of increased student time in the classroom and reduced time out of class for intervention and support. To support this work, in addition to monitoring enrollment in Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms, CUSD developed and shared expectations for SSTs for ELs and professional development to teachers in the areas of inclusion and equity. To reduce absenteeism, data is shared monthly, and sites work with families to support increased attendance. For 24.25, CUSD continues a focus on Tiered Instruction, Professional Learning Communities, and Positive Behavior Supports and Intervention to ensure an inclusive and collaborative culture that develops successful students and adults. Met 2024-06-20 2024 43693930137273 Campbell School of Innovation 7 Campbell Union School District (CUSD) utilizes PowerSchool, the District adopted Student Information System (SIS), for student course scheduling. Wherever possible, data was pulled directly from PowerSchool and DataZone, CUSD’s data warehouse solution, along with principal and staff input and other available posted information. Enrollment in 8th grade advanced math is reviewed and monitored overall and for socio-economically disadvantaged (SED) and English Learner students with an ELPAC level of 4 (EL4) as a way to ensure increased access for all students and representative enrollment of student groups. CUSD's goal is to increase enrollment in advanced math, and for SED and EL4 enrollment to be within 5% of total SED and EL4 student group enrollment by 26.27. For students with disabilities, CUSD’s goal is no more than 1% of all enrolled students receiving a modified course of study through Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms by 26.27. In addition, CUSD seeks to decrease the number of Long Term English Learners by 26.27. Students have access to core subjects including Language Arts, Math, Science, Social Studies, and Physical Education. Advanced math courses at CSI, Monroe, and Rolling Hills offer a pathway for students to enter high school on track for college preparatory courses. In 23.24, where offered, 41% of 8th graders were enrolled in advanced math and the difference between 8th grade EL4 and course enrollment was 1.7% and 21% for SED. 1.13% of all students in 23.24 were enrolled in a Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classroom. Students served through special education access core subjects and services as determined by their IEP, including Resource Specialist Program and Speech and Language services. Special Day Classes are provided at Blackford, Capri, Castlemont, Forest Hill, Lynhaven, and Rolling Hills. AIM (Art, Innovation and Music) was introduced in grades 1-5 across all campuses in 23.24, with students receiving instruction in the areas of art, music, and innovation. CUSD’s two middle schools offer year long and wheel electives and at TK-8 schools, students participate in site specific enrichment offerings. 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 CUSD. Access to elective courses and enrichment may be limited for English Learner (EL) students as English Language Development (ELD) must be provided as part of the scheduled day. At 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. Traditionally, needs for intervention and support for student learning have been delivered as an out of classroom service, at times causing students to miss first instruction in their classroom. In addition, attendance rates have yet to return to pre-Covid levels, resulting in missed instructional learning time that contributes to academic gaps for students. CUSD continues to develop models that allow English Learners (ELs) access to electives and English Language Development (ELD). As CUSD monitors enrollment trends for 8th grade advanced math and Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms, staff will surface and respond to opportunities for improvement. Collaboration with Non Public Schools (NPSs), the Santa Clara County Office of Education (SCCOE) and the Special Education Local Plan Area (SELPA) allows for a continuum of services to be offered to students served through IEPs, ensuring students receive a Free, Appropriate Public Education (FAPE) that meets individual need in the least restrictive environment. Inclusion and tiered instruction remain a focus, with the goal of increased student time in the classroom and reduced time out of class for intervention and support. To support this work, in addition to monitoring enrollment in Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms, CUSD developed and shared expectations for SSTs for ELs and professional development to teachers in the areas of inclusion and equity. To reduce absenteeism, data is shared monthly, and sites work with families to support increased attendance. For 24.25, CUSD continues a focus on Tiered Instruction, Professional Learning Communities, and Positive Behavior Supports and Intervention to ensure an inclusive and collaborative culture that develops successful students and adults. Met 2024-06-20 2024 43693936046510 Blackford Elementary 7 Campbell Union School District (CUSD) utilizes PowerSchool, the District adopted Student Information System (SIS), for student course scheduling. Wherever possible, data was pulled directly from PowerSchool and DataZone, CUSD’s data warehouse solution, along with principal and staff input and other available posted information. Enrollment in 8th grade advanced math is reviewed and monitored overall and for socio-economically disadvantaged (SED) and English Learner students with an ELPAC level of 4 (EL4) as a way to ensure increased access for all students and representative enrollment of student groups. CUSD's goal is to increase enrollment in advanced math, and for SED and EL4 enrollment to be within 5% of total SED and EL4 student group enrollment by 26.27. For students with disabilities, CUSD’s goal is no more than 1% of all enrolled students receiving a modified course of study through Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms by 26.27. In addition, CUSD seeks to decrease the number of Long Term English Learners by 26.27. Students have access to core subjects including Language Arts, Math, Science, Social Studies, and Physical Education. Advanced math courses at CSI, Monroe, and Rolling Hills offer a pathway for students to enter high school on track for college preparatory courses. In 23.24, where offered, 41% of 8th graders were enrolled in advanced math and the difference between 8th grade EL4 and course enrollment was 1.7% and 21% for SED. 1.13% of all students in 23.24 were enrolled in a Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classroom. Students served through special education access core subjects and services as determined by their IEP, including Resource Specialist Program and Speech and Language services. Special Day Classes are provided at Blackford, Capri, Castlemont, Forest Hill, Lynhaven, and Rolling Hills. AIM (Art, Innovation and Music) was introduced in grades 1-5 across all campuses in 23.24, with students receiving instruction in the areas of art, music, and innovation. CUSD’s two middle schools offer year long and wheel electives and at TK-8 schools, students participate in site specific enrichment offerings. 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 CUSD. Access to elective courses and enrichment may be limited for English Learner (EL) students as English Language Development (ELD) must be provided as part of the scheduled day. At 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. Traditionally, needs for intervention and support for student learning have been delivered as an out of classroom service, at times causing students to miss first instruction in their classroom. In addition, attendance rates have yet to return to pre-Covid levels, resulting in missed instructional learning time that contributes to academic gaps for students. CUSD continues to develop models that allow English Learners (ELs) access to electives and English Language Development (ELD). As CUSD monitors enrollment trends for 8th grade advanced math and Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms, staff will surface and respond to opportunities for improvement. Collaboration with Non Public Schools (NPSs), the Santa Clara County Office of Education (SCCOE) and the Special Education Local Plan Area (SELPA) allows for a continuum of services to be offered to students served through IEPs, ensuring students receive a Free, Appropriate Public Education (FAPE) that meets individual need in the least restrictive environment. Inclusion and tiered instruction remain a focus, with the goal of increased student time in the classroom and reduced time out of class for intervention and support. To support this work, in addition to monitoring enrollment in Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms, CUSD developed and shared expectations for SSTs for ELs and professional development to teachers in the areas of inclusion and equity. To reduce absenteeism, data is shared monthly, and sites work with families to support increased attendance. For 24.25, CUSD continues a focus on Tiered Instruction, Professional Learning Communities, and Positive Behavior Supports and Intervention to ensure an inclusive and collaborative culture that develops successful students and adults. Met 2024-06-20 2024 43693936046536 Capri Elementary 7 Campbell Union School District (CUSD) utilizes PowerSchool, the District adopted Student Information System (SIS), for student course scheduling. Wherever possible, data was pulled directly from PowerSchool and DataZone, CUSD’s data warehouse solution, along with principal and staff input and other available posted information. Enrollment in 8th grade advanced math is reviewed and monitored overall and for socio-economically disadvantaged (SED) and English Learner students with an ELPAC level of 4 (EL4) as a way to ensure increased access for all students and representative enrollment of student groups. CUSD's goal is to increase enrollment in advanced math, and for SED and EL4 enrollment to be within 5% of total SED and EL4 student group enrollment by 26.27. For students with disabilities, CUSD’s goal is no more than 1% of all enrolled students receiving a modified course of study through Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms by 26.27. In addition, CUSD seeks to decrease the number of Long Term English Learners by 26.27. Students have access to core subjects including Language Arts, Math, Science, Social Studies, and Physical Education. Advanced math courses at CSI, Monroe, and Rolling Hills offer a pathway for students to enter high school on track for college preparatory courses. In 23.24, where offered, 41% of 8th graders were enrolled in advanced math and the difference between 8th grade EL4 and course enrollment was 1.7% and 21% for SED. 1.13% of all students in 23.24 were enrolled in a Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classroom. Students served through special education access core subjects and services as determined by their IEP, including Resource Specialist Program and Speech and Language services. Special Day Classes are provided at Blackford, Capri, Castlemont, Forest Hill, Lynhaven, and Rolling Hills. AIM (Art, Innovation and Music) was introduced in grades 1-5 across all campuses in 23.24, with students receiving instruction in the areas of art, music, and innovation. CUSD’s two middle schools offer year long and wheel electives and at TK-8 schools, students participate in site specific enrichment offerings. 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 CUSD. Access to elective courses and enrichment may be limited for English Learner (EL) students as English Language Development (ELD) must be provided as part of the scheduled day. At 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. Traditionally, needs for intervention and support for student learning have been delivered as an out of classroom service, at times causing students to miss first instruction in their classroom. In addition, attendance rates have yet to return to pre-Covid levels, resulting in missed instructional learning time that contributes to academic gaps for students. CUSD continues to develop models that allow English Learners (ELs) access to electives and English Language Development (ELD). As CUSD monitors enrollment trends for 8th grade advanced math and Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms, staff will surface and respond to opportunities for improvement. Collaboration with Non Public Schools (NPSs), the Santa Clara County Office of Education (SCCOE) and the Special Education Local Plan Area (SELPA) allows for a continuum of services to be offered to students served through IEPs, ensuring students receive a Free, Appropriate Public Education (FAPE) that meets individual need in the least restrictive environment. Inclusion and tiered instruction remain a focus, with the goal of increased student time in the classroom and reduced time out of class for intervention and support. To support this work, in addition to monitoring enrollment in Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms, CUSD developed and shared expectations for SSTs for ELs and professional development to teachers in the areas of inclusion and equity. To reduce absenteeism, data is shared monthly, and sites work with families to support increased attendance. For 24.25, CUSD continues a focus on Tiered Instruction, Professional Learning Communities, and Positive Behavior Supports and Intervention to ensure an inclusive and collaborative culture that develops successful students and adults. Met 2024-06-20 2024 43693936046544 Castlemont Elementary 7 Campbell Union School District (CUSD) utilizes PowerSchool, the District adopted Student Information System (SIS), for student course scheduling. Wherever possible, data was pulled directly from PowerSchool and DataZone, CUSD’s data warehouse solution, along with principal and staff input and other available posted information. Enrollment in 8th grade advanced math is reviewed and monitored overall and for socio-economically disadvantaged (SED) and English Learner students with an ELPAC level of 4 (EL4) as a way to ensure increased access for all students and representative enrollment of student groups. CUSD's goal is to increase enrollment in advanced math, and for SED and EL4 enrollment to be within 5% of total SED and EL4 student group enrollment by 26.27. For students with disabilities, CUSD’s goal is no more than 1% of all enrolled students receiving a modified course of study through Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms by 26.27. In addition, CUSD seeks to decrease the number of Long Term English Learners by 26.27. Students have access to core subjects including Language Arts, Math, Science, Social Studies, and Physical Education. Advanced math courses at CSI, Monroe, and Rolling Hills offer a pathway for students to enter high school on track for college preparatory courses. In 23.24, where offered, 41% of 8th graders were enrolled in advanced math and the difference between 8th grade EL4 and course enrollment was 1.7% and 21% for SED. 1.13% of all students in 23.24 were enrolled in a Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classroom. Students served through special education access core subjects and services as determined by their IEP, including Resource Specialist Program and Speech and Language services. Special Day Classes are provided at Blackford, Capri, Castlemont, Forest Hill, Lynhaven, and Rolling Hills. AIM (Art, Innovation and Music) was introduced in grades 1-5 across all campuses in 23.24, with students receiving instruction in the areas of art, music, and innovation. CUSD’s two middle schools offer year long and wheel electives and at TK-8 schools, students participate in site specific enrichment offerings. 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 CUSD. Access to elective courses and enrichment may be limited for English Learner (EL) students as English Language Development (ELD) must be provided as part of the scheduled day. At 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. Traditionally, needs for intervention and support for student learning have been delivered as an out of classroom service, at times causing students to miss first instruction in their classroom. In addition, attendance rates have yet to return to pre-Covid levels, resulting in missed instructional learning time that contributes to academic gaps for students. CUSD continues to develop models that allow English Learners (ELs) access to electives and English Language Development (ELD). As CUSD monitors enrollment trends for 8th grade advanced math and Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms, staff will surface and respond to opportunities for improvement. Collaboration with Non Public Schools (NPSs), the Santa Clara County Office of Education (SCCOE) and the Special Education Local Plan Area (SELPA) allows for a continuum of services to be offered to students served through IEPs, ensuring students receive a Free, Appropriate Public Education (FAPE) that meets individual need in the least restrictive environment. Inclusion and tiered instruction remain a focus, with the goal of increased student time in the classroom and reduced time out of class for intervention and support. To support this work, in addition to monitoring enrollment in Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms, CUSD developed and shared expectations for SSTs for ELs and professional development to teachers in the areas of inclusion and equity. To reduce absenteeism, data is shared monthly, and sites work with families to support increased attendance. For 24.25, CUSD continues a focus on Tiered Instruction, Professional Learning Communities, and Positive Behavior Supports and Intervention to ensure an inclusive and collaborative culture that develops successful students and adults. Met 2024-06-20 2024 43693936046577 Forest Hill Elementary 7 Campbell Union School District (CUSD) utilizes PowerSchool, the District adopted Student Information System (SIS), for student course scheduling. Wherever possible, data was pulled directly from PowerSchool and DataZone, CUSD’s data warehouse solution, along with principal and staff input and other available posted information. Enrollment in 8th grade advanced math is reviewed and monitored overall and for socio-economically disadvantaged (SED) and English Learner students with an ELPAC level of 4 (EL4) as a way to ensure increased access for all students and representative enrollment of student groups. CUSD's goal is to increase enrollment in advanced math, and for SED and EL4 enrollment to be within 5% of total SED and EL4 student group enrollment by 26.27. For students with disabilities, CUSD’s goal is no more than 1% of all enrolled students receiving a modified course of study through Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms by 26.27. In addition, CUSD seeks to decrease the number of Long Term English Learners by 26.27. Students have access to core subjects including Language Arts, Math, Science, Social Studies, and Physical Education. Advanced math courses at CSI, Monroe, and Rolling Hills offer a pathway for students to enter high school on track for college preparatory courses. In 23.24, where offered, 41% of 8th graders were enrolled in advanced math and the difference between 8th grade EL4 and course enrollment was 1.7% and 21% for SED. 1.13% of all students in 23.24 were enrolled in a Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classroom. Students served through special education access core subjects and services as determined by their IEP, including Resource Specialist Program and Speech and Language services. Special Day Classes are provided at Blackford, Capri, Castlemont, Forest Hill, Lynhaven, and Rolling Hills. AIM (Art, Innovation and Music) was introduced in grades 1-5 across all campuses in 23.24, with students receiving instruction in the areas of art, music, and innovation. CUSD’s two middle schools offer year long and wheel electives and at TK-8 schools, students participate in site specific enrichment offerings. 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 CUSD. Access to elective courses and enrichment may be limited for English Learner (EL) students as English Language Development (ELD) must be provided as part of the scheduled day. At 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. Traditionally, needs for intervention and support for student learning have been delivered as an out of classroom service, at times causing students to miss first instruction in their classroom. In addition, attendance rates have yet to return to pre-Covid levels, resulting in missed instructional learning time that contributes to academic gaps for students. CUSD continues to develop models that allow English Learners (ELs) access to electives and English Language Development (ELD). As CUSD monitors enrollment trends for 8th grade advanced math and Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms, staff will surface and respond to opportunities for improvement. Collaboration with Non Public Schools (NPSs), the Santa Clara County Office of Education (SCCOE) and the Special Education Local Plan Area (SELPA) allows for a continuum of services to be offered to students served through IEPs, ensuring students receive a Free, Appropriate Public Education (FAPE) that meets individual need in the least restrictive environment. Inclusion and tiered instruction remain a focus, with the goal of increased student time in the classroom and reduced time out of class for intervention and support. To support this work, in addition to monitoring enrollment in Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms, CUSD developed and shared expectations for SSTs for ELs and professional development to teachers in the areas of inclusion and equity. To reduce absenteeism, data is shared monthly, and sites work with families to support increased attendance. For 24.25, CUSD continues a focus on Tiered Instruction, Professional Learning Communities, and Positive Behavior Supports and Intervention to ensure an inclusive and collaborative culture that develops successful students and adults. Met 2024-06-20 2024 43693936046601 Lynhaven Elementary 7 Campbell Union School District (CUSD) utilizes PowerSchool, the District adopted Student Information System (SIS), for student course scheduling. Wherever possible, data was pulled directly from PowerSchool and DataZone, CUSD’s data warehouse solution, along with principal and staff input and other available posted information. Enrollment in 8th grade advanced math is reviewed and monitored overall and for socio-economically disadvantaged (SED) and English Learner students with an ELPAC level of 4 (EL4) as a way to ensure increased access for all students and representative enrollment of student groups. CUSD's goal is to increase enrollment in advanced math, and for SED and EL4 enrollment to be within 5% of total SED and EL4 student group enrollment by 26.27. For students with disabilities, CUSD’s goal is no more than 1% of all enrolled students receiving a modified course of study through Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms by 26.27. In addition, CUSD seeks to decrease the number of Long Term English Learners by 26.27. Students have access to core subjects including Language Arts, Math, Science, Social Studies, and Physical Education. Advanced math courses at CSI, Monroe, and Rolling Hills offer a pathway for students to enter high school on track for college preparatory courses. In 23.24, where offered, 41% of 8th graders were enrolled in advanced math and the difference between 8th grade EL4 and course enrollment was 1.7% and 21% for SED. 1.13% of all students in 23.24 were enrolled in a Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classroom. Students served through special education access core subjects and services as determined by their IEP, including Resource Specialist Program and Speech and Language services. Special Day Classes are provided at Blackford, Capri, Castlemont, Forest Hill, Lynhaven, and Rolling Hills. AIM (Art, Innovation and Music) was introduced in grades 1-5 across all campuses in 23.24, with students receiving instruction in the areas of art, music, and innovation. CUSD’s two middle schools offer year long and wheel electives and at TK-8 schools, students participate in site specific enrichment offerings. 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 CUSD. Access to elective courses and enrichment may be limited for English Learner (EL) students as English Language Development (ELD) must be provided as part of the scheduled day. At 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. Traditionally, needs for intervention and support for student learning have been delivered as an out of classroom service, at times causing students to miss first instruction in their classroom. In addition, attendance rates have yet to return to pre-Covid levels, resulting in missed instructional learning time that contributes to academic gaps for students. CUSD continues to develop models that allow English Learners (ELs) access to electives and English Language Development (ELD). As CUSD monitors enrollment trends for 8th grade advanced math and Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms, staff will surface and respond to opportunities for improvement. Collaboration with Non Public Schools (NPSs), the Santa Clara County Office of Education (SCCOE) and the Special Education Local Plan Area (SELPA) allows for a continuum of services to be offered to students served through IEPs, ensuring students receive a Free, Appropriate Public Education (FAPE) that meets individual need in the least restrictive environment. Inclusion and tiered instruction remain a focus, with the goal of increased student time in the classroom and reduced time out of class for intervention and support. To support this work, in addition to monitoring enrollment in Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms, CUSD developed and shared expectations for SSTs for ELs and professional development to teachers in the areas of inclusion and equity. To reduce absenteeism, data is shared monthly, and sites work with families to support increased attendance. For 24.25, CUSD continues a focus on Tiered Instruction, Professional Learning Communities, and Positive Behavior Supports and Intervention to ensure an inclusive and collaborative culture that develops successful students and adults. Met 2024-06-20 2024 43693936046619 Marshall Lane Elementary 7 Campbell Union School District (CUSD) utilizes PowerSchool, the District adopted Student Information System (SIS), for student course scheduling. Wherever possible, data was pulled directly from PowerSchool and DataZone, CUSD’s data warehouse solution, along with principal and staff input and other available posted information. Enrollment in 8th grade advanced math is reviewed and monitored overall and for socio-economically disadvantaged (SED) and English Learner students with an ELPAC level of 4 (EL4) as a way to ensure increased access for all students and representative enrollment of student groups. CUSD's goal is to increase enrollment in advanced math, and for SED and EL4 enrollment to be within 5% of total SED and EL4 student group enrollment by 26.27. For students with disabilities, CUSD’s goal is no more than 1% of all enrolled students receiving a modified course of study through Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms by 26.27. In addition, CUSD seeks to decrease the number of Long Term English Learners by 26.27. Students have access to core subjects including Language Arts, Math, Science, Social Studies, and Physical Education. Advanced math courses at CSI, Monroe, and Rolling Hills offer a pathway for students to enter high school on track for college preparatory courses. In 23.24, where offered, 41% of 8th graders were enrolled in advanced math and the difference between 8th grade EL4 and course enrollment was 1.7% and 21% for SED. 1.13% of all students in 23.24 were enrolled in a Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classroom. Students served through special education access core subjects and services as determined by their IEP, including Resource Specialist Program and Speech and Language services. Special Day Classes are provided at Blackford, Capri, Castlemont, Forest Hill, Lynhaven, and Rolling Hills. AIM (Art, Innovation and Music) was introduced in grades 1-5 across all campuses in 23.24, with students receiving instruction in the areas of art, music, and innovation. CUSD’s two middle schools offer year long and wheel electives and at TK-8 schools, students participate in site specific enrichment offerings. 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 CUSD. Access to elective courses and enrichment may be limited for English Learner (EL) students as English Language Development (ELD) must be provided as part of the scheduled day. At 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. Traditionally, needs for intervention and support for student learning have been delivered as an out of classroom service, at times causing students to miss first instruction in their classroom. In addition, attendance rates have yet to return to pre-Covid levels, resulting in missed instructional learning time that contributes to academic gaps for students. CUSD continues to develop models that allow English Learners (ELs) access to electives and English Language Development (ELD). As CUSD monitors enrollment trends for 8th grade advanced math and Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms, staff will surface and respond to opportunities for improvement. Collaboration with Non Public Schools (NPSs), the Santa Clara County Office of Education (SCCOE) and the Special Education Local Plan Area (SELPA) allows for a continuum of services to be offered to students served through IEPs, ensuring students receive a Free, Appropriate Public Education (FAPE) that meets individual need in the least restrictive environment. Inclusion and tiered instruction remain a focus, with the goal of increased student time in the classroom and reduced time out of class for intervention and support. To support this work, in addition to monitoring enrollment in Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms, CUSD developed and shared expectations for SSTs for ELs and professional development to teachers in the areas of inclusion and equity. To reduce absenteeism, data is shared monthly, and sites work with families to support increased attendance. For 24.25, CUSD continues a focus on Tiered Instruction, Professional Learning Communities, and Positive Behavior Supports and Intervention to ensure an inclusive and collaborative culture that develops successful students and adults. Met 2024-06-20 2024 43693936046627 Monroe Middle 7 Campbell Union School District (CUSD) utilizes PowerSchool, the District adopted Student Information System (SIS), for student course scheduling. Wherever possible, data was pulled directly from PowerSchool and DataZone, CUSD’s data warehouse solution, along with principal and staff input and other available posted information. Enrollment in 8th grade advanced math is reviewed and monitored overall and for socio-economically disadvantaged (SED) and English Learner students with an ELPAC level of 4 (EL4) as a way to ensure increased access for all students and representative enrollment of student groups. CUSD's goal is to increase enrollment in advanced math, and for SED and EL4 enrollment to be within 5% of total SED and EL4 student group enrollment by 26.27. For students with disabilities, CUSD’s goal is no more than 1% of all enrolled students receiving a modified course of study through Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms by 26.27. In addition, CUSD seeks to decrease the number of Long Term English Learners by 26.27. Students have access to core subjects including Language Arts, Math, Science, Social Studies, and Physical Education. Advanced math courses at CSI, Monroe, and Rolling Hills offer a pathway for students to enter high school on track for college preparatory courses. In 23.24, where offered, 41% of 8th graders were enrolled in advanced math and the difference between 8th grade EL4 and course enrollment was 1.7% and 21% for SED. 1.13% of all students in 23.24 were enrolled in a Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classroom. Students served through special education access core subjects and services as determined by their IEP, including Resource Specialist Program and Speech and Language services. Special Day Classes are provided at Blackford, Capri, Castlemont, Forest Hill, Lynhaven, and Rolling Hills. AIM (Art, Innovation and Music) was introduced in grades 1-5 across all campuses in 23.24, with students receiving instruction in the areas of art, music, and innovation. CUSD’s two middle schools offer year long and wheel electives and at TK-8 schools, students participate in site specific enrichment offerings. 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 CUSD. Access to elective courses and enrichment may be limited for English Learner (EL) students as English Language Development (ELD) must be provided as part of the scheduled day. At 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. Traditionally, needs for intervention and support for student learning have been delivered as an out of classroom service, at times causing students to miss first instruction in their classroom. In addition, attendance rates have yet to return to pre-Covid levels, resulting in missed instructional learning time that contributes to academic gaps for students. CUSD continues to develop models that allow English Learners (ELs) access to electives and English Language Development (ELD). As CUSD monitors enrollment trends for 8th grade advanced math and Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms, staff will surface and respond to opportunities for improvement. Collaboration with Non Public Schools (NPSs), the Santa Clara County Office of Education (SCCOE) and the Special Education Local Plan Area (SELPA) allows for a continuum of services to be offered to students served through IEPs, ensuring students receive a Free, Appropriate Public Education (FAPE) that meets individual need in the least restrictive environment. Inclusion and tiered instruction remain a focus, with the goal of increased student time in the classroom and reduced time out of class for intervention and support. To support this work, in addition to monitoring enrollment in Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms, CUSD developed and shared expectations for SSTs for ELs and professional development to teachers in the areas of inclusion and equity. To reduce absenteeism, data is shared monthly, and sites work with families to support increased attendance. For 24.25, CUSD continues a focus on Tiered Instruction, Professional Learning Communities, and Positive Behavior Supports and Intervention to ensure an inclusive and collaborative culture that develops successful students and adults. Met 2024-06-20 2024 43693936046668 Rolling Hills Middle 7 Campbell Union School District (CUSD) utilizes PowerSchool, the District adopted Student Information System (SIS), for student course scheduling. Wherever possible, data was pulled directly from PowerSchool and DataZone, CUSD’s data warehouse solution, along with principal and staff input and other available posted information. Enrollment in 8th grade advanced math is reviewed and monitored overall and for socio-economically disadvantaged (SED) and English Learner students with an ELPAC level of 4 (EL4) as a way to ensure increased access for all students and representative enrollment of student groups. CUSD's goal is to increase enrollment in advanced math, and for SED and EL4 enrollment to be within 5% of total SED and EL4 student group enrollment by 26.27. For students with disabilities, CUSD’s goal is no more than 1% of all enrolled students receiving a modified course of study through Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms by 26.27. In addition, CUSD seeks to decrease the number of Long Term English Learners by 26.27. Students have access to core subjects including Language Arts, Math, Science, Social Studies, and Physical Education. Advanced math courses at CSI, Monroe, and Rolling Hills offer a pathway for students to enter high school on track for college preparatory courses. In 23.24, where offered, 41% of 8th graders were enrolled in advanced math and the difference between 8th grade EL4 and course enrollment was 1.7% and 21% for SED. 1.13% of all students in 23.24 were enrolled in a Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classroom. Students served through special education access core subjects and services as determined by their IEP, including Resource Specialist Program and Speech and Language services. Special Day Classes are provided at Blackford, Capri, Castlemont, Forest Hill, Lynhaven, and Rolling Hills. AIM (Art, Innovation and Music) was introduced in grades 1-5 across all campuses in 23.24, with students receiving instruction in the areas of art, music, and innovation. CUSD’s two middle schools offer year long and wheel electives and at TK-8 schools, students participate in site specific enrichment offerings. 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 CUSD. Access to elective courses and enrichment may be limited for English Learner (EL) students as English Language Development (ELD) must be provided as part of the scheduled day. At 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. Traditionally, needs for intervention and support for student learning have been delivered as an out of classroom service, at times causing students to miss first instruction in their classroom. In addition, attendance rates have yet to return to pre-Covid levels, resulting in missed instructional learning time that contributes to academic gaps for students. CUSD continues to develop models that allow English Learners (ELs) access to electives and English Language Development (ELD). As CUSD monitors enrollment trends for 8th grade advanced math and Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms, staff will surface and respond to opportunities for improvement. Collaboration with Non Public Schools (NPSs), the Santa Clara County Office of Education (SCCOE) and the Special Education Local Plan Area (SELPA) allows for a continuum of services to be offered to students served through IEPs, ensuring students receive a Free, Appropriate Public Education (FAPE) that meets individual need in the least restrictive environment. Inclusion and tiered instruction remain a focus, with the goal of increased student time in the classroom and reduced time out of class for intervention and support. To support this work, in addition to monitoring enrollment in Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms, CUSD developed and shared expectations for SSTs for ELs and professional development to teachers in the areas of inclusion and equity. To reduce absenteeism, data is shared monthly, and sites work with families to support increased attendance. For 24.25, CUSD continues a focus on Tiered Instruction, Professional Learning Communities, and Positive Behavior Supports and Intervention to ensure an inclusive and collaborative culture that develops successful students and adults. Met 2024-06-20 2024 43693936046692 Sherman Oaks Elementary 7 Campbell Union School District (CUSD) utilizes PowerSchool, the District adopted Student Information System (SIS), for student course scheduling. Wherever possible, data was pulled directly from PowerSchool and DataZone, CUSD’s data warehouse solution, along with principal and staff input and other available posted information. Enrollment in 8th grade advanced math is reviewed and monitored overall and for socio-economically disadvantaged (SED) and English Learner students with an ELPAC level of 4 (EL4) as a way to ensure increased access for all students and representative enrollment of student groups. CUSD's goal is to increase enrollment in advanced math, and for SED and EL4 enrollment to be within 5% of total SED and EL4 student group enrollment by 26.27. For students with disabilities, CUSD’s goal is no more than 1% of all enrolled students receiving a modified course of study through Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms by 26.27. In addition, CUSD seeks to decrease the number of Long Term English Learners by 26.27. Students have access to core subjects including Language Arts, Math, Science, Social Studies, and Physical Education. Advanced math courses at CSI, Monroe, and Rolling Hills offer a pathway for students to enter high school on track for college preparatory courses. In 23.24, where offered, 41% of 8th graders were enrolled in advanced math and the difference between 8th grade EL4 and course enrollment was 1.7% and 21% for SED. 1.13% of all students in 23.24 were enrolled in a Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classroom. Students served through special education access core subjects and services as determined by their IEP, including Resource Specialist Program and Speech and Language services. Special Day Classes are provided at Blackford, Capri, Castlemont, Forest Hill, Lynhaven, and Rolling Hills. AIM (Art, Innovation and Music) was introduced in grades 1-5 across all campuses in 23.24, with students receiving instruction in the areas of art, music, and innovation. CUSD’s two middle schools offer year long and wheel electives and at TK-8 schools, students participate in site specific enrichment offerings. 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 CUSD. Access to elective courses and enrichment may be limited for English Learner (EL) students as English Language Development (ELD) must be provided as part of the scheduled day. At 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. Traditionally, needs for intervention and support for student learning have been delivered as an out of classroom service, at times causing students to miss first instruction in their classroom. In addition, attendance rates have yet to return to pre-Covid levels, resulting in missed instructional learning time that contributes to academic gaps for students. CUSD continues to develop models that allow English Learners (ELs) access to electives and English Language Development (ELD). As CUSD monitors enrollment trends for 8th grade advanced math and Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms, staff will surface and respond to opportunities for improvement. Collaboration with Non Public Schools (NPSs), the Santa Clara County Office of Education (SCCOE) and the Special Education Local Plan Area (SELPA) allows for a continuum of services to be offered to students served through IEPs, ensuring students receive a Free, Appropriate Public Education (FAPE) that meets individual need in the least restrictive environment. Inclusion and tiered instruction remain a focus, with the goal of increased student time in the classroom and reduced time out of class for intervention and support. To support this work, in addition to monitoring enrollment in Specialized Academic Instruction (SAI) in Extensive Support Need (ESN) classrooms, CUSD developed and shared expectations for SSTs for ELs and professional development to teachers in the areas of inclusion and equity. To reduce absenteeism, data is shared monthly, and sites work with families to support increased attendance. For 24.25, CUSD continues a focus on Tiered Instruction, Professional Learning Communities, and Positive Behavior Supports and Intervention to ensure an inclusive and collaborative culture that develops successful students and adults. Met 2024-06-20 2024 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, 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 to monitor students being on track for graduation and A-G subject area requirements. 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. New to the 2023-2024 school year is a partnership with the California College Guidance Initiative, which will provide detailed information about students being on track for A-G requirements, FAFSA completion, and UC/CSU applications. CUHSD’s graduation requirements are in alignment with the A-G requirements, with some exceptions for special education courses and flexible credit recovery courses at the continuation high school. At the comprehensive high schools, the range is similar across sites between 4.9 and 5.1 A-G courses taken on average. On average, students took 4.9 A-G eligible courses each, with American Indian/Native American (4.3), Hispanic/Latinx (4.8), Pacific Islander (4.3), English learners (4.4), students with disabilities (2.6), and socioeconomically disadvantaged students (4.6) enrolled in fewer. All comprehensive high schools offer Advanced Placement (AP) and Del Mar High School offers International Baccalaureate (IB) courses; 36% of students were enrolled in at least one of these classes. There was a range across schools from 26% at Del Mar High School to 40% at Branham and Leigh High Schools. Hispanic/Latinx students (18%), American Indian/Native American (17%), Black/African American (25%), English learners (6%), students with disabilities (5%), and socioeconomically disadvantaged (21%) students were less represented in AP or IB courses. Career Technical Education (CTE) pathways and courses are available at all high schools on-site or through a partnership with the Silicon Valley Career Technical Education Center. Overall, 42% of students took one or more CTE courses. Participation across schools ranged from 35% to 51%. The representation of American Indian/Native American (29%) stud Historically, the rates of A-G completion for emerging multilingual/English learners and students with disabilities have been lower than for other groups. English learners may need to take English Language Development (ELD) courses, some of which are not A-G aligned. The District has made strides in its policies to further include students with IEPs 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/Latinx 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 lowered its counselor-to-student ratio starting in the 2023-2024 school year, and the new counselors are receiving training in best practices to support more individualized college and career planning. Policies and structures are also being developed to support all students, especially emerging multilingual students/English learners. For emerging multilingual students/English learners, a summer bridge program was launched to target newcomer students and a winter program was launched to support long-term English learners in achieving proficiency on the ELPAC. For students with an IEP, the Special Education Department is partnering with West Valley College to provide courses that support students in their transition to post-secondary education. Met 2024-06-20 2024 43694190000000 Cupertino Union 7 Annually, CUSD reviews middle school class schedules and student course enrollment, instructional minutes, Art and Music opportunities in our elementary schools, as well as feedback from our partners (principals, staff, student, parents and the Board of Trustees) During the 2024-2025 school year, all 7th and 8th graders can access two electives at all 5 of our comprehensive middle schools. This is an expansion of opportunities for our students as a result of a focused effort across CUSD. Additionally, we expanded reading and math intervention across all middle school sites this school year to ensure that all eligible students can access this support during the school day. Instructional minutes were aligned across school sites, and zero period was eliminated. These changes allow all students to access a full broad course of study during the school day. We also expanded elementary music opportunities across our elementary sites with the addition of Prop 28 funds. Previously, we offered music taught by CUSD instructors in Grades 4-5. This year, music instruction expanded to Grades 2 and 3 and we will fully expand to provide music TK-5 in 2024-2025. In 2024-2025, we will continue to work towards developing our plan to offer two electives to sixth grade students at our middle schools. This will require further input from staff and community in order to ensure our plan best supports the needs of our students. This work also will include expansion of Arts electives with Prop 28 funds at our middle schools. Additionally, we aim to improve Visual Arts at our elementary sites. Currently, Art is primarily funded by parent donations. Donations vary across sites and this variation results in differences in enrichment experiences. We have made strong progress in this area in recent years with the alignment of middle school schedules, the expansion of electives, the launch of ELOP, and the addition of interventions in reading, math and ELD K-8. In 2024-2025, we will engage our middle school communities in further work to develop our electives program. As part of our LCAP process and our annual Prop 28 plan, we will continue to look for ways to further develop our arts programs in the elementary and middle schools. Additionally, all sites will work towards implementing our Portrait of a Learner to infuse future-ready, deeper learning for all students. This District Priority will be supported by time for professional learning, collaboration, celebrations of progress and community-wide conversations. Met 2024-06-13 2024 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 1030 grade 11 English Language Learner students last year. 30.9% of these students accessed a 3rd year of Math, 41.7% accessed the 3rd year (11th grade) English course, and 25.6% accessed a 3rd year of Science. The percentage of English Language Learner students accessing 3rd year level courses for English, Math and Science have decreased when compared to last year. 13.8% of our English Language learners are accessing at least one Advanced Placement or International Baccalaureate course which is an improvement compared to last year. 39.1% of our Students with Disabilities access general education courses for 80 or more percent of their day. This is a 10.5 percentage point improvement compared to last 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. Inconsistent messaging about minimum graduation requirements versus college and career readiness requirements. 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 2024-06-20 2024 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 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." Driven by our LCAP and enrollment data, Escuela Popular is taking new actions to increase course offerings in Career Technical Education (CTE). We are expanding our CTE programs and have formed a partnership with a local community college to offer concurrent or dual enrollment, now in its second year for the 2023-24 school year. At the secondary level, we will enhance existing pathways in health and digital literacy, and introduce new pathways in areas such as child development, entrepreneurship, and more. These initiatives aim to provide students with diverse and robust career-focused learning opportunities Met 2024-06-25 2024 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 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 2024-06-11 2024 43694270125617 ACE Charter High 7 ACE uses teacher credentials, classroom schedules, and master schedules in the student information system 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 ACE students have access to a broad course of study and are enrolled in courses that meet the A-G requirements for admission to UC/CSU campuses. 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. ACE 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 2024-06-18 2024 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 graduation requirements, including 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. Within PowerSchool is a credit completion, requirement progress and historical grade tool that is used by school staff to track access and enrollment in courses history. Addtionally, the Academic Counselor is assigned a caseload of students, of which they use a 4-year planner to track student progress in meeting and accessing a broad course of study. 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 and dual enrollment courses (as offered by the school site) 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, PowerSchool, which is a highly used and accurate tracking 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, current and historic, which provides the tool needed to identify students with needs, while maintaining access to the full range of study. All LVLA students do have access to the broad course of study, appropriate to their assigned grade level. 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 us from offering all students enrolled in the LEA access to a broad course of study. We do however, respond to the number of sections offered (student needs inform our master schedule of course offerings), based on student progress and interest, which is reflected within the offerings on our annual Master Schedule. During the academic year, all students have full access to a broad course of study that includes all A-G approved courses and dual enrollment courses offered at the LEA. 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 participate in credit recovery courses in which they may have to repeat to meet the A-G requirement criteria. This response/new action is intended 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. Additionally, short-term English Learners have been assigned/enrolled in a designated ELD course that supports academic success as they access and complete a broad course of study. Met 2024-06-27 2024 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 graduation requirements, including 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. Within PowerSchool is a credit completion, requirement progress and historical grade tool that is used by school staff to track access and enrollment in courses history. Additionally, Academic Counselors are assigned a caseload of students, of which they use a 4-year planner to track student progress in meeting and accessing a broad course of study. 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 and dual enrollment courses (as offered by the school site) 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, PowerSchool, which is a highly used and accurate tracking 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, current and historic, which provides the tool needed to identify students with needs, while maintaining access to the full range of study. All RCLA 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 us from offering all students enrolled in the LEA access to a broad course of study. We do however, respond to the number of sections offered (student needs inform our master schedule of course offerings), based on student progress and interest, which is reflected within the offerings on our annual Master Schedule. During the academic year, all students have full access to a broad course of study that includes all A-G approved courses and dual enrollment courses offered at the LEA. 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 participate in credit recovery courses in which they may have to repeat to meet the A-G requirement criteria. This response/new action is intended 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. Additionally, the majority of English Learners have been assigned/enrolled in a designated ELD course that supports academic success as they access and complete a broad course of study. Met 2024-06-27 2024 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 2024-06-18 2024 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 graduation requirements, including 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. Within PowerSchool is a credit completion, requirement progress and historical grade tool that is used by school staff to track access and enrollment in courses history. Addtitonally, Academic Counselors are assigned a caseload of students, of which they use a 4-year planner to track student progress in meeting and accessing a broad course of study. 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 and dual enrollment courses (as offered by the school site) 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 the number of course periods offered during a full school day. Additionally, using our Student Information System, PowerSchool, which is a highly used and accurate tracking 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, current and historic, which provides the tool needed to identify students with needs, while maintaining access to the full range of study. All LCPA students have access to the broad course of study, as appropriate to their grade level. 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 us from offering all students enrolled in the LEA access to a broad course of study. We do however, respond to the number of sections offered (student needs inform our master schedule of course offerings), based on student progress and interest, which is reflected within the offerings on our annual Master Schedule. During the academic year, all students have full access to a broad course of study that includes all A-G approved courses and dual enrollment courses offered at the LEA. 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 participate in credit recovery courses in which they may need to repeat to meet the A-G requirement criteria. This response/new action is intended 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. Additionally, short-term English Learners have been assigned/enrolled in a designated ELD course that supports academic success as they access and complete a broad course of study. Met 2024-06-27 2024 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 2024-06-27 2024 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. Driven by our LCAP and enrollment data, Escuela Popular is taking new actions to increase course offerings in Career Technical Education (CTE). We are expanding our CTE programs and have formed a partnership with a local community college to offer concurrent or dual enrollment, now in its second year for the 2023-24 school year. At the secondary level, we will enhance existing pathways in health and digital literacy, and introduce new pathways in areas such as child development, entrepreneurship, and more. These initiatives aim to provide students with diverse and robust career-focused learning opportunities Met 2024-06-25 2024 43694350000000 Evergreen Elementary 7 The locally selected measures or tools that the LEA uses to ensure that all students enrolled have access to a broad course of study are the following: 1. PowerSchool helps create student schedules. 2. Destiny is used to check out board approved Common Core Curriculum adopted physical textbooks. 3. Digital curriculum is assigned to students via the Clever online platform. 4. Virtual Pathways, our independent study option, offers students an alternate method of study from home supported by a certificated teacher. 5. iReady is a measure to determine an accelerated pathway for students. It is also used as an universal screener. 6. Ellevation is how we monitor our English learners and our reclassified English proficient students and offers strategies and supports for teachers and classified staff. All of our Special Education classrooms have age appropriate standards based core curriculum in their classrooms. Programmatically, we have a number of different programs across school sites. In our elementary schools, we offer a dual language option in Spanish and English, wall to wall Project Based Learning, Sobrato Early Academic Language (SEAL) schools, and soon to be Visual and Performing Arts Academy. At middle school, elective courses and offerings vary across sites. Two of our middle schools offer wall to wall Project Based Learning environments as a school within a school. Despite these differences, at each site there is robust comprehensive educational program for all students. Additionally, we are an open enrollment district which allows for family choice in selecting an educational setting that best fits their students learning style. Several barriers may prevent the LEA from providing access to a broad course of study. Limited availability of credentialed teachers or instructors in certain subject areas may restrict the variety of courses offered. Credentialing requirements and shortages can lead to constraints in providing diverse elective options. Declining enrollment in certain courses or programs may result in budgetary constraints, leading to reductions or eliminations of elective courses due to limited resources. Student interest and demand for certain courses can influence the availability of elective options. If there is insufficient interest in particular subjects, the LEA may face challenges in justifying the allocation of resources to offer those courses. In some cases, the LEA may prioritize academic intervention courses over elective courses to address identified achievement gaps. This prioritization may limit the ability of students to access some electives. Addressing these barriers may require collaborative efforts among school administrators, teachers, students, and community educational partners to identify creative solutions, such as exploring alternative credentialing pathways for instructors, promoting creative scheduling practices, and advocating for equitable resource allocation to support a broad and inclusive course of study. The LEA has outlined several actions to ensure a broad course of study. The LEA will conduct research to explore AVID like options and identify effective differentiation strategies for implementation in classrooms. These strategies aim to address diverse student needs, ensuring that all students have access to engaging and meaningful learning experiences. Emphasizing best teaching practices, the LEA will prioritize high-quality instruction in core academic subjects while also incorporating innovative and interdisciplinary approaches to learning. This ensures that students receive a strong foundation in essential content areas while also fostering creativity and critical thinking skills. The LEA will interrupt the practices of taking away electives over academic interventions by advocating for equitable resource allocation and prioritizing a balanced curriculum that includes both academic core subjects and elective courses. This ensures that students have access to a broad and enriching course of study that meets their diverse interests and needs. By implementing these actions, the LEA aims to promote equity, diversity, and excellence in education, ensuring that all students have access to a broad course of study that prepares them for success in college, career, and life. Met 2024-06-27 2024 43694500000000 Franklin-McKinley Elementary 7 FMSD uses the Student Information System, Infinite Campus, to ensure all students are enrolled in classes and courses are monitored for middle schools. Each site submits daily schedules and master schedules annually which are reviewed and approved according to the instructional minutes required by grade level. All schools offered English Language Arts/English Language Development, mathematics, social studies, science, and the required physical education minutes. Middle schools offered electives including music, band, arts, STEAM lab and computer science. Electives are also offered at the K-8 schools for students in grades 7-8. Elementary PK-6 schools offer music education and arts integrated throughout the school day. Some offer after school enrichment through the use of Expanded Learning Opportunities Grant and site funding. Unduplicated students and students with disabilities are included in these offerings. All school sites offer core subjects including Physical Education. Students with special needs are offered the same opportunities as general education students including electives. FMSD provides the same core curricula to special day classes and professional development to support teachers to ensure access for all students. Some schools are developing STEAM programs (Dahl, Kennedy, Meadows and Lairon), AppleConnect at Santee, Vietnamese Dual Immersion at Windmill Springs, Spanish Dual Immersion at Meadows, College Connection Academy in partnership with Eastside Union High School District and Sylvandale offers career academies in 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-6th grade class, Stonegate offers full inclusion in grades K-8, and Lairon offers full inclusion in grades 4-8. Four schools, Dahl, Santee, McKinley and Los Arboles provide teachers with extensive professional development with the Sobrato Foundation 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. 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. 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. FMSD continues to expand the development of an Ethnic Studies Framework and will be increasing membership in the Ethnic Studies professional development cohorts in the 2024-25 school year to include a leadership cohort. 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 Eastside 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 to implement the FMSD Core Literacy Block. On January 29, 2024 a district-wide professional development day provided teachers with workshops focused on topics such as developing responsive classrooms, mathematical discourse in grades 5-8, deep dive into core adopted curriculum, and approaches to strengthening writing instruction. Met 2024-06-11 2024 43694500113662 Voices College-Bound Language Academy 7 Voices 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 TK-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 and Spanish Language Arts nonfiction and fiction passages. Voices offers a broad course of study to all students currently, but we are always looking to improve. Next year, for example, we are adopting a new Spanish language arts curriculum. Challenges that we have overcome include staffing challenges. We work hard to find bilingual, credentialed teachers and substitutes, and have filled in our positions successfully. However, it does take time to recruit, onboard, train and place a strong bilingual teacher in every classroom. This year, we were able to improve our onboarding processes for mid-year hires. Next year, we will focus on these initiatives: - Sense of Belonging: Making sure Voices students continue to feel safe and supported so that they are in attendance and have access to a broad course of study. - Spanish Language Arts: Voices is moving from teacher-created curriculum to a published curriculum to support teachers with internalizing lessons. - Other curriculum: Voices will explore new curricula in other subject areas in specific grades. - Simplifying assessment: Voices is paring down our assessments so we respond to the data we collect in a timely manner. We aim to bring cohesion to all of our systems, and one step is to strengthen our assessment cycles based on teacher feedback and student data. Met 2024-06-25 2024 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 2024-06-13 2024 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 2024-06-13 2024 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 2024-06-11 2024 43694500129247 ACE Esperanza Middle 7 ACE uses teacher credentials, classroom schedules, and master schedules in the student information system 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 ACE 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. ACE 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 2024-06-18 2024 43694680000000 Fremont Union High 7 FUHSD LCAP Goal 1: sustain generally high student performance while ensuring high levels of learning from every student. The continuous review and maintenance of a broad course of study supports the engagement and performance of our students. FUHSD uses multiple measures to monitor student access to and enrollment in courses across our comprehensive high school program. A system for allocating sections across departments and sites based on overall student enrollment and staffing was collaboratively developed by the District and teacher leadership and is reviewed annually. 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; and 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, staffing, and section allocation are reviewed collaboratively by administrators and teacher leadership annually. 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 studentcentered program. Partnerships with local community colleges have brought six dual credit courses/pathways to campuses: Statway (math); Patient Care (Kinesiology); Education, Child Development & Family Services; Engineering Design; Public Safety (Administration of Justice) and Legal Practices. Additional community college courses have been held on FUHSD campuses or online for students to take after school. Met 2024-06-18 2024 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, but has initiated a culinary CTE elective course during the 2023-24 school year thanks to a partnership between GUSD and a Community Based Organization. This culinary academy will continue in the 2024-25 school year at the continuation high school. Additionally, all 2nd, 4th and 5th graders are exposed to Arts Enrichment and Music once a week. GUSD also offers Fun Fitness, Choir and an Art Enrichment afterschool programs for 3rd graders at targeted sites. 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. However, through a partnership with a CBO, the continuation high school has started to offer a culinary arts elective this school year, thanks to grant funding. At the elementary sites, a continued expansion of after school enrichment opportunities will be implemented to provide opportunities for all grade levels from transitional kindergarten through fifth grade. The District provides access to the Visual and Performing Arts (VAPA) standards at all grades. All TK - 5th graders participate in a performance based dance program. All 4th and 5th graders receive weekly instruction in Arts Enrichment. The Arts Enrichment themes are the following: Performing Arts, Visual Arts and Music. 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), though the current middle school bell schedule has limited enrollment in these courses and when they were offered. Nonetheless, the courses are aligned to the VAPA standards. The District has also implemented two Enrichment/Intervention periods at all three middle schools to address the need for additional intervention as well as enrichment for all students. With the change in the bell schedule for the 2024-25 school year, the middle schools will now offer one enrichment/intervention period and one dedicated period for elective courses. Sixth grade electives will be limited to AVID, Band or Choir, while seventh and eighth grade students will choose from a variety of electives such as leadership, art, STEAM, and foreign language. Met 2024-05-30 2024 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. Navigator implemented Illustrative Math in an effort to improve math outcomes and the academic leadership team is reviewing the data to find areas of growth or improvement. Met 2024-06-17 2024 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, music, and physical education (twice weekly). The District is considering adding a parent volunteer delivered garden class, to all students once per week. All students who have an IEP attend all of these courses of study above, in addition to their services which may be 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 2024-06-27 2024 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. All 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 have access to a STEM elective. Met 2024-06-12 2024 43695180000000 Los Altos Elementary 7 student schedules in powerschool, student sign ups for electives in grades 7-8 2023-24- Per student schedules in Powerschool, specialist/master schedules, 100% of students have access to a broad course of study. This includes core-ELA, math, history and science, and also PE, arts, STEM-Computer Science and music. Currently our Jr High student enrollment in electives includes: Visual Art - 61% Performing Art - 40% STEM - 65% World Language - 66% n/a The district is partnering with educational partners such as LAEF that support funding for a variety of elective offerings including computer science Tk-8th grade, music, arts, and a robust junior high electives program including a selection of world languages. These courses are accessible to all students. Met 2024-06-10 2024 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. At elementary sites, all students have access to the same courses. At the middle school, we regularly review data to ensure there is equitable access to advanced classes. 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 and Spanish 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. 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. LGUSD will continue with the program offerings in place to ensure access to a broad course of study for all of its students. If additional sustainable funding sources are secured, the frequency of the opportunities will be expanded (equitably). Met 2024-06-05 2024 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 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 school day, further expanding the number of courses a student could take. SHS students take an average of 6.3 classes per year, while LGHS students take an average of 6.0 classes per year. The district offers honors-level courses in all subjects, including 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 offered four language programs during 2023-24: 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 sometimes deters them from taking a Period 7 class and therefore can limit 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 Chinese 2 and Chinese 3). 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. Met 2024-06-25 2024 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 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 2024-06-18 2024 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, Spanish, yearbook, etc.), physical education, health (Positive Prevention), and intervention (provided by classified and certificated staff). Elementary - In reviewing school and grade level data for the 2023-4 school year, all elementary and middle school students had access to a broad course of study as outlined by the 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. We are expanding our ELD electives at MMS and Latimer to differentiate the support needed at the different ELPAC levels. Using English 3D, students will be provided designated ELD during their elective for either a full year or semester, based on need. 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 kindergarten school day is being expanded to full day to align with grades 1-5. This increased time will provide more structured opportunities for our students’ academic and social emotional growth. Met 2024-06-25 2024 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 including elective courses, are monitored by enrollment demographics via Aeries Analytics SIS, DataZone, internal analysis, and in high school via Equal Opportunity Schools (EOS). Further analysis have also been included in Themed Study Sessions for the Board of Education including some information on student groups such as SES, racial/ethnic groups, Students Identified as English Learners, Students with Disabilities, grade levels, etc. For students currently in elementary school, the district uses internal dashboards and platforms to measure/track student enrollment and performance outcomes including reading and mathematics that also inform School Plans for Student Achievement (SPSAs) and Professional Learning Team (PLT) conversations. These platforms include iReady, NWEA MAP, Literably, ESGI, Aeries, DataZone, and the College Board. In some cases, students with disabilities find themselves in courses that can be separated (e.g. Special Day classes) but these are monitored closely by the Special Education Department. The District’s Special Education Program also monitors inclusion opportunities districtwide and these addressed as they come to light; the district is in year 3 of an inclusion model at two elementary schools and has expanded co-taught coursework in grades 6-12. High school courses align with UC/CSU a-g requirements and feature open enrollment, with an 89% increase in AP exam takers and a 63% rise in students completing Career Technical Education (CTE) pathways over the past three years. Graduation requirements include History/Social Science, English, Mathematics, Science, World Languages, Visual and Performing Arts, and electives. Schools offer various AP and dual enrollment courses. MHUSD has partnered with EOS to boost AP course enrollment, especially among historically underrepresented groups. AP enrollment has increased consistently, except for the pandemic year 2021-22. New programs allow earlier participation, such as 9th graders taking AP Human Geography and the AP Capstone Diploma Program. Middle schools prepare students for high school coursework. Special Education Program Indicators show a need for more inclusion opportunities, with growth seen through targeted programming and co-taught classes. Participation and outcomes in various courses and pathways are monitored to understand student needs and educator support. An additional high school period helps students with specific course requirements, such as English Learners, band students, AP course takers, athletes, and those needing credit recovery, to broaden their course options. While the District would like to offer additional expanded course programming (to meet more student choice) across all levels inclusive of middle and high school, it continues to be limited by funding and staffing constraints. Student preparation and success at the secondary level are impacted by their preparation across all levels in the district (TK-12). Further, student course failure can be high depending on the subject and academic struggles (e.g. math), which 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; the additional period in high school has helped. Regardless, 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, Homeless and Foster Youth, and socioeconomically disadvantaged students. Lastly, access to quality first-time, Tier 1 instruction continues to be a top priority districtwide for all students. MHUSD has expanded its course offerings to provide students with a broader education. New specialized courses include dual enrollment, Advanced Placement, Career Technical Education (CTE) pathways, and visual and performing arts. To support these high academic standards, MHUSD is implementing several initiatives--at the high school level, a 7th period day was introduced 3 years ago, increasing student choice and support opportunities within the school day. Elementary schools have implemented a rotation of ‘Specials’ classes, offering visual and performing arts, physical education, and music, which also provides teachers with planning time. Middle schools have added new elective courses as well. Districtwide professional development focuses on Professional Learning Communities to enhance student support and ensure high levels of learning, preparing students for rigorous and diverse coursework. MHUSD is working toward MTSS to ensure all students are well-prepared and confident in their course choices. An English Learner Master Plan will address the needs of students learning English, ensuring their success. High school graduation requirements align with UC/CSU a-g entrance requirements. Dual enrollment options, facilitated by a CCAP agreement with a local community college, have expanded significantly, and CTE pathways have grown to meet student demand. MHUSD remains committed to finding additional opportunities for students to participate in a comprehensive/rigorous courses. Met 2024-06-18 2024 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, the school's 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. CSMH currently provides access to a broad course of study for all students. Met 2024-06-25 2024 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 2023-24 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 2023-24 school year all elementary students had access to a broad course of study as outlined by California Education Code. 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 California Education Code. 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 2024 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 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 2024-06-13 2024 43696090000000 Mountain View-Los Altos Union High 7 In our effort to ensure all students have equitable access to a comprehensive course of study, we scrutinize several key metrics. This ongoing review of local indicators includes 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. Annually, we conduct an examination of data through the California Basic Educational Data System (CBEDS) each October. This process enables us to thoroughly assess total enrollment in various courses across our district. The outcomes of these analyses are compiled into annual data reports, which are shared with our school sites and presented to the Board of Trustees, providing a comprehensive overview of the data. Additionally, we analyze our Master Schedules to compare course offerings at our comprehensive school sites. Throughout this process, we disaggregate the data to understand enrollment patterns among diverse student groups. This includes examining enrollment among English Learners, Reclassified English Learners, socioeconomically disadvantaged students, Students with Disabilities, and various ethnic groups. By meticulously analyzing these metrics, we aim to identify and address any disparities, ensuring that all students have equal opportunities to succeed. "MVLA offers a wide range of courses to ensure diverse options for every student. A-G completion is a top priority, with MVLA closely monitoring this data annually. The goal is to surpass an 85% a-g completion rate, and MVLA currently maintains an 80% rate. Both LAHS and MVHS have 80% a-g completion rates. Reclassified English Learners at MVHS achieved 56%, while LAHS reached 54%. SED students completed 58% at MVHS and 49% at LAHS. Numeracy and strong math skills are critical goals at MVLA, measured by Algebra II completion with a C+ or better before graduation. MVLA aims for a 95% target, with 91% of students meeting this benchmark at both sites, excluding moderate to severe SWD. Reclassified English Learners achieved 73% at MVHS and 80% at LAHS. SED students attained 77% at MVHS and 75% at LAHS in Algebra II. Disparities in course enrollment among student groups remain. On average, MVLA students take six courses in grades 9-11 and five to six in grade 12, based on their 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, particularly ""honors"" or ""AP"" classes. Data shows underrepresentation of Latino and 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." "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, while working to reduce access barriers. Despite these efforts, disparities exist in course enrollment among student groups. On average, MVLA students take six courses in grades 9-11 and five to six 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 include ""honors"" or ""AP."" Data shows the 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 will continue exploring innovative strategies to promote inclusivity, reduce disparities, and provide an equitable education for all MVLA students." Our schools and 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 classes, or mainstream classes with support. Instructional aides are placed 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, fostering academic growth and achievement. MVLA is dedicated to inclusivity and equity. We will continue to adapt, innovate, and invest in programs and professional development to empower every student to excel. Met 2024-06-07 2024 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. 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 towards reclassification. Principals and Student Advisor ensure students are placed in courses that lead to promotions to higher grades. The local reading and math assessments enable staff to provide intervention or differentiated instruction as needed. Student groups are enrolled in a broad course of study that includes the core curriculum, intervention, acceleration, and electives. The Students with Disabilities are provided workability and transition services to support individual needs as defined by IEP. There is no identified barrier. However, there are resource constraints as we are losing one time fundings and have limited funding and resources that can severely restrict the ability to offer diverse range of courses and programs. Budgetary constraints can also affect the hiring, recruiting, retaining qualified teachers and staff members, particularly in specialized subject areas which can limit the variety of courses available to students. Mount Pleasant Elementary School District uses the master schedule to monitor and ensure that all students have access to a broad course of study. Students in elementary and middle school have access and are enrolled in all core subject areas, including designated English Language Development for English learners. Based on the school's master schedules, 100% of the students have access and are enrolled in a broad course of study. Currently, there are no identified revisions to ensure access to a board course of study for all students. The district will continue to work with an Advisory group to assess District systems/practices through the lens of Diversity, Equity, Inclusion, and Belonging; recommendations and or actions may result from this work. Met 2024-06-26 2024 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. 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 towards reclassification. Principals and Student Advisor ensure students are placed in courses that lead to promotions to higher grades. The local reading and math assessments enable staff to provide intervention or differentiated instruction as needed. Student groups are enrolled in a broad course of study that includes the core curriculum, intervention, acceleration, and electives. The Students with Disabilities are provided workability and transition services to support individual needs as defined by IEP. There is no identified barrier. However, there are resource constraints as we are losing one time fundings and have limited funding and resources that can severely restrict the ability to offer diverse range of courses and programs. Budgetary constraints can also affect the hiring, recruiting, retaining qualified teachers and staff members, particularly in specialized subject areas which can limit the variety of courses available to students. Ida Jew Academy uses the master schedule to monitor and ensure that all students have access to a broad course of study. Students in elementary and middle school have access and are enrolled in all core subject areas, including designated English Language Development for English learners. Based on the school's master schedules, 100% of the students have access and are enrolled in a broad course of study. Currently, there are no identified revisions to ensure access to a board course of study for all students. The district will continue to work with an Advisory group to assess District systems/practices through the lens of Diversity, Equity, Inclusion, and Belonging; recommendations and or actions may result from this work. Met 2024-06-26 2024 43696250000000 Oak Grove Elementary 7 We use our student information system to determine the extent to which all students have access to, and are enrolled in, a broad course of study. 100% of students TK-8 have access to core subjects including language arts, math, science, social studies and PE 100% of English Learners are provided ELD 44% of students in elementary school receive district provided VAPA classes 88.4% of Unduplicated Students (English Learners, Socioeconomically Disadvantaged, Foster and Homeless Youth) in middle school are enrolled in electives in the areas of VAPA, STEM, AVID or Ethnic Studies 97.95% of English Learners in middle school are enrolled in an elective. Up until now, we have had limited funding for providing VAPA to all grades in the elementary schools and middle school resources for VAPA electives have been limited. Because of the Prop 28 AMS funds, we will have the ability to provide a broader range of VPA classes across elementary grades and increase and improve VAPA for middle school electives. Met 2024-06-20 2024 43696330000000 Orchard Elementary 7 Orchard currently reviews and updates curriculum and other instructional materials to address the needs of the students. The Board has adopted it, and the District has implemented the approved material. In addition, the District provides professional development that aligns with California's standards. As a TK-8th grade school district, the District leverages teacher leadership and parent input to ensure a voice in decision-making. Finally, Orchard uses an online master schedule program to create equitable class rosters and opportunities. As a single school district, the opportunities are consistent for all students. At this time, there are no barriers; however, as a result of a high-cost of living County, teachers with specific credentials should be monitored for future impact. Orchard currently reviews and updates curriculum and other instructional materials to address the needs of the students. The Board has adopted it, and the District has implemented the approved material. In addition, the District provides professional development that aligns with California's standards. As a TK-8th grade school district, the District leverages teacher leadership and parent input to ensure a voice in decision-making. Finally, Orchard uses an online master schedule program to create equitable class rosters and opportunities. Met 2024-06-18 2024 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 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 2024-06-18 2024 43696660000000 San Jose Unified 7 TK-5: Elementary students have access to core subject areas including ELD. The district has an instructional schedule for all grades and programs. In K-5, students are assessed 4 times per year in ELA/SLA. K-5 writing is assessed up to 3 times per year through Writing Performance Assessments, Narrative, Informational, and Opinion/Argument. NWEA math assessments are administered 4 times per year. All data is used to identify trends as a district, and broken down by school site, grade level, and sub groups. 6-12: We use IC to assess student enrollment in a broad course of study. Students have access to LA, Math, Science, Social Studies, World Lang and PE. Art, music, and other options are also available for students. ELs take ELD courses appropriate to their English Development level. Due to smaller numbers of ELs, 1 middle school and 1 high school provide designated ELD through small group instruction in a content area course. Long term ELs in grades 11 and 12 do not have access to ELD. Student progress in ELA is measured multiple times per year. Student progress in math is assessed three times a year in grades 6-8, Algebra I, Geometry, and Algebra II. Data protocols are done after each assessment to plan for areas of strength and need. In addition, admin conduct regular walkthroughs using locally developed tools to monitor implementation of instructional strategies, grade-level standards and curriculum. Grades TK-5: All students have access to Language Arts, Math, Science, Social Studies, Health, PE, and ELD. Arts education teachers will be providing instruction in the arts beginning in the 2024-2025 school year. 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, and PE. English Learners have access to ELD courses appropriate to their English Development level. Due to smaller numbers of ELs, 1 middle school and 1 high school provide designated ELD through small group instruction in a content area course. Long term ELs in grades 11th and 12th grade do not have access to ELD, but we are in the process of developing courses in a way that will not limit EL students’ access to other content courses. Art, music, and other elective options are also available for students. Secondary sites will be adding more options for arts and music education in the 24-25 school year. Two middle schools and 2 high schools offer Spanish Two-Way Bilingual Immersion programs. In addition, 1 middle school and 1 high school are International Baccalaureate. Grades 1-12: The length of the school day is our primary barrier as students are not able to take additional courses. Also, declining enrollment has impacted the number of staff at some secondary sites therefore decreasing the number of courses that can be offered. We have made progress in this area. We have added Ethnic Studies courses in grades 9th-11th: 9th grade is an elective course, 10th grade is an ELA course and 11th grade is a Social Studies course. We have eliminated a 2- period course for long term English Learners thus allowing them to access all content areas and added a designated ELD course for long terms ELs that is A-G approved for English credit. We are also developing the long term designated ELD course for students in 11th and 12th grade. Met 2024-06-28 2024 43696660129718 Downtown College Preparatory Middle 7 All students at Downtown College Prep El Camino Middle School enrolled in a broad course of study appropriate for grades five through eight that include core subjects: English Language Arts, Mathematics, Science, History-Social Science. 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). At the middle school level, students had access to core subjects and enrichment courses including Ethnic Studies and Art. 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. There are no differences in access nor enrollment by subgroups in the middle level courses. As a result, 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 2024-06-18 2024 43696660131656 ACE Inspire Academy 7 ACE uses teacher credentials, classroom schedules, and master schedules in the student information system 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 ACE 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. ACE 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 2024-06-18 2024 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 2024-06-18 2024 43696740000000 Santa Clara Unified 7 Santa Clara Unified uses our student information system (Aeries) to enter, manage, and analyze student course assignments/selections. All students are enrolled in an UC/CSU A-G eligible pathway by default and then personalized choices are made with individual students/families. Counselors regularly monitor student courses to ensure access to a broad course of study. Our process by which new courses are added allows for new CTE pathways, new A-G courses and other new integrated and creative courses to be offered to students. 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. There was an overall decrease in the percentage of students in grades 9 through 12 participating in a CTE pathway from 2023 to 2024, from 32% to 25%. A decrease in enrollment was seen in several student groups, including Hispanic/Latino/a, Economically Disadvantaged and English learners. Students with IEPs saw an increase from 28% to 31% of students enrolling in a CTE pathway. In relation to our AP course enrollment, There was an overall decrease in the percentage of students in grades 9 through 12 enrolling in an AP course from 2023 to 2024, from 29% to 19%. While there was a decrease overall in enrollment, we saw an increase among prioritized student groups, including Hispanic/Latino/a (14% to 19%) and Economically Disadvantaged (4% to 17%) students. The largest barriers within our system that prevent access to a broad course of study continue to include: 1.) Challenges posed by our bell and master schedules 2.) Declining student enrollment and subsequent staffing levels 3.) Inflexible instructional minute requirements. Lack of qualified certificated staff is also a barrier to providing a high quality broad course of study in some specialized areas. 4.) Additional state requirements for subject areas such as health, ethnic studies, and financial literacy limit the course offerings, especially with regard to the arts, CTE and other electives. Key approaches to ensuring access to a broad course of study include: 1.) Following the ASCA National Model of Counseling, students are provided with guidance counseling as they work on meeting graduation requirements and creating a post-secondary plan. The district’s career planning platform (CaliforniaColleges) better tracks course enrollment and earned credits, allowing for student agency in planning for graduation and beyond. 3.) Continuation of our co-teaching model, which allows for greater access to general education electives and course offerings for special education students. 4.) Proactive outreach to increase the number of historically underserved students who are receiving direct counselor engagement and support. 5.) The district’s strategic arts plan outlines the increase in course offerings in the arts over the next several years in all five arts disciplines. Met 2024-06-13 2024 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 2023-2024 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. 1. Elementary School: Daily class schedules (PowerSchool and teacher created) Core subjects (Mathematics, English language Arts, Science, Social Studies, PE) English Language Development for English learners, Special Education, Art, and Music - Community School of Music and Art Saratoga Education Foundation-funded programs Physical Education - Rhythm and Moves (each student receives a minimum of 200 minutes of Physical Education, as per CA Education Code 51210) Positive Prevention Plus puberty (comprehensive sexuality education in 5th grade) Middle School: Daily class schedules - (Powerschool) Core subjects, English Language Development, Special Education, Electives, Physical Education, Positive Prevention Plus comprehensive sexuality education 2. In reviewing school and grade level data for the 2023-24 school year, all SUSD students had access to a broad course of study outlined by the Education Code. 3. Possible barriers preventing SUSD from providing access to a broad course of study for all students include time constraints within the instructional day (elementary) and within the master schedule (RMS), especially for students who require academic interventions and accommodations, as a result of Individualized Education Plans (IEPs) or Tier 2 supports. 4. 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 Met 2024-06-13 2024 43696900000000 Sunnyvale 7 Our school teams meet monthly to discuss programs and needs of students. We put great emphasis on alignment and equity of programming across our school programs. Both school sites have programming focused in these areas: Spanish Career Technical Education Visual or Performing Arts Applied Arts STEAM Physical Education AVID Social Movements/Justice To support our ELs and students with disabilities we ensure student's do not miss desired programs due to extra support offereings like RSP services. Students across our schools have access to broad courses of study. To further support new protocols and timelines have been put in place to ensure any new programming is discussed early and through an equity. anti-bias/racist lens. Challenges are always tied to schedules and space. To date we have been able to provide schedules that allow students full access including those students in our special Juntos program. A plan to address options to for additional mathematics is being reviewed for the 2024-2025 school year. Met 2024-06-20 2024 43697080000000 Union Elementary 7 Union School District utilizes a variety of tools to ensure students have access to a broad course of study including the use of PowerSchool to ensure students are enrolled in board approved courses, instructional program data to ensure students in identified subgroups are receiving supplemental instruction and inclusion rates to ensure our students with special needs have maximum mainstreaming opportunities. In addition, student engagement and participation is tracked via attendance. This data is monitored and additional support provided through our community liaison for students who needed additional support engaging with school courses of study. Historically, all elementary students have access to a broad course of study including language arts, mathematics, health, physical education, science, social studies, and the visual arts. Additionally, our elementary 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. Annually, we seek input from our students through our Student Senate. Student Senators provide feedback for the Local Control Accountability Plan (LCAP) including in the area of “Broad Course of Study”. In our middle schools, student surveys are provided for students to give feedback on elective offerings. Electives are then formulated to match student interest and align with state credentialing requirements. In the last two years, to ensure alignment with state standards, we have adopted new Social Studies and Science curriculums and are providing professional development within both content areas. In addition, we created a new supplementary health curriculum which will be fully implemented in the 2024-25 school year. Last year, we identified that only one middle school offered a second language course. For the 2024-25 school year, this has been corrected so that each middle school will now offer a Spanish elective. 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 a Spanish teacher for Dartmouth Middle School. Even with this barrier, we have continued to expand our elective offerings and have aligned them to student feedback. Additional next steps include the continued exploration of Career Technical Education offerings. Met 2024-06-10 2024 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 2023-24 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 2024-06-25 2024 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 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 2024-06-11 2024 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. During the course of the school year, we serve anywhere between 600 and 1,200 students. Our students enter our programs with their own history and educational experience. We take the time to learn about each student, what has worked in the past, what has not worked and what their goals are. Each student who enters our programs has an intake to get to know our program offerings and for us to learn more about the student. This process helps us transition the student into our programs. The unique needs of the student are also addressed and plans are put into place upon enrollment to connect students with team members to provide appropriate support such as special education services, coordination of Foster Youth support, services for students experiencing homelessness, counseling, or multilingual program support for English Learners. We principally direct resources to support all of our students with higher needs and due to the small nature of our programs all of our students benefit from this model. All of our students have access to a broad course of study, counseling, food, work-based learning, employment counseling, language acquisition support as needed, special education services, and an individually tailored academic experience. In response to our results, the following actions are planned: assign more instructional assistants to support students with high needs, increase CTE 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 2024-06-27 2024 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. We are also committed to partnering with our Workforce 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. All students enrolled in the CAC have 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, homelessness, incarceration or former incarceration, expulsion, young parenthood, lack of fluency in English, academic failure and various other trauma). Many of our English Learners are long-term ELs. These gaps are often exasperated by life challenges and trauma. These challenges can impact our ability to reach all students. In response to our results, the following actions are planned: 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. 5. Increase offerings of ESL courses for students, as well as ESL support in content classes offered. 6. Provide opportunities for students to elect the HiSet as an option for proficiency testing. 7. Continue to provide developmentally appropriate Early Care for children during learning sessions. 8. Increase participation in community events to better reach potential students. Met 2024-06-27 2024 44104474430252 Pacific Collegiate Charter 7 PCS students all engage in UC/CSU eligible college preparatory learning, as indicated by the transcripts of our graduates. All students are accepted to college following a rigorous program of Advanced Placement courses which exceed the expectations of state standards and skills (demonstrating a 99% overall 11th pass rate on CAASPP tests). Moreover, the vast majority of our students pass at least one Advanced Placement exam with a 3, 4, or 5, indicating that our program continues to exceptionally prepare our graduates to matriculate to post-secondary study and careers after graduation. PCS offers supports to ensure that all students are able to enter and participate in the same broad course of study. There is no tracking or entrance requirement beyond completion of prerequisite courses. Integrated ELD strategies are used across the curriculum, and students have opportunities to accellerate study in science, mathematics, and world languages based on assessed skill levels, and accommodations are provided where appropriate to ensure equitable access by English Learners, students with IEPs and 504 plans. PCS offers the same academic course to study to all students, providing a variety of supports to ensure student success. Post-pandemic challenges have emerged with some middle school math concepts. In response to this data, PCS has recently revised the middle school math program for entering students in grades 7 and 8. The recently revised curricula include substantive supports aligned to state standards, to ensure that all students emerge ready for the challenges of our high school math program. PCS engages all students in substantive, college preparatory learning, including Advanced Placement (AP) courses in English, Math, Science, History, Music, Art and World Languagues. All students complete 5 AP courses prior to graduation, and fulfill all UC/CSU a-g requirements. PCS uses a variety of data to ensure that all students have access to and are enrolled in a broad course of study, including all subgroups of students, and students with disabilities. PCS will continue this as a maintenence goal in future years, to ensure that schoowide efforts and resources are aimed at providing the highest quality educational experience for all students. Met 2024-06-05 2024 44697320000000 Bonny Doon Union Elementary 7 At the start of each school year, the office team works with all classroom teachers to make certain all instructional materials are ready and available for students. Prior to the quarterly Williams reports, we make certain that all students have the tools and access to a broad course of study. 100% of our students are enrolled in and have access to a broad course of study at all times. As a single-school district, there is no gap between student registration, access to materials and a broad course of study. We have not experienced a barrier to providing access to a broad course of study for each student. While we have not experienced any challenges, our district recognizes that access to a broad course of study for our students is a core responsibility. Not Met 2024 44697570000000 Happy Valley Elementary 7 Surveys are given yearly to students and parents. There is a schedule of Art, Music, Library, and Garden. This is in addition to core subjects. Teachers share their daily schedule with parents and administration. 100% of the TK-6th grade students enrolled, regardless of grade span, unduplicated student groups, and/or individuals with exceptional needs, have full and equitable access to have access to Art, Music, Library, and Garden. This is in addition to core subjects. There are no barriers from preventing access to a broad course of study, outside of combination classrooms. The PeaceBuilders Program is in effect across the school. All 6th graders have a leadership role and there are multiple opportunities for student involvement across all grade levels. There are regular communications for families in the newsletter and the website. Met 2024-06-18 2024 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 i-Ready. We have a robust RTI Program that encompasses both Mathematics and ELA at all grade levels from 1st-8th 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. Shoreline Middle School began an RTI program during the 2021.2022 school year. At its' inception, RTI was offered in the area of mathematics. Currently, Shoreline offers an RTI program that delivers support in the areas of Mathematics and ELA. Students in grades 1 through 5 have a Broad Course of Study which includes self contained 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 elementary program is a scope and sequence for grades TK-5 that lays out the expectations for English Language Arts (ELA), Math, Social Science, and Science and is aligned to an assessment calendar. Current trimester benchmark assessments focus on ELA and Math: i-Ready Reading and Math, SIPPS, and Reading Fluency). Performing Arts, and Applied Arts. The middle school uses the student information system (Infinite Campus) to build a master schedule that ensures every student has access to six courses of study.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 foundation of MTSS, we have aligned our SST process to match the 6-8 week Plan of Do, Study, Do, Act Cycle that incorporates Tier 1 strategies and structures for all of our scholars. The biggest barrier in providing a broad course of study is when the school is also charged with providing IEP-related services during the school day. It is difficult to provide these services (such as speech, counseling, occupational therapy) without pulling the student out during class. In order to address this barrier, school administrators work with parents to prioritize pull-out times that are responsive to student needs.The middle school will continue to provide tutorial and intervention support for all students. The RTI model, which now fully encompasses the middle school, incorporates more frequent PLC data team meetings in order to disaggregate assessments and go deeper in terms of specific interventions. At all grade levels, differentiated instruction is a district wide initiative delivered through small group instruction for students at all levels. The middle school has developed a Flex Schedule that will utilize the first 29 minutes of each school day for all students to receive differentiated instruction across the site. This new action supports our district wide focus on our English Learners. At the elementary level there is a new curriculum adoption for the instructional delivery of ELD. All elementary teachers have received professional learning regarding this new curriculum. ELD Professional Learning takes place in grade level team forms, and is also designed for individual teacher access throughout the course of the adoption. The elementary daily schedule, district wide, reflects that the first 30 minutes of the day is dedicated to ELD instruction for our English Learners and structured phonics and grammar lessons for our EO students. Met 2024-06-26 2024 44697650100388 Tierra Pacifica Charter 7 Tierra Pacifica students all have access to a broad course of study. No one is excluded from taking any classes as all students stay with their grade-alike cohort. 8th graders can take Course 3 or Math 1. Students in 3rd-8th grades can select electives four different times throughout the year. All students have access to a broad course of study. Students attend classes with their grade-alike cohort. 8th graders can select Course 3 or Math 1. 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, Visual Arts and Music teacher for every student. A Visual Arts teacher will provide stand-alone arts lessons to grades 1-8 next year. Met 2024-05-28 2024 44697730000000 Mountain Elementary 7 PowerSchool Student Information System Art/PE/Music/Performing Arts Specialists Schedules Special Education schedules Individual student records We will regularly review schedules to ensure there are no conflicts that will prevent certain students (unduplicated, special education) from accessing a broad course of study. 100% of MESD students have access to a broad course of study without exception. There are no barriers to providing access to a broad course of study for all students. No revisions are required at this time as 100% of students have access to a broad course of study. Met 2024-06-13 2024 44697810000000 Pacific Elementary 7 The broad course of study that Pacific offers is our strength and a main reason that parents choose our school. Since we are so small, every child is included in our educational options by design. We only have 1 school in the LEA, and 1 class per grade level. Every student participates in each offering by default. The only way to miss out is by being absent. Sub-par attendance of individual students. Continue to offer our programs and continue to encourage and support good attendance. Met 2024-06-12 2024 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, 73% of elementary students have access to a dedicated visual and performing arts 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 eight 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 secondary 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. PVUSD has also focused on building robust Career Technical education Classes and pathways. 1. Increase visual and performing arts offerings utilizing Prop28 funds. 2. Utilize A-G grant to offer additional Courses at the high school level. 3. Through Expanded Learning, offer additional enrichment courses and activities for students. 4. Finish building out CTE pathways at alternative high schools. Met 2024-06-24 2024 44697990117804 Ceiba College Preparatory Academy 7 Ceiba employs 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. These tools help monitor progress across different grade spans, unduplicated student groups, and individuals with exceptional needs. Key measures include: SYNERGY Student Information System (SIS): Course Enrollment Data: Tracks student enrollment in various courses across all grade levels, ensuring a broad and balanced curriculum. Grade Span Analysis: Monitors the distribution of course enrollment across middle and high school Annual Course Audit: Curriculum Review: Evaluates the availability of courses in core subjects, electives, and specialized programs, ensuring alignment with state standards, student interests, and the University of California Office of the President (UCOP Certification). Survey Tools: Student Surveys: Collects feedback on course availability, interest in potential new courses, and perceived barriers to accessing a broad course of study. Parent and Teacher Surveys: Gathers input on the adequacy of course offerings and the effectiveness of current programs in meeting diverse student needs. Special Education Management System: IEP Monitoring: Tracks course enrollments and accommodations for students with Individualized Education Programs (IEPs), ensuring their access to a comprehensive curriculum. Equity and Access Reports: Disaggregated Data: Analyzes course enrollment data by student demographic Using the locally selected measures and tools, the LEA has assessed the extent to which all students have access to, and are enrolled in, a broad course of study. The analysis reveals the following: Overall Access and Enrollment: Broad Curriculum: All students across the LEA have access to a comprehensive curriculum that includes core subjects (ELA, Mathematics, Science, Social Studies), as well as electives and enrichment opportunities in the arts and physical education. Ceiba will offer 5 AP courses during the 2024-25 school year. Disparities Among Student Groups: Unduplicated Students: There is a noticeable disparity in access to advanced courses and electives for unduplicated student groups, particularly English learners. Initiatives, including targeted support programs and expanded course offerings, are in place to bridge this gap. 2024-25 Local Performance Indicator Self-Reflection for Ceiba College Preparatory Academy Page 33 of 36 Progress Over Time: Increased Enrollment: Student enrollment in Advanced Placement courses has significantly increased over the past three years. Equity Initiatives: The implementation of equity-focused initiatives has begun to reduce disparities, as evidenced by increased participation of unduplicated students in advanced coursework and extracurricular activities. Overall, while progress has been made, Ceiba continues to focus on ensuring equitable access to a broad course of study for all students Based on the results of the locally selected measures and tools, several barriers hinder Ceiba from fully providing access to a broad course of study for all students: Infrastructure Limitations: Insufficient facilities (lack of classrooms) for expanding course offerings, especially in high-demand areas like STEM labs and performing arts spaces. Performing Arts will be an after-school club in 2024-25 Staffing Challenges: Difficulty in recruiting and retaining qualified teachers for specialized courses such as advanced STEM subjects like Physics Scheduling Constraints: Schedule conflicts and constraints limit students' ability to enroll in desired courses, particularly for those involved in extracurricular activities or requiring academic support. Addressing these barriers requires a multi-faceted approach involving strategic resource allocation, professional development for staff, flexible scheduling options, targeted support for underrepresented student groups, enhanced community engagement, and infrastructure improvements. By systematically addressing these challenges, Ceiba aims to ensure equitable access to a comprehensive and enriching course of study for all students. In response to the results of our locally selected measures and tools, Ceiba has identified several strategic actions to enhance access to a broad course of study for all students: Professional Development: Providing ongoing training for educators to enhance their instructional practices and support for diverse student needs, particularly students with disabilities and English learners. Flexible Scheduling Options: Implementing a more flexible scheduling system to accommodate student preferences and minimize course conflicts. Specifically, Ceiba plans to allow students to accelerate in math classes to take advantage of AP and dualenrollment opportunities. Infrastructure Investments: Upgrading facilities and technology infrastructure to support expanded course offerings, including modernizing STEM labs and performing arts spaces. These initiatives ensure that all students have equitable access to a comprehensive and enriching educational experience regardless of background or ability. By implementing these actions, Ceiba aims to foster a supportive learning environment where every student can thrive and effectively pursue their academic and career aspirations. Met 2024-06-18 2024 44697994430229 Pacific Coast Charter 7 SARC, Master Schedule PCCS is committed to addressing disparities by enhancing elective offerings across all sites and implementing support programs for economically disadvantaged students and ELLs to increase their participation in advanced courses. Continuous monitoring and targeted interventions are essential to ensuring equitable access to a broad course of study for all students. Addressing these barriers is critical for our LEA to ensure all students have equitable access to a broad course of study. Strategies include increasing funding, providing targeted support for disadvantaged and ELL students, enhancing communication and guidance, and improving scheduling flexibility. These actions demonstrate our LEA's commitment to ensuring equitable access to a broad course of study for all students. By addressing identified barriers through targeted interventions and ongoing support, we aim to provide a comprehensive and inclusive educational experience for every student. Met 2024-06-27 2024 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/supports 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 and up to 6 CTE pathways. 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 imbedded across all 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, MTSS, community school partnerships and overall standards-based implementation. Met 2024-05-28 2024 44697996049720 Linscott Charter 7 Our school uses several locally selected measures and tools to ensure all students have access to and are enrolled in a broad course of study. These include: Course Enrollment Data: Regularly reviewed to track student participation across various subjects and grade spans, ensuring equitable access for all student groups. Student Information System (SIS): Monitors enrollment patterns, particularly among unduplicated student groups and individuals with exceptional needs, to identify any disparities or gaps. Annual Student Surveys: Collect feedback on course availability and student satisfaction with the range of subjects offered. Individual Education Plans (IEPs): For students with exceptional needs, IEPs are reviewed to ensure they have access to a comprehensive curriculum tailored to their requirements. 1. Course Enrollment Data: Students in all grade spans participate in a wide variety of subjects, consistently across all school sites. 2. Student Information System (SIS): Unduplicated student groups and students with exceptional needs are enrolled in diverse courses at similar rates to their peers. 3. Annual Student Surveys: High satisfaction levels indicate broad access to a comprehensive curriculum. 4. Individual Education Plans (IEPs): Students with exceptional needs receive tailored support, ensuring their participation in a broad range of courses. There are currently no barriers to providing a broad course of study to all students. We will continue to offer all students access to a broad course of study. Met 2024-06-19 2024 44697996049829 Alianza Charter 7 "Alianza is using a variety of locally selected measures and tools to track student access and enrollment in a broad course of study. These measures include: 1. Course Enrollment Data: Tracking enrollment in various subjects across different grade levels to ensure a broad curriculum via our student informational system, SYNERGY. 2. Student Information Systems: Via our student informational system, SYNERGY we monitor and analyze data on student demographics, course enrollment, and participation. We also use Educlim and Illuminate 3. Surveys and Feedback: Gathering input from students, parents, and teachers about course availability and student needs via Youth Truth Survey and Sown to Grow. 4. Progress Reports and Grades: Evaluating academic performance to identify any gaps in access or achievement. 5. IEP and 504 Plans: Ensuring that students with exceptional needs receive appropriate courses and support. These tools help Alianza monitor and promote equitable access to a broad course of study for all students, including those from unduplicated student groups and those with exceptional needs. " "At Alianza Charter School, the locally selected measures and tools indicate that all students generally have access to, and are enrolled in, a broad course of study. The summary of findings is as follows: General Access and Enrollment: • Course Enrollment Data: Analysis shows that students across all grade spans have opportunities to enroll in a variety of subjects, including core academics, arts, and physical education. • Student Information Systems: Data from these systems confirm equitable enrollment patterns, with all student groups represented in a range of courses. Overall, Alianza Charter School is making significant strides in ensuring all students have access to a broad course of study, though continued focus on equity and inclusion is necessary to fully achieve this goal. " Alianza Charter School, serving grades K-8, faces challenges in offering a wide range of middle school courses due to limited staffing and resources. Consequently, we have adopted innovative approaches to provide a variety of electives for our middle school students. We remain committed to seeking innovative solutions to ensure comprehensive enrichment and elective opportunities for all our students. To enhance our K-8 program, we have employed an art teacher for the upcoming academic year. Additionally, we will maintain partnerships with local agencies and artists to ensure a diverse and inclusive curriculum for our students. Met 2024-05-30 2024 44697996119077 Watsonville Charter School of the Arts 7 The locally selected measures or tools that Watsonville Charter School of the Arts (WCSA) is using to track the extent to which all students have access to and are enrolled in a broad course of study include: Course Enrollment Data: Tracking course enrollment data across grade spans and student groups to ensure equitable access to a diverse range of courses and educational opportunities. Individualized Education Plans (IEPs): Reviewing IEPs for students with exceptional needs to ensure that they are enrolled in courses that meet their unique learning needs and support their academic and developmental goals. Student Surveys: Administering student surveys to gather feedback on course offerings, interests, and preferences, helping to identify any gaps or areas for improvement in access to a broad course of study. Teacher and Community Input: Soliciting input from teachers and the broader community to assess the adequacy of course offerings and identify any barriers to access for specific student groups, such as English Learners or socioeconomically disadvantaged students. By utilizing these measures and tools, WCSA aims to ensure that all students have equitable access to a broad and enriching course of study that prepares them for success in college, career, and beyond. Using locally selected measures and tools, Watsonville Charter School of the Arts (WCSA) ensures that all students have access to and are enrolled in a broad course of study. Course enrollment data across grade spans and student groups indicate equitable access to diverse educational opportunities across all WCSA sites. Progress over time shows consistent efforts to expand and diversify course offerings, providing students with a comprehensive educational experience. However, data disaggregated by student groups reveals some differences in access to and enrollment in a broad course of study: English Learners: Efforts are ongoing to enhance support and access to English language development courses and other academic programs tailored to the needs of English Learners, ensuring equitable access to a broad course of study. Students with Exceptional Needs: Individualized Education Plans (IEPs) are carefully reviewed to ensure that students with exceptional needs are enrolled in courses that meet their unique learning requirements and support their academic and developmental goals. Socioeconomically Disadvantaged Students: Additional support and resources may be provided to socioeconomically disadvantaged students to ensure equitable access to enrichment programs and extracurricular activities. Based on the results of the locally selected measures and tools, several barriers preventing Watsonville Charter School of the Arts (WCSA) from providing access to a broad course of study for all students may include: Limited Resources: Constraints in funding, staffing, and instructional materials may limit the range of courses and educational opportunities available to students, particularly in smaller or under-resourced school sites. Lack of Specialized Support: Students with exceptional needs may face barriers in accessing certain courses due to a lack of specialized support services, accommodations, or resources tailored to their individual learning requirements. Language and Cultural Barriers: English Learners may encounter challenges in accessing certain courses or educational opportunities due to language barriers, cultural differences, or limited support for English language development. Equity Gaps: Socioeconomically disadvantaged students may experience disparities in access to extracurricular activities, or enrichment programs due to financial constraints, lack of transportation, or other barriers related to socioeconomic status. Addressing these barriers requires an approach that involves increasing resources and support, providing specialized services for students with exceptional needs, addressing language and cultural barriers, and implementing targeted interventions to close equity gaps and ensure equitable access to a broad course of study for all at WCSA. Given the constraints on flexible scheduling and limited funding and outside support, Watsonville Charter School of the Arts (WCSA) will focus on alternative strategies to ensure access to a broad course of study for all students: Resource Maximization: WCSA will explore opportunities to maximize existing resources and leverage community partnerships to expand course offerings and enrichment programs within the constraints of current scheduling limitations and available funding.Targeted Support for At-Risk Groups: WCSA will target support and resources to address the specific needs of at-risk student groups, such as English Learners, students with exceptional needs, and socioeconomically disadvantaged students, to ensure equitable access to essential educational opportunities and support services. Innovative Approaches: WCSA will explore innovative approaches to curriculum delivery, blended learning models, or interdisciplinary projects, to maximize educational opportunities and address student interests and needs within existing constraints. Advocacy and Collaboration: WCSA will advocate for increased funding and support for public education at the local, state, and federal levels, while also seeking opportunities for collaboration with community organizations, educational partners, and other stakeholders to enhance resources and opportunities for students. By adopting these alternative strategies, WCSA aims to overcome barriers to access and promote equity. Met 2024-05-14 2024 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. 68% 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 2024-06-12 2024 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, two to 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. Students who choose may participate in a cohorted academy of students who all take online courses together as well as participate in local events. 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. As a result of this evaluation, the school will continue to ensure all students have access to a multitude of courses and materials to address core, enrichment, and intervention areas. The school is continually connecting with vendors throughout the service area to increase the availability of providers in a wide range of academic areas to all students. Equitable access to high quality research-based interventions for Tier 2 and 3 students continues to be a priority. After reviewing internal data, it was determined that a revision of the current tutoring program was necessary, and a high-dosage learning acceleration program was implemented in 23-24. Both research and internal data indicate that this strategy has been successful and will continue into the next academic year. In the 22-23 academic year, the school began a 3 year implementation plan to reduce barriers to students graduating a-g completers. Through the a-g Access Grant, our College Success Counselor has been able to offer weekly classes in college preparation, college application workshops, review our supports for students pursuing an a-g pathway, work monthly with our High School Academy students and support our students applying for FAFSA by doing many hands-on webinars on FAFSA. Met 2024-06-04 2024 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 (NWEA/Map Math, Reading, Science); various programs like Wonders, Aleks Math, Lexia CORE and Power-Up, Local benchmark data (Writing) i.e. 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 in-person enrichment days a week. Parents meet with teachers every 20 days 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, and 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 are entering a second year piloting a school-wide consistent measurement tool to track progress in Math and English Language Arts (NWEA/Map), to replace each program determining its own benchmark assessment tool. This has been a barrier to our providing access to supports needed in these two essential areas, since we have not had vertically aligned local measures to draw from. 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 2024-25 we will complete the pilot of the NWEA/Map Assessment across all grade levels 3rd through 11th, which will give us consistent growth data that is matched/aligned with grade level standards for English Language Arts and Math. We have hired a part-time Reading Specialist who will provide in-person small group leveled literacy intervention for elementary students reading two or more grade levels below standard. In our secondary programs we will continue to utilize a part-time 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, and we will kick off the year with a Calibration workshop to explore a newly created/adopted universal writing rubric across all disciplines. Elementary students in need of math support will have access to an AI-tutor in the form of ""Synthesis Tutor"" and middle school students will have access to a twice-weekly Math intervention provided by the middle school Math teacher." Met 2024-06-05 2024 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. 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 barrier 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 2024-06-12 2024 44698230000000 Santa Cruz City High 7 Locally selected measures used include: site master schedules; transcript audits at high school, 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, underrepresented 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); 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 who are not always 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 2024-06-12 2024 44698234430187 Delta Charter 7 Delta's Lead Teacher of College and Career analyzes each student individually and creates schedules and grad plans based on grade level, credit needs, and student needs. Unduplicated students and special education students are prioritized in this process. Advisors are advocates for their students and work with the Lead Teacher and principal to ensure that underserved students receive the services they need to succeed. Delta's Lead teacher of College and Career analyzes each student transcript and schedules students according to their credit needs and post-high school plans. 65% of our students dual-enroll in a Cabrillo College course before they graduate and to facilitate persistence in those courses we provide support classes and flexible scheduling. Through our three academic programs, students have access to in-person learning, credit recovery courses, online coursework, and independent studies. Delta's biggest barrier is its size. With a population of only 120 students, we do not have the funds, space, or staffing to offer in-person A-G coursework to students. We are in the process of exploring additional, more effective online programs to meet this need. Delta is piloting the use of the National Student Clearinghouse data to track student pathways and progress post-high school. We are newly implementing this program and hoping to learn new ways to support students' post-high school success. Met 2024-06-11 2024 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, wood-working, 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 exist at this time. No revision is needed at this time. Met 2024-06-26 2024 44754320000000 Scotts Valley Unified 7 Scotts Valley Unified School District (SVUSD) tracks access to a broad course of study. Both a qualitative and quantitative review of course offerings, class schedules, and school schedules are undertaken to assess the extent to which all students have access to and are enrolled in a broad course of studies. Course enrollment reports developed in Synergy, the Synergy Student Information System (2023-24), and in Naviance (an online College and Career Tracker) allow the District to identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. The counseling department also uses National Student Clearinghouse to analyze data and track students post-graduation. There is a District Arts Task Force that supports arts implementation throughout the district, and the Curriculum Council ensures that textbooks and instructional materials are appropriate and differentiated for all students. For the 2023-24 school year, 100% of SVUSD’s students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a). We have a full CTE program with one pathway, extensive IB courses, VAPA at all levels, varied elective offerings and common core aligned, standards-based core curriculum. At our high school, there are two full-time counselors and a college and career specialist who also oversees CTE courses. All SVUSD students in grades TK-5 are enrolled in a broad course of studies with all elementary schools offering access and enrollment in the seven areas identified as a broad course of studies for grades 1-5. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day. All SVUSD secondary students have access to a broad course of studies within their school offerings. Areas of focus include visual and performing arts, coding and computer skills, CTE pathways, and the International Baccalaureate Diploma Program at the High School. The Middle School continues to increase their elective offerings and offer coding, Drama, Band, Choir, Gardening, Yearbook, Leadership and other courses. Barriers preventing SVUSD from maximizing broad course of study offerings to all students include a lack of funding, and resources. Additionally, students in specific subgroups require additional focus. There are strong Special Education department and PBIS teams, who look student by student to ensure that student schedules are equitable and that all students are mainstreamed as much as possible. Each team has an English Learner team with coordinators who look student by student to ensure equitable access. In 2019-20, the high school eliminated remediated math at the high school, and instead added an extra support class for students requiring additional help. Students continue to have access to both a math boost course as well as their grade-level appropriate course. Two dual enrollment classes are offered at the high school, as is credit recovery. Independent Studies courses are also offered for students who need to make up courses outside of a schedule availability. Met 2024-06-18 2024 44754320139410 California Online Public Schools Monterey Bay 7 California Connections Academy offers a diverse curriculum to all students, annually reviewing courses to optimize staff expertise and meet student needs. The Board evaluates these offerings. Given our online platform, courses are accessible anytime, eliminating constraints of traditional scheduling or location. Understanding graduation challenges, our high school team introduced Project Success. In 2022-2023, at-risk students achieved a 94.5% pass rate; by 2023-2024, this rose to 96.5%, motivating program expansion. Since 2020, our in-house summer school has replaced third-party programs, enhancing success rates from 77% pass and 85% graduation in 2020 to 83% pass and 95% graduation in 2023. These initiatives combat learning loss, underpinning our commitment to student success and equitable education access. They foster a supportive learning environment, empowering students to excel academically and reach their educational milestones. 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 has developed 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 2024-06-04 2024 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. Navigator implemented Illustrative Math in an effort to improve math outcomes and the academic leadership team is reviewing the data to find areas of growth or improvement. Met 2024-06-17 2024 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 Met 2024-06-26 2024 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 enhancement time, eliminating students from missing the general education setting for increased services. Thanks to prop 28 funding, all of our students have had access to music and art on a bi-weekly basis. We will continue to offer our art classes next year and are actively searching for feasible music and/or visual arts options for our students. Our small size continues to be a challenge to find part-time instructors. Met 2024-06-06 2024 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 part-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. "Fall 2024, high school students will be required to complete one semester of Ethnic Studies. Fall 2024, high school students, as part of their elective classes, will be required to take financial literacy. NSA is again WASC accredited. NSA offers a-g courses through center classes, online/textbook curricula, and community college classes. NSA employs a TK-12 part-time music teacher, a part-time TK-12 art teacher, 7 on-site CTE Pathways, Career Exploration/Readiness, and participation in ROP. Students meet PE requirements through independent study choices. NSA provides optional resource center movement activities and ""Monday in the Park"". This was curtailed during COVID. Students in grades 4-12 will have the option of participating in field activities in the local park with staff supervision. There are no barriers for students to access a broad course of study. In response to education partner input, NSA has hired a part-time art teacher, built cooking carts, and created a Makerspace where STEAM, Home Economics, and exploratory opportunities are offered. NSA is designated a section of the school library to house science, art, and other enrichment kits for independent study students to check out and use at home. Using the a-g Improvement Grant, NSA staff has written a-g courses to be offered in the resource center. NSA is continually open to adding learning and course opportunities to what our students will be offered." Met 2024-06-25 2024 45104540132944 Redding STEM Academy 7 RSTEM students have access to a broad course of study. The expected school-wide learning outcomes are articulated during staff meetings, and grade level teams work together to ensure that the goals and expectations guide instruction this ensures that teacher lesson plans are in alignment with California State Standards and frameworks. In middle school, the master schedule is designed to include all of the required subjects and electives that fit with the CA standards and RSTEM's mission and vision. At the elementary level, each teacher develops a schedule to include all subjects. Furthermore, we employ several local and state assessment tools in order to measure progress towards goals. These diagnostic assessments measure progress and provide the data necessary to identify areas of need and drive appropriate instruction, intervention and professional development. I-Ready, CBMs and other assessment tools are currently used to monitor growth and to support learning. 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. Teachers make accommodations so all students are able to access the curriculum. RSTEM has one campus. All students are enrolled in a broad course of study including, but not limited to: Comprehensive academic and social skills development using curriculum aligned to the California State Standards Highly effective California state credentialed teachers Low student-to-teacher ratios Quality supplemental learning materials aligned to the state frameworks and standards Classes and clubs focused on STEM activities for TK-8th grade 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 Multi-Tiered Systems of Support (MTSS) model with academic intervention programs PBIS practices to support appropriate school behavior Social/emotional support person to support students who are struggling with their emotions and behaviors PE for both the elementary and junior high Visual and performing arts are embedded within the curriculum We do not have any identified barriers at this time to offering our students a broad course of study. In response to the results of our selected measures, Redding STEM Academy has taken the time to develop after school clubs using ELOP funds in order to give our students a broader experience. The hope is that students will become more invested in participating in rigorous academic goals when they have something fun to look forward to at the end of the day, so far, this idea seems to be working. Met 2024-06-12 2024 45698560000000 Anderson Union High 7 Below are the measures or tools that Anderson Union High School District is using to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served; Local Climate Surveys, data analysis (Aeries, CALPADS, etc.), California School Dashboard, other local, state, and federal reporting metrics. All students at AUHSD have access to a broad course of study offered at school sites. Students, parents, and guardians are able to chose their student's educational path (college or career) when they enroll at each school site. Each school offers includes courses in English, Social Sciences, Foreign Language, Physical Education, Science, Mathematics, Visual and Performing 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. 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. AUHSD provides a broad course of study to all students, however, financial constraints due to total enrollment of students limits the number of elective course offerings. Anderson Union High School District has added additional elective course offerings for the 2024-25 school year. These new courses are funded with the support of AUHSD board of trustees as well as state and federal grants. New elective course offerings include; Sustainable Building and Construction Technology, Landscape and Turf Management, Nursery Practices & Management, and Environmental Science. Met 2024-06-18 2024 45698564530333 Anderson New Technology High 7 We utilize our SIS, LMS, and Google Sheets to track our students' access to enrollment and the completion of our additional graduation requirements. Again, one of the values of being small and establishing our PLT system is that we can know our students and track their access and enrollment in our broad course of study in a much more personal way. The only barrier to our students having a wider choice of courses is the limitation that our small enrollment creates for on-campus courses. Otherwise, our students can access courses at the local community college and through ROP classes. Although enrollment in our local ROP can be limited for our students, we have not directly experienced that problem recently. With that said, we are exploring the possibilities of growing CTE pathways on our campus and connecting directly to the community college. Met 2024-06-18 2024 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 2024-06-14 2024 45698800000000 Black Butte Union Elementary 7 Our students have access to a broad course of study. We have identified and currently utilize several tools to articulate the expected schoolwide learner outcomes for students. In connection and alignment with California State Standards and frameworks, we have created and adopted Essential Standards districtwide. We are currently working towards teachers developing pacing guides, an assessment calendar, and standard based grade reporting. In middle school, a master schedule is designed to include all of the required subjects and electives. At the elementary level, each teacher develops a schedule to include all subjects. Furthermore, we employ several local and state assessment tools in order to measure progress towards meeting these articulated outcomes. These diagnostic assessments measure progress and provide the data necessary to uncover areas of need and drive appropriate instruction, interventions and professional development. All students have access to the following program components: Comprehensive academic and social skills development using curriculum aligned to the California State Standards Highly effective California State Credentialed certified teachers Low student-to-teacher ratios Quality supplemental learning materials aligned to the state frameworks and standards Technology based programs for all grade levels Assessments aligned to state standards to monitor progress for reading and math Professional Learning Communities to analyze data and target students based on need Full implementation of Response to Intervention (RTI) model with academic intervention programs PBIS practices to support appropriate school behavior Visual and performing arts are embedded within the curriculum Before school music offerings Music is taught at the elementary and middle school level Foreign language is taught at the middle school PE is offered at both the elementary and middle school level Hiring qualified staff in our rural, mountain setting poses a constant challenge to provide a diverse offering of courses. Offering Foreign language and music has posed a challenge for offering a broad course of study. Finding credential teachers in this area is difficult. We constantly revise our middle school electives to keep our student’s interests. Teachers bring different qualifications and interests to our electives. Met 2024-06-20 2024 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 2024-06-13 2024 45699140135624 Tree of Life International Charter 7 Daily elective schedule for grades 5-8; daily specials classes which include a broad course of study for all students TK-8th grade. Wed specials classes provide additional exposure to special interests such as nutrition, garden, art, personal finance, building, yearbook, drama, film, dance and music. Additional after school programing is available. All students are given choices of visual and performing arts or 3rd language electives. All students participate in the Dual Immersion program and are growing in both English and Spanish language acquistion. This is supported through a private exchange program developed with a sister school in Toluca Mexico where students can host exchange students, or become one and travel there. All 5th grade students participate in a week of Science camp in the Sierras each year. The only barrier would be financial, but the school is resourceful and finds ways to fund these through a combination of grants and parent fundraisers. This year the school purchased the property next door in order to expand offerings to students in many ways--CTE, Science and outdoor education, a future gym/multicultural center. We sought a grant for CTE and received $92,000 to begin our CTE offerings in the areas of agriculture and animal science, building trades and more to come in the future. Met 2024-06-11 2024 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 internal inventories taken and enrollment process monitoring/attendance of programs all students are afforded the same broad course of study across our district/school. Two barrier prohibiting the district from offering a more broad course of student is our low ADA and 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. The district purchased additional Chromebooks so students that do not have one at home can check one out to use at home. The district has also hired reading and math intervention teachers and staff to provide academic support and allow for small group/1:1 intervention. Met 2024-06-12 2024 45699480000000 Columbia Elementary 7 Mt View Middle School Parent Survey 20 parents completed the survey and the demographics were as follows: 40% English learners 0% Foster Youth 5% Child reclassified as an English proficient 0% Homeless 35% Low Income 15% Students with disabilities 0% African American 0% American Indian 0% Asian 0% Filipino 5% Hispanic 0% Pacific Islander 90% White 5% Two or more races 90% of parents agreed or strongly agreed that their child had a positive relationship with 1 or more adults on campus. 85% of parents agreed or strongly agreed MVMS is a positive learning environment for their student(s). 5% state not applicable. 75% of parents agreed or strongly agreed that they are satisfied with the communication between school and home. 5% state not applicable. 75% of parents agreed or strongly agreed that effective two-way communication is occurring between the teachers and parents. 10% state not applicable. 75% of parents agreed or strongly agreed that communication, emails and phone calls with teachers and office staff are responded to within 36 hours with the exception of weekends and holidays. 25% state not applicable. 75% of parents agreed or strongly agreed that their child feels safe at school. 5% state not applicable. 78.95% of parents stated that their child has not experienced unprovoked, repeated and aggressive actions done with the intent to do physical or emotional harm to him/her. Of those parents that responded that their child did experience unprovoked, repeated and ag 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 2024-06-21 2024 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, Kindergarten thru 11th grades. 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-11th 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 & 11th grades) is the low population. As we are expanding in grades and numbers more opportunities for additional courses to select will be afforded. As we grow the High School, RSA has added several new courses to our expanding High School Catalog, including: English 4, Government/Economics, Environmental Science French 3, Spanish 1, Mandarin 2, Personal Finance, Computer Science, Ceramic and Sculpture, Painting and Drawing, Stage Production, Piano. In the 4th-8th grades we have expanded opportunities for STEM courses including Coding, computer Science, and college/Career explorations. Met 2024-06-13 2024 45699480139543 Shasta View Academy 7 Each Shasta View Academy (SVA) student has a Master Agreement that outlines all courses taken during each semester. The Master Agreement is a legal document signed by the SVA Teacher, the parent and the student. These documents are reviewed by administration to ensure that all students are properly enrolled in the appropriate and required courses. Master Agreements for students with special needs are developed in cooperation with the student’s assigned special education service providers to be sure their courses and curriculum support their IEP goals and meet their needs. SVA uses a school information system developed for independent study schools that records and tracks all semester courses, the curriculum selected for each course, the student’s academic progress in each course of study, the student’s assessment scores and the SVA teacher’s communication about each student. SVA is WASC accredited offering an extensive course list of a-g courses for all high school students. Each year a High School Guide/Catalog is distributed to all high school students. It includes specific course information and options and is updated annually by SVA’s High School Coordinator and administrative staff. SVA has a High School Coordinator who meets with each high school student a minimum of once a year and most often twice a year to complete a 4-year high school course plan. This plan is individualized (including required courses) to meet the student’s post- secondary goals. SVA provides access to a broad course of study for grade TK-12 students including Special Education students and English Language Learners. The school has no barriers to the provision of a wide array of courses. SVA’s personalized learning model facilitates the creation of a unique educational plan supported by appropriate curriculum and delivery method for each student. The plan is based on grade level standards, the student’s skill levels, interests, and personal needs. Each course offered to a student has curriculum options and in some cases, different methods of delivery. Methods of delivery options include the use of standards-based textbooks, online courses, educational applications, supplementary workbooks, extracurricular vendor instruction, and enrollment in community college courses. SVA TK – 8th grade students (including students with exceptional needs) are enrolled in the core subjects of English, Math, Social Science, Science, and Physical Education. The school also offers a wide range of Visual and Performing arts options to these grade levels. SVA 9th through 12th grade students are required to complete 230 credits in the required subject areas of English, Math, Social Science, Science, Humanities (Visual and Performing Arts), Career and College Readiness, Health, Technology/Vocational/Life Skills and Electives. SVA does not have any barriers that prevent the school from providing access to a broad course of study for all students. SVA will continue to explore new course options, new standards based curriculum, and online learning opportunities. The school continues to encourage all high school students to enroll in Career Technical Education (CTE) Pathways as part of their educational plan. Increased student participation in the pathways will be an area of focus in the 2024-2025 school year and teachers will receive CTE Pathway training to understand each option. Met 2024-06-13 2024 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 2024-06-11 2024 45699550000000 Cottonwood Union Elementary 7 We continue to work on different ways of communicating to families. We also work to provide a safe and inclusive learning environment. Although we have had to make many cuts in staffing due to the state budget concerns, we have been able to retain a vice principal, a counselor, a librarian and an academic coach. We will continue to provide additional support for students and review and revise our positive behavior interventions and supports. Our intervention program will continue to provide our at-risk students with added support. 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 2024-06-26 2024 45699550121640 Cottonwood Creek Charter 7 Cottonwood Creek Charter utilizes a number of local measures that track the growth and needs of students. Two K-8 measures include Renaissance Learning and I-Ready Diagnostics. Our K-3 Grades also utilize Lexia Core 5 and DIBELS for literacy benchmarks. All student groups and all subgroups have access to and are enrolled in a broad course of study that includes State Standards Curriculum. There are currently no barriers preventing Cottonwood Creek Charter from providing access to a broad course of study for all students. Cottonwood Creek Charter School will continue to have monthly Learning Period check-ins between teacher and student to ensure that every student in the school has access to a broad course of study. Met 2024-06-17 2024 45699710000000 Enterprise Elementary 7 All students have access to a broad course of study as evidenced by their enrollment in PowerSchool courses that are aligned with CA course codes. All teacher assignments are verified through a credential analyst; Enterprise has 0 misassigned teachers. A 4-week letter would be sent to notify parents if a teacher is misassigned. All 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 2024-06-12 2024 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 2024-06-12 2024 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 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 students to choose a particular pathway base on availability. However, both comprehensive high school 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 chooseing the pathway that best fits each students' needs. Additionally, the county has sponsored advisors, such as Gear Up and College Options, to provide further guidance. Both comprehensive high school add A-G approved courses as teachers are certified to teach that course. Met 2024-06-26 2024 45699970000000 French Gulch-Whiskeytown Elementary 7 Not Met For Two or More Years 2024 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 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 junior high Band and choir are offered to upper elementary school students. PE is offered at both the elementary and junior high evel We do not have any identified barriers at this time to offering our students a broad course of study. We constantly revise our junior high electives to keep our student’s interests. Teachers bring different qualifications and interests to our electives. Met 2024-06-20 2024 45700110000000 Happy Valley 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 to include all of the required subjects and electives. Further, we employ several local and state assessment tools in order to measure progress towards meeting these articulated outcomes. These diagnostic assessments measure progress and provide the data necessary to uncover areas of need and drive appropriate instruction and interventions. All students have access to the following program components: Comprehensive academic and social skills development using curriculum aligned to the California State Standards Highly effective California State Credentialed certified teachers Low student-to-teacher ratios Quality supplemental learning materials aligned to the state frameworks and standards Technology based programs for all grade levels, including foreign language program Assessments aligned to state standards to monitor progress for reading and math Curriculum Level Lead Teachers at each campus Professional Learning Communities to analyze data and target students based on need Full implementation of Response to Intervention (RTI) model with academic intervention programs PBIS Practices and Behaviorist to support appropriate school behavior Monthly Principal meetings or designated time for parents and community members to meet with and talk to the Principal Visual and performing arts are embedded within the curriculum in the elementary schools and is offered as an elective in the middle school After School Clubs are offered at the middle school level-Dance, performance clubs, and other as they become an interest 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 and Science Program continues to be a challenge as we don’t always have the staff with the knowledge to implement a consistent program. Hiring qualified music staff and fully credentialed staff has also posted a challenge. We constantly revise our middle school electives to keep our student’s interests. Teachers bring different qualifications and interests to our electives. Met 2024-06-28 2024 45700290000000 Igo, Ono, Platina Union Elementary 7 100% of students are offered a Broad Course of Study as noted in the Student Information System under class scheduling. 100% of students. No barriers identified. The school will continue to ensure 100% of students are offered a Broad Course of Study. Met 2024-06-17 2024 45700450000000 Junction Elementary 7 Our students have access to a broad course of study with the exception of world language. We have identified and currently utilize several tools to articulate the expected schoolwide learner outcomes for students. In connection and alignment with California State Standards and frameworks, we have created and implemented a curriculum guide that outlines the specific content areas to be addressed. Additionally, teachers use pacing guides and an assessment calendar to ensure the curriculum is implemented. A master schedule is designed to include all of the required subjects and electives. Further, we employ several local and state assessment tools in order to measure progress towards meeting these articulated outcomes. These diagnostic assessments measure progress and provide the data necessary to uncover areas of need and drive appropriate instruction and interventions. All students have access to the following program components: Comprehensive academic and social skills development using curriculum aligned to the California State Standards Highly effective California State Credentialed certified teachers Low student-to-teacher ratios Quality supplemental learning materials aligned to the state frameworks and standards Technology based programs for all grade levels, including foreign language program Assessments aligned to state standards to monitor progress for reading and math Curriculum Level Lead Teachers at each campus Professional Learning Communities to analyze data and target students based on need 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 2024-06-20 2024 45700520000000 Millville Elementary 7 Millville School is a single school district with 210 students. Our teachers are each highly qualified and are trained and experts at their grade level curriculum and instructional strategies. Curriculum is orderd and issued to each student in each classroom. The measure we use to assure each student has access to a broad course of study is placement in each class, each course and the adequate ordering and distribution of instructional materials. As Millville School is a single school district of 210 students, tracking our students placement in their classroom and assuring they are each enrolled and have access to a broad course of study is assured by class assignments. As all classes and teachers provide the identical courses of study, any student enrolled in any of our classess will have access to and enrollment in a broad course of study. As Millville School is a single school district of 210 students, we have experienced no barriers in providing our students access to a broad course of study for all students on the LEAs end. If there were a barrier, it would be absences, tardies and early student pick up. In response to the potential barriers of our students accessing a broad course of study being absences, tardies and early pick up we have implemented an attendance reward system, send letters to parents regarding absences, tardies and early pick up as well as have these three topics as discussion points during parent/teacher conferences. Met 2024-06-11 2024 45700780000000 North Cow Creek Elementary 7 enough room in this box to report the survey results. A copy of the results can be obtained in the district office. 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 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. 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 sixth grade to the elective schedule next year. Met 2024-06-21 2024 45700860000000 Oak Run Elementary 7 The Oak Run 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 1-8, as applicable, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs. We then report the results to our local governing board/body at the same public meeting at which the LCAP is adopted as well as report them to our educational partners and the public through the Dashboard. Additionally, Oak Run LEA uses a wide range of data points to track students' access to a broad course of study. Site administrator and teachers analyze class-based and school-wide data to monitor student progress and access across groups. Student achievement and progress is monitored using the following data sources: *STAR Reading and Math Data *Benchmark Writing Assessments *IXL District assessments *Progress Reports and Grades *English Learner Data (Reclassification and English Learner Progress) Oak Run LEA ensures all students have equitable access to a broad course of study through comprehensive support and resources. As a single school District, uniform offerings are provided across the school site. Locally designed and universal assessments identify students who need intervention and reengagement services. A referral process ensures access to additional support during each assessment cycle. All classrooms have access to classified staff. Those needing strategic language support also receive assistance from classified and certificated staff offering strategic ELD or SLD. All students participate in learning that embeds support within core content, ensuring access to grade-level material regardless of subgroup. All students have opportunities to practice using language in context with appropriate support in various modalities. Some strategies will include; students with reading disabilities, including dyslexia, often experience difficulty reading large amounts of text, supports that will be provided will be audio textbooks, video, text-to-speech, practice beyond the point of mastery, technology, and additional time to complete assignments. Scaffolding is embedded within our teaching strategies: beginning instruction at a student’s current level of understanding and providing support to assist the student in reaching the next level of mastery. Based on the results of the tool or locally selected measures, one barrier that poses a challenge at Oak Run Elementary School for providing access to a broad course of study for all students is the limited number of teachers per grade level. While all teachers are certified in their respective subject areas, the challenge arises from having up three to five (3-5) grade-levels in each classroom and having to teach Core content to students across multiple grade levels, simultaneously, rather than having one grade-level focus throughout a whole day. This limitation impacts the master schedule and poses challenges in providing sufficient teacher support and release time, although it has not directly hindered student access to a broad course of study. Oak Run LEA is committed to enhancing access to a broad course of study for all students through ongoing initiatives. We will further collaborate with teachers and and other staff to implement the Universal Design for Learning approach, ensuring alignment with the special education staff and our English Learner support lead to support the success of all subgroups and students. Additionally, Social/Emotional teaching strategies will strengthen teacher and student capacity and improve the instructional core, fostering sustainable, data-driven program improvement. Met 2024-07-12 2024 45700940000000 Pacheco Union Elementary 7 Pacheco Union School District (PUSD) utilizes a variety of locally selected measures and tools to ensure all students have access to and are enrolled in a broad course of study, tailored to different grade spans, unduplicated student groups, and individuals with exceptional needs. The Student Information System (SIS) is a central tool that tracks student enrollment across all courses, providing detailed data on participation in core subjects, electives, and specialized programs. This system helps monitor equity in course access, ensuring that students from all backgrounds, including economically disadvantaged students, English learners, and students with disabilities, have the opportunity to engage in a comprehensive curriculum. Surveys and feedback from students, parents, and teachers further inform our understanding of course accessibility and satisfaction, while equity audits and program participation data provide insights into the effectiveness of our efforts and highlight areas for improvement. Using locally selected measures and tools, Pacheco Union School District (PUSD) has made significant progress in ensuring that all students have access to, and are enrolled in, a broad course of study. Data from the Student Information System (SIS) indicates that the majority of students across various grade spans are enrolled in a comprehensive range of core subjects and electives, including arts, physical education. Regular IEP reviews ensure that students with exceptional needs are appropriately placed in courses that meet their individual educational goals. Overall, progress over time shows a positive trend towards inclusivity, with more targeted interventions and resource allocations being implemented to address identified gaps. Despite Pacheco Union School District's (PUSD) commitment to providing a broad course of study for all students, several barriers hinder full access. One significant barrier is credential limitations among staff, which restricts the range of courses that can be offered, particularly in specialized subjects like advanced sciences, foreign languages, and STEM fields. Additionally, the size of our schools and the constraints of the Master Schedule pose challenges, as smaller student populations can limit the feasibility of offering a diverse array of classes. Required courses also consume a significant portion of the schedule, leaving less room for electives and enrichment opportunities. However, PUSD has creatively addressed these challenges through robust extracurricular offerings in our after-school programs and a strong commitment from our staff. These programs provide students additional opportunities to explore interests and develop skills beyond the traditional curriculum. The dedication of our staff to these programs ensures that students still receive a well-rounded education, despite the limitations posed by credentials, school size, and scheduling. In response to the results from our locally selected measures, Pacheco Union School District (PUSD) has implemented several revisions and new actions to ensure all students have access to a broad course of study. We have expanded our elective offerings, particularly for junior high students, by providing elective opportunities on a trimester basis, allowing them to explore a wider range of subjects throughout the year. This approach ensures that students can experience various disciplines, fostering a more comprehensive educational experience. Additionally, we are enhancing our curriculum with expanded programs in gardening, computer science, and social-emotional learning (SEL), along with enriched after-school opportunities. Recognizing the importance of early athletic development, we have also introduced sports programs for students below 5th grade, focusing on teaching fundamentals and sportsmanship. Met 2024-06-12 2024 45701100000000 Redding Elementary 7 100% of students are offered a Broad Course of Study as noted in the Student Information System under class scheduling. 100% of students. No barriers identified. The LEA will continue to ensure 100% of students are offered a Broad Course of Study. Met 2024-06-18 2024 45701100135889 Stellar Charter 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 as well as reviewing the Master Schedule, student logs, four year plans, and transcripts. 100% of students in the LEA have access as reflected in the above metrics. N/A all students have access to a broad course of study for all students. N/A - all students have access to a broad course of study. Met 2024-06-20 2024 45701106117931 Monarch Learning Center 7 100% of students have access to a broad course of study. 100% of students have access to, and are enrolled in a broad course of study. There are no barriers at this time. continue to offer a broad course of study to 100% of our students. Met 2024-06-25 2024 45701280000000 Shasta Union Elementary 7 100% of students are offered a Broad Course of Study as noted in the Student Information System under class scheduling. 100% of students. No barriers identified. The school will continue to ensure 100% of students are offered a Broad Course of Study. Met 2024-06-17 2024 45701360000000 Shasta Union High 7 As an LEA, we have identified and adopted three goals that lead to students accessing a broad course of study. Our goals are as follows: 1)All graduates will complete the required courses to allow access to all postsecondary options (college and career); 2) Implement various measures to mitigate learning loss, 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 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, identify any barriers, and potentially take steps to address anything that comes up. The Shasta Union High School Distict faces several barriers in providing access to a broad course of study for all students. Resource allocation is a significant challenge, as the district does not qualify for concentration grants, limiting the financial resources available for expanding course offerings and support services. The Kelvin SEL data highlights issues with student preparedness, attention, and engagement in class, which can hinder their ability to fully benefit from the courses offered. Achievement gaps also pose a significant barrier, with notable disparities in college readiness metrics such as A-G completion rates, CAASPP scores in English and Math, and AP exam pass rates. These gaps indicate that not all students are equally prepared to take advantage of a broad course of study. While efforts are made to support English Learners and foster youth, the limited number of these students means that resources are thinly spread, impacting the quality and extent of support they receive. School climate and safety issues further complicate access to a broad course of study. High rates of absenteeism and suspensions, along with concerns over school safety, detract from the conducive learning environment necessary for comprehensive course offerings. Additionally, although there is an effort to provide technological resources like laptops and WiFi on buses, ensuring all students can effectively use these resources remains a challenge, particularly for modern course offe In response to the identified barriers, Shasta Union High School District (SUHSD) has implemented several revisions and new actions to ensure access to a broad course of study for all students. To address resource allocation and support, the district provides a standards-aligned curriculum and ensures laptops for all students, with a budget allocation of $470,000 and $300,000, respectively. They have also assigned certificated staff to support English Learners and offer EL courses, dedicating $60,000 and $140,000 for these initiatives. To mitigate achievement gaps, SUHSD has focused on increasing A-G completion rates, college-level English and Math preparedness, and CTE course completion. Specific measures include offering dual enrollment and articulated courses in collaboration with Shasta College and a comprehensive range of CTE courses, with a significant investment of $3,900,000. Advanced Placement (AP) courses are also being expanded, supported by $1,700,000 to maintain a robust AP program. To enhance student engagement and support, the district has implemented various programs aimed at improving school climate and safety. These include an in-school suspension program, additional school psychologists, and contracting private vendors for mental health counseling, with allocated budgets of $170,000, $130,000, and $300,000, respectively. They also offer Student Success Academies and structured support programs to reduce absenteeism and improve student performance. Met 2024-06-11 2024 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 6 and 7, 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 2024-06-12 2024 45701364530267 Shasta Charter Academy 7 The primary tracking tools for student access to a broad course of study is the school Student Information System (Aeries) and the California Longitudinal Pupil Achievement Data System (CALPADS). Annually student learning needs for the next school year are analyzed and resources are allocated with input from the students, parents, classified and certificated staff, and school administration. All students at SCA have access to a broad course of study. All students have access to a variety of different learning methods that include in-person courses, homeschool classes, online learning, and community college courses. . The limiting factors typically are the student's choices, the family's schedule, and the size of the SCA campus. The school continues to increase schedule options for on-site classes, continues to save for a new campus or new campus buildings to increase class options, continuously refines currently offered courses, and develops new courses. Met 2024-06-06 2024 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 2024-06-25 2024 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 broadened the offering with CTE classes for middle school and enhanced science activities for the lower grades by 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. Fine Arts and/or Visual Arts have been difficult to offer our students due to the lack of either teachers or vendors that can come from the Redding area and drive 45 minutes to the school. There are funds available and there are a lot of equipment, materials, and/or instrument available on site but we currently do not have anyone available to help students have access to them. The district will continue to work with SCOE and/or other school districts to search for education professionals that can bring these experiences onto campus for our students. Met 2024-06-26 2024 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) assessments in reading and math are used districtwide to gauge growth and identify students who might need support to successfully access the core curriculum. This assessment along with CAASPP is disaggregated by subgroups in an effort to further identify students who require academic interventions to complete courses as well as students for advanced placement. 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. 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 regards to attendance and behavior needs. One key initiative is the continued refinement of Tiered Academic Supports. These supports are designed to close skills gaps among students, providing targeted interventions at varying levels of intensity based on individual student needs. By refining these supports, the District aims to more effectively identify and address academic challenges, ensuring that every student can achieve their full potential. Additionally, the District will continue leveraging community liaisons to provide essential supports to students and their families. These liaisons play a crucial role in connecting families with resources, facilitating communication between the school and the community, and addressing any barriers to student success. By maintaining and enhancing this program, the District ensures that all students receive the holistic support they need to thrive academically and personally. To broaden students' academic and career horizons, the District is expanding the TK-12 Career Continuum. This program provides students with a clear pathway from early education through high school, emphasizing career exploration and readiness. By integrating career-focused learning opportunities throughout students' academic journey, the District prepares them for a wide range of post-secondary options, including higher education and various career fields. Furthermore, the District is expanding its partnership with the local community college. This collaboration offers students dual enrollment opportun Met 2024-06-26 2024 45752670113407 Rocky Point Charter 7 Rocky Point Charter uses a wide range of data points to track students' access to a broad course of study. Site administrator, teachers and teacher leaders analyze class-based and school wide data to monitor student progress and access across groups. Student achievement and progress is monitored using the following data sources: • iReady reading and math diagnostics plus 3 benchmark assessments near the end of each trimester. • STAR Reading • CBM Reading and Math • Benchmark Writing Assessments • Progress Reports and Grades • English Learner Data (Reclassification and English Learner Progress) Rocky Point Charter School offers a variety of support and resources to students to support access to a broad course of study. Because we are 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. Win Time is cycled every 6 weeks. Classrooms with students who need additional support have access to classified staff. 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. While all teachers are certified to teach in their respective credential, one significant challenge this year 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. Rocky Point Charter will continue to work with teachers and teacher leaders to help build teacher capacity and improve the instructional core to a sustainable level of ongoing data driven program improvement. Met 2024-06-20 2024 46104620000000 Sierra County Office of Education 7 We utilize our master schedules and our student information system (Power School) to monitor and track all students’ access to and enrollment in a broad course of study. 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. According to our monitoring tools and placement practices, we note that all students have access to a broad course of study, with no differences in access to a broad course of study across school sites. Due to our small size, we utilize online platforms to expand offerings beyond what our small teaching staff can provide. 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 master schedules 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 areas as appropriate. Our biggest barrier preventing us from providing greater access to a broad course of study is our small size and associated lack of funding. Putting together a master schedule without conflicts that has broad, competitive offerings at high schools of 20 students and 150 students (both schools serving students grades 7-12) 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 and the limits of a 7 period schedule represent challenges to expand opportunities beyond what currently exists. ONLINE COURSES: In 2024-25, we will expand opportunities for online learning offered through Peak / Fuel Ed and UC Scout to provide greater AP, elective, and credit recovery opportunities. We will continue with our targeted professional development in an effort to increase student learning by a continued focus on using data to inform decisions about instruction. We will decrease the number of students enrolled in low-level courses and increase the number of students enrolled in college preparation courses with support and intervention built into the master schedule and the general education classrooms. Met 2024-06-25 2024 46701770000000 Sierra-Plumas Joint Unified 7 We utilize our master schedules and our student information system (Power School) to monitor and track all students’ access to and enrollment in a broad course of study. 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. According to our monitoring tools and placement practices, we note that all students have access to a broad course of study, with no differences in access to a broad course of study across school sites. Due to our small size, we utilize online platforms to expand offerings beyond what our small teaching staff can provide. 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 master schedules 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 areas as appropriate. Our biggest barrier preventing us from providing greater access to a broad course of study is our small size and associated lack of funding. Putting together a master schedule without conflicts that has broad, competitive offerings at high schools of 20 students and 150 students (both schools serving students grades 7-12) 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 and the limits of a 7 period schedule represent challenges to expand opportunities beyond what currently exists. ONLINE COURSES: In 2024-25, we will expand opportunities for online learning offered through Peak / Fuel Ed and UC Scout to provide greater AP, elective, and credit recovery opportunities. We will continue with our targeted professional development in an effort to increase student learning by a continued focus on using data to inform decisions about instruction. We will decrease the number of students enrolled in low-level courses and increase the number of students enrolled in college preparation courses with support and intervention built into the master schedule and the general education classrooms. Met 2024-06-25 2024 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 based on their individual abilities. 4. Not applicable Met 2024-06-26 2024 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. The tools used to track the extent to which all students have access to, and are enrolled in, a broad course of study include course enrollment data, results of student and parent surveys, and college and career readiness and a-g completion rates for high school students. 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. Currently, the a-g completion rate is higher for students in our programs than for fully independent students. We are addressing this gap by expanding the options for online classes and adjusting the schedules at our programs to make it more convenient for primarily independent students to attend in-person classes (e.g block scheduling). Previously, we had limited options for CTE courses in our North County program; we are continuing to expand CTE options in North County each year. The options for online synchronous instruction have increased opportunities for independent study students to access teacher-led classes. 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. We have hired staff for visual arts and music, so we should have more access to these courses next year. Additional barriers include geography, transportation, and unreliable internet access in some parts of the county. Golden Eagle has increased the availability of synchronous online courses, especially math, to improve access to a broad course of study for independent study students. In the 2024-2025 school year, we are adding high school lab science course that are available in an online/hybrid format to further increase access for independent study students, particularly those who are geographically remote. Met 2024-06-17 2024 47104700137372 Northern United - Siskiyou Charter 7 In using our student information system (SIS), School Pathways LLC, NU-SCS accesses current and historical data concerning students' enrollment in courses. We track and monitor class schedules, progress reports, and all transcript data. This data is disaggregated to analyze course access and enrollment for all students, including students in unduplicated groups and statistically significant subgroups. The SIS is available to all teachers which informs all decision-making on how to create a master schedule that allows a broad course of study 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 non-classroom-based, independent study charter school, all students have equal access to a broad course of study. All students have a personalized course of study. The school offers a wide range of course options, including live classes, online platforms, and dual enrollment courses. Students are able to select from any of these options in consultation with their teacher and family. Because the school is an independent study charter school, 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 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. NU-SCS has invested in vans in order to better accommodate our rural students and their possible transportation issues. Another manner in which we address transportation issues is by providing bus tickets to students in need. We also provide gasoline for students who may choose to enroll in local college courses or have difficulty attending learning center courses or meeting with their teachers due to transportation hardships. Met 2024-06-27 2024 47701850000000 Big Springs Union Elementary 7 The LEA collects and analyzes course enrollment data to ensure that all students, including those from unduplicated student groups (such as English learners, socioeconomically disadvantaged students, and students with disabilities), have equitable access to a broad range of courses across grade spans. This data helps identify any disparities in course offerings or enrollment patterns that may need to be addressed. The LEA is a single school district. In our rural area, there may be a shortage of qualified teachers, particularly in specialized subjects such as advanced placement (AP) courses, foreign languages, or career technical education (CTE) programs. This shortage can restrict the variety of courses offered and limit students' access to a broad curriculum. The rural location may make it challenging for the LEA to attract and retain qualified teachers. Factors such as geographic isolation, limited amenities, and lower salaries compared to urban areas can contribute to difficulties in recruiting and retaining teachers, further exacerbating the shortage of available instructors. In rural schools with limited teacher availability, small class sizes may be necessary to accommodate the available teaching staff. As a result, schools may struggle to offer a wide range of courses or electives due to staffing constraints and the need to combine classes or reduce course offerings to maintain manageable class sizes. The LEA may implement targeted efforts to recruit and retain qualified teachers in rural areas. This may involve offering incentives such as signing bonuses, professional development opportunities, and salary increases to attract and retain teachers. Met 2024-06-20 2024 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 2024-06-12 2024 47702010000000 Butteville Union Elementary 7 Enrollment, attendance, academic data, and individualized educational plans (IEP) are tools used to track the extent to which all students have access to, and are enrolled in, a broad course of study. These tools include different 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 school also offers an additional elective class program for 4-8th grade and art and music to TK-3rd grade. Expanding learning opportunities through summer program and after-school program provide other avenues of a broad course of study. Beyond core curriculum subjects, the school elective program offers art, sewing, performing arts, marimba, journalism, photography, building, and gardening to all upper grade students. The primary grades K-3 participate in both art and music classes that include singing, drumming, and marimba. BUESD provides a variety of elective programs to all students as part of our broad course of study offerings. Lack of classroom space, funding sources, and retention of 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. The elective coordinator continue to improve the elective program by hiring qualified instructors and expanding and/or improving offerings. Regular assessment and analysis of student performance data have been implemented to identify gaps in course access and success rates. Improving the expanded learning opportunities through summer and after-school program offerings will help ensure a broad course of study for all students that choose to participate. This data informs the need and allocation of funding resources and the creation of support structures such as the after-school program, elective programs, and summer enrichment opportunities. BUESD is also earmarked for Prop 51 funds for new school construction and modernization. The additional 3 classrooms will help reduce the barriers created by the high demand of the multi-use gymnasium. Met 2024-07-25 2024 47702270000000 Delphic Elementary 7 Delphic is so small that local observational data is sufficient in determining students access to a broad course of study. All students have access to a broad course of study. This includes all core academic subjects and enrichments. 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 2024-06-12 2024 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 2024-06-25 2024 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 modifications) 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 2024-06-12 2024 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 2024-06-27 2024 47703260000000 Grenada Elementary 7 GESD is a small, single-school district with one class per grade level. All students, including unduplicated student groups and those with exceptional needs, have 1:1 access to all curriculum, courses of study, and technology. This access is measured and reported through AERIES reports, the School Accountability Report Card (SARC), and the Sufficiency of Instructional Materials Resolution. GESD is a small, single-school district with one class per grade level. All students, including unduplicated student groups and those with exceptional needs, have 1:1 access to all curriculum, courses of study, and technology. As there is only one school site, there are no differences in student access to these resources. The district employs highly qualified certificated teachers across all grades and subjects, ensuring that all students are provided with a broad course of study and curriculum. However, we face challenges in hiring a qualified world language teacher, which impacts our ability to offer this particular subject effectively. To ensure access to a broad course of study for all students, we are exploring alternative methods for world language instruction. This includes investigating online classes, video programs, and Zoom sessions to supplement our curriculum and address the challenge of hiring a qualified world language teacher. Met 2024-06-20 2024 47703340000000 Happy Camp Union Elementary 7 All students are enrolled in self contained classes enabling an integrated approach to instruction. All students are enrolled in self contained classes enabling an integrated approach to instruction. High teacher turn over. Access to a Broad Course of study is being enhanced through the activities listed below: 1. Purchase K-8 fiction & non-fiction books to update reading materials in classroom libraries. Provide time for staff to level these books to address the various reading abilities of students and to purchase books that allow for a variety of topics that will directly relate to students' interests. 2. iReady and Renaissance Learning software will be utilized as part of multiple measures to monitor and measure student progress in meeting math and reading standards. The instructional component of iReady will be utilized to individualize instruction that supports small group and 1:1 instruction. 3.Maintain extra-curricular activities and programs. Includes Athletic Director, coaching stipends & benefits and League fees from lottery funds. 4. Happy Camp Union Elementary School District's goal is to fully implement a comprehensive MTSS framework, integrate Social-Emotional Learning skills for students, staff, and the community, and operate within a positive culture where the academic, social, and behavioral needs of students and staff are met. Met 2024-06-26 2024 47703590000000 Hornbrook Elementary 7 As a small K-8 district, Hornbrook Elementary School District (HES) 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 entrepreneurship, introduction to health careers, student government, and world languages. All IEP eligible students currently receive contact minutes with a certified special education teacher according to the minutes outline in the IEP documents. HES is in the process of creating an ongoing and permanent opportunity to participate in world language courses by offering not only ASL and foreign language online programs, but also through a working partnership with the Karuk Indian Education Office. Primary students will 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. The expiration of COVID relief funds has created challenges to continuing some programs, though the addition of Prop28 funding will improve some programming. By prioritizing single-grade classrooms with our existing funding over multi-grade classrooms, general fund dollars are stretched thin that might otherwise fund elective teachers and/or extra teachers to create flexibility in the schedule. 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, HESD will develop 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 HES's growing Native American population, as well as non-native students. Met 2024-06-25 2024 47703670000000 Junction Elementary 7 We have a small enough population we can 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. We only have one site with a small population, all students have access to a broad course of study. There are no barriers in our school/district that prevents students from accessing broad course of study for all students. There are no barriers in our school/district that prevents students from accessing broad course of study for all students. Met 2024-06-28 2024 47703750000000 Klamath River Union Elementary 7 Measures include teacher lesson plans and class enrollment records All students have access to and are enrolled in abroad course of study due to the fact that students are in a self-contained classroom. There are no barriers The LEA has not made any revisions or implemented any new actions Met 2024-06-18 2024 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 2024-06-20 2024 47704090000000 McCloud Union Elementary 7 All students in TK-8 grades at the LEA have access to ELA, math, science, social studies, physical education, and computer sciences. Curriculum is offered in multiple ways, 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 are tracked via online data and assessment tools like ESGI, STAR (Renaissance Learning), Lexia, and IXL. Curriculum assessments with textbooks and resources are also used to assess student learning and access. The district has only one school site, so there are no schools to compare. The LEA has not identified any barriers to curriculum access. If an update or curriculum is needed, it is purchased or provided. The LEA does not plan to revise its actions because all courses are offered successfully, and no barriers exist to block access to the curriculum. The LEA's small size allows it great flexibility in purchasing content and providing the needed curriculum in all subject areas. No Williams complaints have been filed in current or former years. Met 2024-06-21 2024 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 entrepreneurship, introduction to health careers, student government, and world languages. 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 by 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. The expiration of COVID relief funds has created challenges to continuing some programs, though the addition of Prop28 funding will improve some programming. By prioritizing single-grade classrooms with our existing funding over multi-grade classrooms, general fund dollars are stretched thin that might otherwise fund elective teachers and/or extra teachers to create flexibility in the schedule. 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 2024-06-20 2024 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 revealed by the academic schedule. Students are also exposed to multiple field trips throughout the school year to build upon in class learning as seen on the master calendar. All students participate in the following courses: ELA, Math, Social Studies, Science, music (band and choir) and P.E. There are no barriers to the curriculum. We would like to offer more electives at our 4-8 school. Two barriers to this is the availability of funds to support them and time within the school year to offer more electives. In creating our new LCAP, we will measure our access to a Broad Course of Study with class schedules. The schedules will reflect all students (100%), TK-8, participate in learning opportunities appropriate for their grade. 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. Met 2024-07-16 2024 47704580000000 Seiad Elementary 7 Not Met 2024 47704660000000 Siskiyou Union High 7 Siskiyou Union High School District utilizes course approval lists, master schedules, and Aeries student information systems to track and ensure that all students have access and are participating in a broad course of study. 100% of students have access to A-G college and career ready academic and career technical coursework. In addition, a comprehensive Spanish Language program, with access to a broad range of online language courses are available. A standards aligned Physical Education program is also available. AP Courses are offered at 10th through 12th grade. Siskiyou Union most recently signed a CCAP agreement with College of the Siskiyous, to ensure dual and concurrent enrollment college programs are also available. Currently, there are no barriers to access and participation in a broad course of study at Siskiyou Union High School District The most recent CCAP agreement to implement Dual and Concurrent enrollment at no cost to students, is being deployed in the 2024-2025 school year. Met 2024-06-27 2024 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 2024-06-27 2024 47704900000000 Willow Creek Elementary 7 Willow Creek employs several measures and tools to ensure all students have access to and are enrolled in a broad course of study. The primary tools and strategies used include: 1. Student Information System (SIS) - ALMA: Enrollment Tracking: ALMA is utilized to monitor and manage student enrollment across the three multi-grade classrooms (TK-2, 3-5 and 6-8). This system ensures that all students are enrolled in a broad course of study. Academic Records: The system maintains detailed academic records, tracking the courses each student is enrolled in, their performance, and any interventions they receive. 2. Individualized Education Programs (IEPs): Access to Curriculum: Students with exceptional needs are provided access to curriculum tailored to their level as specified in their IEPs. This ensures that they receive appropriate support and resources to meet their educational needs. Monitoring Progress: IEPs include specific goals and benchmarks, which are regularly reviewed to track progress and adjust interventions as needed. 3. Intervention Programs: Reading and Math Interventions: Targeted support is provided for students with deficits in reading and math. Progress in these interventions is tracked to ensure students are making improvements and receiving the help they need. 4. Grade Spans and Multi-Grade Classrooms: Broad Course of Study: All multi-grade classrooms are structured to offer a comprehensive curriculum that covers a wide range of subjects appr Willow Creek uses a combination of ALMA SIS, IEPs, and targeted intervention programs to monitor and ensure all students, including those with exceptional needs, have access to and are enrolled in a broad course of study. These tools and measures help track student progress, identify areas needing support, and provide appropriate interventions to foster academic success for all students. Based on the survey results and the data tracked using ALMA and other locally selected measures, the following barriers have been identified as preventing the LEA (Local Educational Agency) from providing access to a broad course of study for all students at Willow Creek: 1. Limited Resources and Staffing - Small School Size: The multi-grade classroom structure, while effective in some ways, can limit the diversity of courses offered due to fewer teachers and specialized staff. - Specialized Instruction: There may be insufficient staff to provide specialized instruction in certain subjects, such as advanced sciences, languages, arts, and technical education. 2. Student Engagement and Motivation - High Levels of Boredom: With 75% of students reporting school boredom, there may be a lack of engaging or diverse curriculum offerings that capture student interest. - Meaningful Participation: Only 48% of students feel they have meaningful participation opportunities, indicating a need for more engaging and varied extracurricular activities and academic programs. 3. Safety and Well-being Concerns - Safety Issues: With only 67% of students feeling safe at school and on their way to and from school, safety concerns can detract from a conducive learning environment and limit participation in after-school programs or activities. - Bullying and Cyberbullying: High rates of physical altercations (75%) and cyberbullying (42%) can create a hostile environment that impacts student part In response to the identified barriers and based on the results of the survey and locally selected measures, Willow Creek has decided to implement several revisions and new actions to ensure access to a broad course of study for all students. These initiatives aim to address resource limitations, enhance student engagement, improve safety and well-being, and bolster technological and parental support. Revisions, Decisions, and New Actions 1. Increasing Staffing and Resources - Hiring Additional Staff: The LEA plans to hire additional teachers and support staff to reduce the student-to-teacher ratio and provide more specialized instruction in subjects like advanced sciences, languages, arts, and technical education. - Utilizing Community Resources: Partnering with local organizations and professionals to offer a broader range of extracurricular activities and specialized courses. 2. Enhancing Student Engagement - Curriculum Enrichment: Introducing more project-based learning, interdisciplinary projects, and hands-on activities to make the curriculum more engaging and relevant. - Extracurricular Programs: Expanding after-school programs and clubs that align with students' interests, such as robotics, drama, music, and sports, to increase meaningful participation. - Student Feedback: Establishing regular student feedback mechanisms to understand their interests and adapt the curriculum accordingly. 3. Improving Safety and Well-being - Safety Measures: Strength Met 2024-06-20 2024 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: Enrollment/District Demographics Student Group Total Percentage English Learners 30 3.4% Foster Youth 16 1.8% Homeless 35 3.9% Socioeconomically Disadvantaged 627 70.5% Students with Disabilities 94 10.6% Race/Ethnicity Total Percentage African American 6 0.7% American Indian 77 8.7% Asian 24 2.7% Filipino 1 0.1% Hispanic 190 21.4% Two or More Races 107 12% Pacific Islander 2 0.2% White 465 52.3% 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 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). TK students at Gold Street through third grade at Evergreen School receive core Tier 1 instruction in a general education classroom. Intervention teachers provide Tier 2 intervention based on benchmark assessment results. Benchmark assessments are reviewed with the site principal and intervention teachers every six weeks. These benchmark assessments include, but are not limited to, BPST, SIPPS, Running Records, classroom grades, SRI, and IXL data. YUSD has hired full-time intervention teachers and three paraprofessional assistants to provide explicit and directed academic interventions. Jackson Street Students may participate in music, band, performing arts, and computer coding electives. The LEA actively works to keep class sizes small and manageable. Met 2024-06-25 2024 47705160000000 Yreka Union High 7 We use a housing survey & income questionnaire to identify students who are homeless or socioeconomically disadvantaged. We use this list to ensure that these students, along with the entirety of our student body have access to and are enrolled in a broad course of study. We ensure that this is a focus for our counselors who manage scheduling at the beginning of each school year. 100% of our students have access to and are enrolled in a broad course of study. There are currently no barriers to providing a broad course of study to all students. 1. Yreka Union High School District tracks progress by undertaking a qualitative and quantitative review of course offerings, class schedules, and the school schedules to assess the extent to which all students have access to and are enrolled in a board course of studies. Reports are run in Aeries to identify access and enrollment based upon grade spans, unduplicated student groups, and individuals with exceptional needs 2. Yreka Union High School District has three program sites, Yreka High School, which is our main campus which includes Yreka Options, our Independent Study program, our alternative education program, Discovery High School, and Community Day School which is mainly for our 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. 3. The only course in the broad course of studies as defined by California Education Code 51210 Met 2024-06-19 2024 47736840000000 Butte Valley Unified 7 All students have equal access to programs at both school sites. Alma, our SIS, tracks the breadth of classes offered and the students' enrollments. A school counselor works with administration and teaching staff to ensure that all students have access to a broad course of study, including A-G access, elective access, and CTE access. All students are able to take any classes offered at the high school. BVUSD provides a broad course of study. BVHS provides A-G access and a robust CTE program. 100% of students have access to all programs. There are no barriers to access of a broad course of study. No revisions are necessary. However, we will continue to build a CTE program by adding more pathways and providing access to students in 7th and 8th grade. Elementary school students will have increased access to hands-on science activities in partnership with high school Ag Science programs. Met 2024-06-28 2024 47764550000000 Scott Valley Unified 7 See #4 See #4 We have not 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), designated as a Necessary Small High School, 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, was 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. Scott Valley Options, the District's long term alternative to independent study and traditional in-class learning, has proven to fill an important niche in the school district, as well as offer students concurrent enrollment. Reading interventions at the Met 2024-06-25 2024 48104880000000 Solano County Office of Education 7 All courses are cataloged within the Aeries student information system database. Specialized academic support is also provided for students who require additional support, including those with Individualized Educational Programs (IEPs). The community school program provides all students access to a Chromebook device which supports their access to the Edgenuity credit recovery platform, Google apps for the classroom, and project-based learning provided in the Innovation Lab. During the 2022-2023 school year, SCOE continues to partner with Solano County Probation to provide meaningful opportunities and access at the Juvenile Detention Facility. The Solano County Office of Education alternative education program provides students with access to a broad course of study. Middle school and high school students are provided access to core courses that are required for their grade levels or graduation from high school. English Language Arts, mathematics, science, social studies, and physical education, and elective courses are accessed through a blended learning model. There are no current barriers to students accessing a broad course of study. This is not applicable as all students currently have access to a broad course of study in our JCCS programs. Met 2024-06-26 2024 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. Supports are put in place if necessary for students with exceptional needs to participate in mainstream courses. ELITE Public Schools is a small growing charter school focused on preparing our students to enter prestigious four-year colleges and universities and become global leaders. 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 have partnered 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 positions our graduates to advance in their careers and we help employers foster diverse and inclusive workplaces. Met 2024-06-11 2024 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 that are open to all students. Our graduation rate for all students is very high. 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 been a valuable tool in having students access courses. BUSD believes all students have access to a broad course of study. The biggest challenge we face is ensuring and encouraging all students to take classes they may feel are a stretch for them. We continue to work on systems to get students to participate in all ranges of classes. We are 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 2024-06-13 2024 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: A-G Graduation Rate: 41.6%; 10-12th Grade AP Enrollment: 40.5%; CTE Pathway Completion: 5.3%. At the elementary level, students receive daily Universal Access (U) time with their teacher. Students are placed in instructional groupings based on their ability to receive intervention or acceleration as appropriate. There 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 four pathways: Agricultural Science, Agricultural Mechanics, Floral Design, and Multimedia Arts. 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. Finally, DUSD implements AVID Districtwide. This implementation focuses on ensuring students are placed in rigorous academic Met 2024-06-20 2024 48705320122267 Dixon Montessori Charter 7 DMCS annually measures its progress in the extent to which students have access to, and are enrolled in, a broad course of study that includes the adopted courses of study specified in the California Education Code (EC) for Grades 1-6 and Grades 7-8, as applicable, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs; the LEA then reports the results to its local governing board at a regularly scheduled meeting and reports to educational partners and the public through the Dashboard. 100% have access to a broad course of study. Changes in curriculum are the only obstacle, but we always order a little more than we need to ensure that all students and teachers have what they need. We will continue to provide a broad course of study. Met 2024-06-11 2024 48705400000000 Fairfield-Suisun Unified 7 The District used a self-assessment tool developed by the Educational Services department. The District identified the number of State required courses available at each school and identified if students who are English learners, foster youth, socio-economically disadvantaged, or have special needs are able to access the course of study. At comprehensive high schools, students have a choice of courses and their preferences help determine the courses offered. Course enrollment and course performance data is tracked at the District and site level using the tools available in Aeries, the District’s student information system. Elementary students are provided instruction using the Board adopted core curriculum for English, math, science, and social studies. Students receive 200 minutes of physical education (PE) every 10 days. Thirty minutes of ELD instruction are provided daily. KI Jones is home to the district’s GATE magnet program in grades 3rd-5th. Some elementary schools have GATE clusters and the Individual Learning Plan is created for GATE identified students. Middle grade students are enrolled in the four core academic classes. All comprehensive middle schools offer support courses in ELA and math, as well as GATE/Honors courses. Students have daily PE 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. An introductory Career Technical Education (CTE) course is offered at three of our middle schools and one school of choice. CTE is not offered at K-8 schools. Students in the high school setting are able to annually submit course requests. The master schedule is then built based on student requests. 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 due to 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 Career Technical Education or college preparatory electives. In other words the support classes became a barrier to course access. During the 2023/24 school year, the District allocated Elementary and Secondary Emergency Relief Funds (ESSER) funds to provide additional sections at the middle and high schools so that students could enroll in support classes as well as 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 98 sections of CTE at the comprehensive high schools. FSUSD is implementing Multi-Tiered Systems of Supports (MTSS), which can support more students having access to a broad course of study. FSUSD is expanding CTE opportunities at the high schools. Using Career Technical Education Incentive Grant funds, students will have the opportunity to participate in a Stagecraft pathway beginning in the 2024/25 school year at one of the comprehensive high schools. Further, the District has worked to provide many educational options to FSUSD families. Some of the options, while providing smaller learning environments, have limitations in the scope of programs offered. When looking solely through the lens of access to a broad course of study, small school options create unintended barriers to accessing a broad course of study. FSUSD will continue with its implementation of MTSS which is aligned to the LCAP. In addition, the TK - 12 Literacy Plan, and the Career Technical Education 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 2024-06-27 2024 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, CAASPP scores, Algebra 2 enrollment, and CORE college readiness scores. Overall we are seeing some improvements in academic metrics, but modestly and not across all grades and student groups. For example, comparing spring NWEA MAP scores for Reading, scores decreased from 66% average or above to 63% average or above. In math over the same period, scores held steady with only a .2% decrease year over year. In secondary math, the picture is a little better with the overall Algebra 1 pass rate increasing from 2021-22 to 2022-23 from 57% to 61%. This gain was experienced by white students, low income students and African American students. However, Hispanic students saw a slight decrease (1%) during the same period. Overall graduation rates have seen a strong increase with all student groups reporting in blue on the CA Dashboard and the district-wide rate reporting at 98.7%, which is a 2.5% increase over the prior year. Extending learning beyond the school day was less successful than we had hoped because attendance was low. The tutoring program was slow to start at both the middle and high schools due to limited teacher interest. At the elementary schools, tutoring occurred weekly after school at all but one school, which never implemented the program. Staffing issues were to blame. Our high school 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. Coaching at the high school did not continue from last year but has been embraced at our middle school. Work on CTE pathways and barriers to A-G completion has begun but is incomplete and will need to continue next year. Staffing issues for specialty CTE programs, such as engineering and robotics, continues to plague the program. 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 have implemented Algebra and Geometry with Robotics classes. Next year we plan to implement the third course in the sequence, Algebra 2 with Robotics. We also plan to increase the number of sections of Algebra with Robotics at the middle school. 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 are not gaining as much support with staff as we would have hoped and we 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. As we are in Differentiated Assistance (targeted level 2) we have begun the process of strengthening the partnerships between general and special education teachers. Met 2024-06-18 2024 48705730000000 Vacaville Unified 7 Each year, we adhere to the Williams compliance procedures to guarantee ample resources for every student, including our unduplicated students and students with exceptional needs. Furthermore, we annually assess the master schedules of all our school sites to ensure that students have access to a diverse range of courses. We also actively promote student engagement in rigorous academic paths, such as Advanced Placement and 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: - Access to AVID curriculum/offerings - Board approved instructional materials - Arts instruction - Music 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: - Access to AVID curriculum/offerings - Board approved instructional materials - Diverse course catalog that informs students and parents of the various of college/career options - Increasing number of college equivalent course options including Advanced Placement (AP) courses - Increasing number of student qualifying for dual/concurrent enrollment - Increasing access to Career and Technical Education (CTE) pathways - Teachers with access to professional development related to AVID, CTE, ELD, PLC, UC Davis Math project, UC Davis History Project, etc. As students progress through the grade levels, they encounter increasing academic specialization, potentially limiting their exposure to a wide range of subjects. This progression often results in fewer mandatory courses and more elective options, leading to a narrowing of academic pathways. We will persist in expanding access to the aforementioned resources and actively work to eliminate any obstacles hindering this objective. For instance, we will leverage our staff members, including administrators, counselors, student support specialists, and reengagement specialists, to conduct focused outreach initiatives targeting students from underrepresented groups, including unduplicated student cohorts and those with exceptional needs. This proactive approach aims to ensure that all students have equitable access to our comprehensive array of educational opportunities. Additional proactive measures include fostering an inclusive and supportive learning environment that values diversity, providing equitable access to resources and opportunities, and offering comprehensive academic counseling and support services to help students navigate their educational journey effectively. Met 2024-06-27 2024 48705730129494 Kairos Public 7 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. 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. The Kairos Instructional Leadership T Kairos offers rigorous educational programs for all student ability levels with quality teaching that employs research-based and proven instructional strategies, such as Unit by Backwards Design. A culture of high expectations is cultivated and a commitment to the Charter School’s mission and vision, by all stakeholders, is an essential part to the school’s success. A small learning environment is maintained and is central to implementing a successful multi-tiered program of supports for scholars. Teachers engage in rigorous, frequent professional development and utilize data, on-going, to drive instruction. KPS welcomes scholars with disabilities and strives to provide responsive and excellent services so that scholars with disabilities remain at KPS. As the chart below demonstrates, scholars with disabilities enrollment at KPS has greatly increased since Kairos became our own LEA for Special Education. The instructional design model used by KPS to support English Learners places a heavy emphasis on differentiating instruction to meet the needs of all scholars, including English Language Learners, based on their academic and language readiness. Through a well-defined professional development program, teachers are trained on a variety of instructional strategies to be used specifically with English Language Learners. Strategies to be used will include, but may not be limited to, the use of specific English Language Development (ELD) curriculum, Sheltered English Instruction (SEI) in core curriculum, Guided Language Acquisition Design (GLAD) strategies, thematic planning, and cross- curricular integration. Specific ELD time, if necessary, will be incorporated into the scholar’s daily schedule as reflected in the schedule presented to parent or guardians. Kairos measures scholar progress through internal data collection and state data reporting, and employs a multi-tiered system of support to address the needs of struggling scholars This information is shared with all stakeholders at Board of Directors meetings and Parent University nights. Met 2024-06-18 2024 48705730135095 Ernest Kimme Charter Academy 7 Each year, we ensure that we are in compliance with Williams Act to guarantee plenty of resources for every student, including our unduplicated students and students with exceptional needs. We review our Master Schedule on a semester basis and make changes based on the course needs our students have. We encourage our students to take advantage of the variety of courses we offer in addition to extra learning opportunities we provide throughout the year. All students at Kimme including unduplicated and exceptional needs students have access to diverse courses, board approved instructional materials, dual enrollment opportunities with the Community College, hands on career experiences, and courses that focus on life readiness for post high school. Teachers have access to professional development in both content and engagement areas. Most of our students come to us to recover credits which can limit the courses that they can take as we are not able to offer the full catalog that they can receive at a comprehensive high school. Our students are able to get what they need to meet graduation requirements and we are continuously looking at community partnerships to fill voids in course experiences. We are continuously looking for new classes to bring to students that will help them become career and life ready. We are utilizing community partnerships to bring hands on experiences to students that will also help with credit earning. We focus the resources and relationships we have to provide outreach to students from underrepresented groups include unduplicated students and exceptional needs students. Met 2024-06-27 2024 48705734830113 Buckingham Collegiate Charter Academy 7 We utilize the following tools/metrics to track our progress in this area. Each of these are measured schoolwide and/or by subgroup as needed: -Graduation rate -CTE Enrollment Rate -a-g rate -AP Course Enrollment Rate -AP pass rate -% of seniors who have taken/passed a college course -College Career Indicator Our students have access to the 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, and 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 and Professional Theater pathways, 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 2024-06-13 2024 48705736051338 Fairmont Charter Elementary 7 Each year, we adhere to the Williams compliance procedures to guarantee ample resources for every student, including our unduplicated students and students with exceptional needs. At Fairmont Charter Elementary School (grades TK-6), including unduplicated student groups and individuals with exceptional needs, have access to the following: - Access to AVID curriculum/offerings - Board approved instructional materials - Arts instruction - Music instruction - PE instruction -Teachers with access to professional development related to AVID, Early Literacy, ELD, GLAD, PLC SpringBoard, GLAD, etc. At Fairmont Charter Elementary School, scheduling constraints, particularly for students in specialized courses, are barriers to providing access to a broad course of study. These students often miss out on enrichment opportunities due to the need for focused support. Addressing these barriers requires better resource allocation, and creative scheduling solutions to ensure all students, regardless of their needs, can access a comprehensive and enriching education. We will persist in expanding access to the aforementioned resources and actively work to eliminate any obstacles hindering this objective. For instance, we will leverage our staff members, including administrators, counselors, student support specialists, and re-engagement specialists, to conduct focused outreach initiatives targeting students from underrepresented groups, including unduplicated student cohorts and those with exceptional needs. This proactive approach aims to ensure that all students have equitable access to our comprehensive array of educational opportunities. Additional proactive measures include fostering an inclusive and supportive learning environment that values diversity, providing equitable access to resources and opportunities, and offering comprehensive academic counseling and support services to help students navigate their educational journey effectively. Met 2024-06-13 2024 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 staff. 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. 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. Both site and district level staff monitor enrollment and access to a broad course of study annually, through the annual program review and through quarterly progress reports. Our programs for students with disabilities with Individualized Educational Programs offer a diverse range of options including access to core academic content and courses that lead to graduation, including specialized classes with alternative pathways to a diploma and access to community based instruction. Students also have full access to electives, including ROTC and college and career readiness programs, through our Workability and Transition Partnership Program provided by our grant with the Department of Rehabilitation. This program offers college and career readiness training, including work-based learning opportunities and career development programs. We're proud to currently serve approximately 350 students in our Workability Program. These students have access to work bas The first area of challenge was providing access to students with exceptional needs to access to alternative pathways to a diploma at the high school level. Barriers to alternative pathways is the newness of the legal requirements and revamping the District Course Catalog to create diploma track pathways courses. The second challenge was providing access to a full range of courses to students in smaller alternative secondary programs. Barriers include working with budget and master schedules to identify teachers to teach grade level core instruction to this specialized population. The third challenge was providing access to all students at the secondary level to advanced placement courses. Barrier to this was that students with the IEP transition plans did not identify the need for AP classes. 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 included the students' need for more specialized instruction in a smaller setting. The following actions have been implemented to address the challenges: 1. Professional learning in the areas of special education compliance, behavior and classroom management, Social Emotional Learning, special education legal compliance, curriculum instruction, and reading intervention. 2. Implementation of web-based curriculum to give students in small educational settings access to a broad course of study. Students in high school have access to curriculum that is designed for alternative pathways for a diploma. 3. The addition of behavior support personnel, psychologists, social workers, and mental health support providers. 4. Intentional discussions during Individualized Educational Program meetings to ensure goals focus on access to a broad course of students in the students least restrictive environment. 5. The development of a plan to increase the levels of inclusion for students with Individualized Educational Programs in the General Education Program to be implemented which includes an additional special education administrator to focus on inclusion. Met 2024-06-26 2024 48705810115469 Vallejo Charter 7 Vallejo Charter School is a Transitional Kindergarten through Eigth Grade Campus. All students participate in the general education program in fully inclusive classrooms. All students are educated in self-contained classrooms served by a multiple subject credentialed teacher. Students with an IEP are served in accordance with their individualized plan. No Special Day Classes are operating on this campus. Vallejo Charter School students access all instructional and curriculum during the course of the school year as part of their instructional program using the Expeditionary Learning Curriculum. All students access integrated arts programs. No students are restricted from participation. At this time there are no barriers to participation. N/A Met 2024-06-26 2024 48705810134262 Caliber: ChangeMakers Academy 7 All students receive ELA, Math, Science, and Social Studies instruction. Students are also enrolled in PE, Art and/or Computer Science as electives. We utilize initial ELPAC data to plan designated ELD coursework and rosters. 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. Students enrolled in ELD receive the same elective courses, but go to designated ELD instead of their elective 2 days per week. Identifying high-quality computer science teachers has been a challenge, and we’ve explored alternatives for electives as a result. We are able to run a number of clubs outside the school day and utilizing Expanded Learning Opportunities funds to provide enrichment coursework that is more specialized and responsive to student interest. Met 2024-06-20 2024 48705810137380 MIT Griffin Academy Middle 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. 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. 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. 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 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 through Flex Time. 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 2024-06-25 2024 48705810139816 Griffin Academy High 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. 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. 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 has access to Career Technical Education, World Language, Visual and Performing Arts, and Concurrent Enrollment at the community college. 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 will provide intensive and strategic interventions for students in English Language Arts and Mathematics for all students and significant subgroups supported by teachers and additional support staff through Flex Time. 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 2024-06-25 2024 48705814830196 MIT Academy 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. 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. Vallejo City Bus and SolTrans is free. 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. 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 has access to Career Technical Education, World Language, Visual and Performing Arts, and Concurrent Enrollment at the community college. 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 offers credit recovery courses, built in college courses throughout their high school career, and dropping the requirement of College English for grade 12 and added a grade 12 English course. 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. Fortunately, the Vallejo City Bus and SolTrans is free for students. 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 stre The Charter School will provide intensive and strategic interventions for students in English Language Arts and Mathematics for all students and significant subgroups supported by teachers and additional support staff through Flex Time. 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), Restorative Practices, and an Attendance Plan. 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 2024-06-25 2024 48705816116255 Mare Island Technology Academy 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. 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. 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. 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 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 through Flex Time. 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 2024-06-25 2024 49104960000000 Sonoma County Office of Education 7 The LEA utilizes student enrollment data, program course data and student demographic data available in the student information system as well as locally developed student academic plans to track the extent to which all students have access to, and are enrolled in, a broad course of study based on grade spans, unduplicated student groups, and individuals with exceptional needs served. All students continue to be provided access to a broad course of study. As a supplement to the program course offerings, all students will continue to be supported in enrolling in junior college classes and/or A-G coursework. Students unable to attend junior college courses in person are assisted by the academic counselor in enrolling in online courses, as appropriate. Due to the nature and size of the program (small number of students, academic readiness of students, staffing), some higher level and/or enrichment coursework is not offered at the school sites. Students will continue to be supported by the program academic counselor/s to increase access to junior college coursework. The program will also continue to explore online coursework/program options.. Met 2024-06-27 2024 49402460000000 Petaluma City Schools 7 Review of master schedule and CALPADS Report 3.11 Course Sections Completed. Students, in general, have access to a broad course of study. However, disproportionality by race was apparent in some courses. For example, multilingual learner placement was inconsistent across our secondary schools. A six period schedule at the Junior Highs and High Schools prevents some students from accessing elective courses. Multilingual learners currently take a core class, ELD, as their elective. Students with disabilities typically have a Study Skills course as their elective. The Board of Education has passed a resolution in order to have high schools on a 7 period bell schedule for the 2025-2026 school year. This will allow more options for all students, including MLLs and SWDs. Additionally, PCS is implementing CaliforniaColleges.edu. This system can be utilized to ensure all students have access to a path for graduation and a-g completion. Met 2024-06-26 2024 49402460131961 Petaluma Accelerated Charter 7 Review of master schedule and CALPADS Report 3.11 Course Sections Completed. Students, in general, have access to a broad course of study. However, disproportionality by race was apparent in some courses. For example, multilingual learner placement was inconsistent across our secondary schools. A six period schedule at the Junior Highs and High Schools prevents some students from accessing elective courses. Multilingual learners currently take a core class, ELD, as their elective. Students with disabilities typically have a Study Skills course as their elective. The Board of Education has passed a resolution in order to have high schools on a 7 period bell schedule for the 2025-2026 school year. This will allow more options for all students, including MLLs and SWDs. Additionally, PCS is implementing CaliforniaColleges.edu. This system can be utilized to ensure all students have access to a path for graduation and a-g completion. Met 2024-06-26 2024 49402466051981 Penngrove Elementary 7 Review of master schedule and CALPADS Report 3.11 Course Sections Completed. Students, in general, have access to a broad course of study. However, disproportionality by race was apparent in some courses. For example, multilingual learner placement was inconsistent across our secondary schools. A six period schedule at the Junior Highs and High Schools prevents some students from accessing elective courses. Multilingual learners currently take a core class, ELD, as their elective. Students with disabilities typically have a Study Skills course as their elective. The Board of Education has passed a resolution in order to have high schools on a 7 period bell schedule for the 2025-2026 school year. This will allow more options for all students, including MLLs and SWDs. Additionally, PCS is implementing CaliforniaColleges.edu. This system can be utilized to ensure all students have access to a path for graduation and a-g completion. Met 2024-06-26 2024 49402466119036 Live Oak Charter 7 All students have access to a broad course of study consisting of Common Core State Standards, and presented through Waldorf-inspired pedagogy. All students have access to a broad course of study consisting of Common Core State Standards, and presented through Waldorf-inspired pedagogy. All students have access to a broad course of study consisting of Common Core State Standards, and presented through Waldorf-inspired pedagogy. All students have access to a broad course of study consisting of Common Core State Standards, and presented through Waldorf-inspired pedagogy. Met 2024-06-27 2024 49705990000000 Alexander Valley Union Elementary 7 The locally selected measure AVUSD uses to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served include the following: Enrollment Data: This data can help identify any disparities in enrollment and ensure that all students have access to a broad course of study. Student Information Systems (SIS): SIS software is used to manage student data, including enrollment information. Our SIS platforms generate reports and analytics that allow us to monitor enrollment patterns and identify any gaps in access to courses of study. Course Offerings Analysis: We analyze the course offerings available to students across different grade spans and student groups. This analysis can help identify any imbalances or inequities in the availability of courses and guide decision-making to ensure a broad course of study is accessible to all. Individualized Education Program (IEP) Tracking: We serve individuals with exceptional needs and we often use tools to track and monitor the implementation of IEPs. These tools help ensure that students with disabilities or exceptional needs are receiving an appropriate and inclusive course of study tailored to their requirements. Surveys and Feedback: We ask a lot of questions and have great discussions with our team. These conversations initiate surveys or feedback mechanisms to gather information directly. To assess the extent of access and enrollment, locally selected measures or tools are used to analyze enrollment data, course offerings, and student information systems. By examining these factors, it becomes possible to identify any differences across school sites and student groups. We measure student progress over time which targets information on ensuring access and enrollment being tracked using these measures. By comparing trimester data, we can assess whether efforts to provide a broad course of study to all students have improved or if further actions are needed. Based on the internal progress of student monitoring, we continue to see academic and social-emotional growth our our students. Even though we have made great strides in ensuring students grow as identified in our local measures, we do know that at times we can encounter barriers in providing equitable access to a broad curriculum. These barriers can include: Resource Allocation: Limited resources, such as funding, staffing, and facilities, can create barriers to offering a diverse range of courses. Tracking and Communication: We continue to look internally at our systems for tracking student enrollment and communicating course options to our students and parents. At our K-6 school, all students have an equitable broad course of study for a diverse educational experience. Maintaining a high-quality program such as this and being in tune with potential barriers has been critical for our district to stay ahead of. Because we are a K-6 school district, the use of bell schedules is important to ensure that students that may receive pull-out support (ELD, RSP, Speech, intervention, etc) during strategically placed times to minimize core instruction classroom teaching, and learning. 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 coursework. Our broad course of study is celebrated with the following weekly course offerings; Foreign Language (Spanish), Garden Life Sciences/Nutrition, Physical Science (hands-on), Physical Education, Art, Library, and Music. Each of these courses is offered by additional staff outside of the general education teacher. Each student interacting with seven different instructors each week has allowed our students to not only gain a specialized curriculum but also be able to adapt to different teaching and learning environments. We believe the structure of our broad course offering has allowed for a most successful transition for our students as they enter into junior high with core and elective course offerings in various learning environments and teacher content delivery. Met 2024-06-10 2024 49706070000000 West Sonoma County Union High 7 WSCUHSD utilizes the California Department of Education Dashboard results to track the extent to which all students success is measured on the key dashboard indicators. The District utilizes local enrollment data tracked through the Aeries student management system to analyze enrollment trends to ensure that all students are afforded opportunities to access and enroll in a broad course of study. This analysis focuses on our unduplicated student groups as well as all identified underrepresented student groups. The Youth Truth survey provides the District with additional data to support our goal of ensuring that our mission is focused on equity for all. All students at Analy High School have traditionally been enrolled in courses that align with the UC/CSU admission requirements. We have identified that this is not necessarily serving all students with regard to their individual post secondary goals. While the District will continue to promote and foster an academic program that provides students access to courses that align with the UC/CSU admission requirements, the District will continue to focus on student engagement opportunities and a broad course of study that is relevant to the individual goals of all students. During the LCAP Educational Partner engagement session 1, the District team identified the following barriers through a root cause analysis that prevent student access to a broad course of study for all students. The District identified the need to address disengagement or disconnection from school by identifying a lack of curricular relevance, social emotional and mental health challenges, poverty and homelessness. The District team analyzed the following conditions that affect chronic absenteeism and identified a lack of reliable transportation, students who work to support their families as well as mental health and social/emotional challenges. The District identified a discrepancy between statewide results and graduation rate through analyzing programs and services that support students' 4 year planning process, a lack of articulation between the courses students enroll in and their post secondary plans, the need to build a coordinated student onboarding process and further engagement with school counselors. The District has re-imagined our strategic plan through the development of our new 3 year LCAP. The District has revised the mission statement to reflect our commitment to equity for all. The District is committed to the continued development of our academic program to ensure that all students have opportunities to fully engage in a broad course of study that aligns with their individualized post secondary and future goals. Met 2024-06-26 2024 49706150000000 Bellevue Union 7 All teachers submit their weekly schedule that shows when all content areas are taught. All grade levels teach to the content standards. The report card indicates the broad course of study. All students are taught the content standards for their grade level. The district provides all students the text books and consumables for all content areas. Teachers report student progress in all content areas on the standards-based report cards. As a result of budget restraints the current science curriculum is not aligned to the Next Generation Science Standards. None. This is an area that is addressed by the district. Met 2024-06-18 2024 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 which includes: • student outcomes on local assessments • student performance on state assessments • other district progress monitoring - including District Writing Benchmarks Additional consideration with regard to planning, implementation, access and equitable outcomes for unduplicated student groups and individuals with exceptional needs. All students have access to instruction in all core content areas (e.g., English Language Art, Math, Science, Social Studies) as well as physical education, library/media skills, and the visual and performing arts. The scheduling is designed to ensure of all students have equitable access to our entire broad course of study. Each grade level has designated blocks of instructional time for English Language Arts and Math. As necessary and appropriate, students receiving special education services participate in their general education classrooms for as much of the designated core-content instruction as possible. When additional, targeted support is necessary, SWDs have opportunities for additional pull-out support, but the timing of these sessions is considered carefully to minimize missed opportunities with their peers. There are no barriers; all students have access. Some of the relevant new actions included in the 2024-25 LCAP include: 1.1 RESOURCES & MATERIALS Provide all students and all classrooms with high-quality standards-based curriculum & instructional materials 1.3 INCLUSIVE CLASSROOMS & SPECIAL EDUCATION) Establish effective strategies to improve classroom inclusion. Ensure compliance in prescribed services for SWDsin the Least Restrictive Environment (LRE). 1.4 TARGETED ACADEMIC SUPPORT Support differentiated student opportunities to access and demonstrate learning and equitable outcomes. Increase teacher capacity in the principles and implementation of Universal Design for Learning (UDL) and expand upon universal progress-monitoring systems to inform just-right instruction as a means of early intervention. 1.5 EXPANDED OPPORTUNITIES Continue to build high-quality before and after school opportunities (including summer programming). 2.3 ATTENDANCE & ENROLLMENT Improve community engagement, attendance and enrollment via attendance awareness campaigns, data analysis, progressive intervention, and ongoing family engagement and support. We also plan to continue with 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 & Behavioral Support, Well-Being & learning Met 2024-06-13 2024 49706490000000 Cinnabar Elementary 7 All students at Cinnabar, including our unduplicated students (which is the majority of the students), have access to and are enrolled in a broad course of study. All students receive English, math, social studies, science, VAPA, health and physical education among other things. We also have STEAM offerings for our upper grades, while our younger students also get some exposure and instruction in the STEAM realm. We do not have a foreign language program for our seventh and eighth grade. We are a small, single-school district, so we are able to individually check schedules and make sure they have access to a broad course of study. We have used LCFF dollars to make sure we have one class per grade level and no combo classes, which could impede the access to grade level instruction a little. We track our progress through many formative and summative assessments. Among the standardized assessments we do are programs like DIBELS and STAR. Progress can be tracked with those assessments, but also through Lexia, BrainPop, Read Naturally and other programs, along with in-class non-standardized formative and summative assessments. All students at Cinnabar, including our unduplicated students (which is the majority of the students), have access to and are enrolled in a broad course of study. All students receive English, math, social studies, science, VAPA, health and physical education among other things. We also have STEAM offerings for our upper grades, while our younger students also get some exposure and instruction in the STEAM realm. We do not have a foreign language program for our seventh and eighth grade. We utilize our PE teacher and our nurse to assist in the health instruction, and we have school wide protocols and policies that support health and the learning of it. Our DIBELS scores and STAR scores are evaluated and utilized to drive instruction and create support programs for those who need. We have a robust SST process that allows us to track a student's data, work with the family and teachers to improve those student outcomes. We create a master schedule that assures that students are not pulled or missing first-best instruction in the classroom (especially in ELA and math). The only change was adding more of a STEAM element to the program this year. We will continue our intervention process and we did re-institute one of the intervention teaching positions this year. Met 2024-06-27 2024 49706496051635 Cinnabar Charter 7 All students at Cinnabar, including our unduplicated students (which is the majority of the students), have access to and are enrolled in a broad course of study. All students receive English, math, social studies, science, VAPA, health and physical education among other things. We also have STEAM offerings for our upper grades, while our younger students also get some exposure and instruction in the STEAM realm. We do not have a foreign language program for our seventh and eighth grade. We are a small, single-school district, so we are able to individually check schedules and make sure they have access to a broad course of study. We have used LCFF dollars to make sure we have one class per grade level and no combo classes, which could impede the access to grade level instruction a little. We track our progress through many formative and summative assessments. Among the standardized assessments we do are programs like DIBELS and STAR. Progress can be tracked with those assessments, but also through Lexia, BrainPop, Read Naturally and other programs, along with in-class non-standardized formative and summative assessments. All students at Cinnabar, including our unduplicated students (which is the majority of the students), have access to and are enrolled in a broad course of study. All students receive English, math, social studies, science, VAPA, health and physical education among other things. We also have STEAM offerings for our upper grades, while our younger students also get some exposure and instruction in the STEAM realm. We do not have a foreign language program for our seventh and eighth grade. We utilize our PE teacher and our nurse to assist in the health instruction, and we have school wide protocols and policies that support health and the learning of it. Our DIBELS scores and STAR scores are evaluated and utilized to drive instruction and create support programs for those who need. We have a robust SST process that allows us to track a student's data, work with the family and teachers to improve those student outcomes. We create a master schedule that assures that students are not pulled or missing first-best instruction in the classroom (especially in ELA and math). The only change was adding more of a STEAM element to the program this year. We will continue our intervention process and we did re-institute one of the intervention teaching positions this year. Met 2024-06-27 2024 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. The district has actively engaged in developing additional CTE pathways over the last year for implementation to begin in 2024-2025. Additionally, the district has commited FTE to providing a CTE Coordinator to manage, develop, and facilitate the growth of CTE courses, pathways, and dual-enrollment and articulation agreements. The district's pathways now include both Agriculture pathways, Construction pathways, as well as Early Childhood education. Two further pathways are in process, including Visual arts and Animal Science. The district has struggled with meeting the increased need for Spanish classes and is working on providing a more effective manner to place students who already have some fluency into the correct classes. Enrichment electives are also available on online classes. Two dual enrollment classes will also be offered in Fall 2024 as the district builds CCAP relationships and agreements with Santa Rosa Junior College Due to the district's size and financial situation, the ability to hire additional staff is limited. The ability to hire qualified elective teachers, such as Spanish, has been limiting and has prevented the district from providing more sections in Spanish and from providing Spanish at the middle school level. The master schedule in the small district is also limiting due to the number of stand alone classes needed to provide a wide array of electives. Additional staffing has been added in support areas to provide mental health, counseling and other wrap around services in lieu of adding more electives. 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. Graduation requirements are being reviewed and adjusted to increase A-G qualifications as well as to increase the offerings and access to A-G classes. 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 offer an algebra course for ninth graders over the summer to increase the number of students who can access higher level math classes. 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. In 2024-2025, Co-teaching will also be implemented at the middle school. The district has begun a 3 year process for implementation of MTSS from the ground up. Interventions and Tier 1-3 practices are being reviewed and implemented. MTSS is the Professional dev Met 2024-06-12 2024 49706720000000 Dunham Elementary 7 All The Students of Dunham: Language Arts (English): Reading: Phonics, vocabulary, comprehension, literature, and independent reading. Writing: Grammar, sentence structure, creative writing, report writing, and spelling. Listening and Speaking: Oral presentations, listening skills, group discussions, and storytelling. Mathematics: Number Sense: Basic arithmetic (addition, subtraction, multiplication, division), place value, and number patterns. Geometry: Shapes, spatial reasoning, and basic properties of geometric figures. Measurement: Length, weight, volume, time, and money. Data Analysis: Graphs, charts, and basic statistics. Algebraic Thinking: Simple equations and problem-solving. Science: Life Science: Plants, animals, ecosystems, and the human body. Physical Science: Matter, energy, forces, and motion. Earth and Space Science: Weather, geology, the solar system, and environmental science. Scientific Inquiry: Hands-on experiments, observation, and the scientific method. Social Studies: History: Local, state, national, and world history. Geography: Maps, globes, landforms, and cultural geography. Enrichment Subjects: Physical Education: Physical Fitness: Exercises, sports, games, and fitness activities. Health Education: Nutrition, personal hygiene, safety, and wellness. Arts Education: Visual Arts: Drawing, painting, sculpture, and art appreciation. Technology Digital Literacy: Basic computer skills, internet safety, and responsible use of technology. All Students None None Met 2024-06-06 2024 49706720122440 Dunham Charter 7 All The Students of Dunham: Language Arts (English): Reading: Phonics, vocabulary, comprehension, literature, and independent reading. Writing: Grammar, sentence structure, creative writing, report writing, and spelling. Listening and Speaking: Oral presentations, listening skills, group discussions, and storytelling. Mathematics: Number Sense: Basic arithmetic (addition, subtraction, multiplication, division), place value, and number patterns. Geometry: Shapes, spatial reasoning, and basic properties of geometric figures. Measurement: Length, weight, volume, time, and money. Data Analysis: Graphs, charts, and basic statistics. Algebraic Thinking: Simple equations and problem-solving. Science: Life Science: Plants, animals, ecosystems, and the human body. Physical Science: Matter, energy, forces, and motion. Earth and Space Science: Weather, geology, the solar system, and environmental science. Scientific Inquiry: Hands-on experiments, observation, and the scientific method. Social Studies: History: Local, state, national, and world history. Geography: Maps, globes, landforms, and cultural geography. Enrichment Subjects: Physical Education: Physical Fitness: Exercises, sports, games, and fitness activities. Health Education: Nutrition, personal hygiene, safety, and wellness. Arts Education: Visual Arts: Drawing, painting, sculpture, and art appreciation. Technology Digital Literacy: Basic computer skills, internet safety, and responsible use of technology. All students none none Met 2024-06-06 2024 49706800000000 Forestville 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 review of student/teachers schedules. 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. 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 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 2024-06-20 2024 49706800112987 Forestville Academy 7 The locally selected measure that our LEA used to track the extent to which all students have access to and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served was a review of student/teachers schedules. 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. 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 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 2024-06-20 2024 49706980000000 Fort Ross 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 review of student/teachers schedules. 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. 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 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 2024-06-18 2024 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 2024-2025 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 2024-06-26 2024 49707140000000 Gravenstein Union Elementary 7 The master schedule on each campus ensures that all students are able to receive instruction in all core academic subjects including: ELA, math, science, social studies, and PE. In addition, site administrators schedule a variety of enrichment courses in the performing and visual arts. All students at each grade level TK-5 receive the exact same enrichment classes and all students grades 6-8 have access to an extensive enrichment and elective schedule. Enrollment and attendance numbers demonstrate that students are engaged in academic programming in a broad course of study. The master schedule demonstrates that some students qualifying for RSP or ELD receive pull out instruction in ELA and Math at the same time that their general education counterparts receive instruction in those subjects, so they do not miss alternate subjects while in the Learning Lab. No barriers identified. When the LEA considers changes to the bell schedule or master schedule care is taken to ensure that no students miss essential core instruction. As service plans for individual students are created, specifically for Students with Disabilities and English Learners, staff will ensure that the service plan will not deny any student to a broad course of study. Met 2024-06-11 2024 49707146051742 Gravenstein Elementary 7 The master schedule on each campus ensures that all students are able to receive instruction in all core academic subjects including: ELA, math, science, social studies, and PE. In addition, site administrators schedule a variety of enrichment courses in the performing and visual arts. All students at each grade level TK-5 receive the exact same enrichment classes and all students grades 6-8 have access to an extensive enrichment and elective schedule. Enrollment and attendance numbers demonstrate that students are engaged in academic programming in a broad course of study. The master schedule demonstrates that some students qualifying for RSP or ELD receive pull out instruction in ELA and Math at the same time that their general education counterparts receive instruction in those subjects, so they do not miss alternate subjects while in the Learning Lab. No barriers identified. When the LEA considers changes to the bell schedule or master schedule care is taken to ensure that no students miss essential core instruction. As service plans for individual students are created, specifically for Students with Disabilities and English Learners, staff will ensure that the service plan will not deny any student to a broad course of study. Met 2024-06-11 2024 49707146051759 Hillcrest Middle 7 The master schedule on each campus ensures that all students are able to receive instruction in all core academic subjects including: ELA, math, science, social studies, and PE. In addition, site administrators schedule a variety of enrichment courses in the performing and visual arts. All students at each grade level TK-5 receive the exact same enrichment classes and all students grades 6-8 have access to an extensive enrichment and elective schedule. Enrollment and attendance numbers demonstrate that students are engaged in academic programming in a broad course of study. The master schedule demonstrates that some students qualifying for RSP or ELD receive pull out instruction in ELA and Math at the same time that their general education counterparts receive instruction in those subjects, so they do not miss alternate subjects while in the Learning Lab. No barriers identified. When the LEA considers changes to the bell schedule or master schedule care is taken to ensure that no students miss essential core instruction. As service plans for individual students are created, specifically for Students with Disabilities and English Learners, staff will ensure that the service plan will not deny any student to a broad course of study. Met 2024-06-11 2024 49707220000000 Guerneville Elementary 7 The locally selected measure that our LEA used to track the extent to which all students have access to and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served was a teacher interview for elementary students (7 teachers for K-5) and a review of student schedules and master schedule for middle school students (6-8). Grades K-5. Based on teacher interviews 100% of students have access to and are enrolled in English, mathematics, social studies, science, physical education, visual and performing arts, and health. Grades 6-8: Based on the student schedules 100% of students have access to English, mathematics, social studies, science, physical education, visual and performing arts. The barriers preventing the LEA from providing foreign language, applied arts or Career Technical education to middle school students is that these items are typically provided to students at the high school level. As a small school (with 105 students in grades 6-8) our extra courses within the day focus on AVID, tutorial, and enrichment experiences. We will continue to provide students a broad course of study as a K-8 elementary school. In addition, we will implement different ways to provide experiences for grades 6- 8 students to provide access to foreign language, applied arts and an introduction to Career Technical Education. Met 2024-06-24 2024 49707220139048 California Pacific Charter - Sonoma 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 enrollment, CTE course enrollment, AP course enrollment, 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. Through the graduation rate and CCI preparedness 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. CPCS utilizes a 4-year plan document to ensure access to a broad course of study by all students. CPCS has instituted the ""Plan Your Path, Pick Your Plus"" initiative where all high school students meet with a guidance counselor to plan their A-G enrollment pathways and build into the plan an additional metric that will ensure students are college and career prepared by the time they graduate." Met 2024-06-18 2024 49707226051767 Guerneville Elementary (Charter) 7 The locally selected measure that our LEA used to track the extent to which all students have access to and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served was a teacher interview for elementary students (7 teachers for K-5) and a review of student schedules and master schedule for middle school students (6-8). Grades K-5. Based on teacher interviews 100% of students have access to and are enrolled in English, mathematics, social studies, science, physical education, visual and performing arts, and health. Grades 6-8: Based on the student schedules 100% of students have access to English, mathematics, social studies, science, physical education, visual and performing arts. The barriers preventing the LEA from providing foreign language, applied arts or Career Technical education to middle school students is that these items are typically provided to students at the high school level. As a small school (with 105 students in grades 6-8) our extra courses within the day focus on AVID, tutorial, and enrichment experiences. We will continue to provide students a broad course of study as a K-8 elementary school. In addition, we will implement different ways to provide experiences for grades 6- 8 students to provide access to foreign language, applied arts and an introduction to Career Technical Education. Met 2024-06-24 2024 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 extent. No deficiencies are noted. Met 2024-06-14 2024 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 2024-06-14 2024 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 year, 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, discussed by the Leadership Team, and shared at a Board meeting (in November, most years). Students have access to some contracted vendor courses or support options, 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 courses or support options), as well as the one-on-one support provided by Pathways teachers to all students and families. Because we serve students across four counties, and there are differences in the size and make-up of the regional student populations as well as 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 deficiency many students bring with them from prior schools, which makes access to full A-G completion unrealistic. The myriad reasons that students and families come to Pathways, along with the personalized nature of our program, mean that while the same broad course of study is offered to all students, many are not able to access the most rigorous path available to them. We will continue to provide schoolwide online classes and support to all students, including exploring new configurations to determine which are most effective. In addition, we will continue to leverage the one-on-one teacher relationships inherent in our setting, along with ever-improving technology tools, to ease access. Met 2024-06-18 2024 49707630000000 Horicon 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 teacher interviews. 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. 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 2024-06-10 2024 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 TK-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 TK-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 94.8% 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 2024-06-06 2024 49707970000000 Liberty Elementary 7 The LEA maintains a broad course of study that is available to all students, including unduplicated and individuals with exceptional needs. A committee of staff reviews all students' needs multiple times a year to make sure that all students' needs are being met. The LEA has only one school site. and based on local data, all students are being offered a broad course of study that meets their needs. There are no barriers. There are no changes necessary. Not Met 2024 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, 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 participate in courses that offer remediation and extensions of learning, as well as provide 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. Barriers include access to Wi-Fi and school materials, especially for 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 7th and 8th graders (those who completed the 6th or 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. Math Lab 2 course was added for struggling 10th graders to support their grade-level math course. This is in addition to the already running 9th grade ELA and Math Labs. After-hours support was also provided at the high school to our MVK students and students with IEPs to support their work in A-G courses. Met 2024-06-12 2024 49707970139568 Heartwood Charter 7 Students at Heartwood are given the opportunity to study a broad range of academic subjects. Independent study students are allowed choices in learning pathways for standard common core subjects, as well as a variety of elective studies. Students are guided through their studies by certificated faculty, who will confirm work samples and verify progress. Students enrolled in our program that offers in-person instruction will receive direct instruction in grade-appropriate curriculum in alignment with California common core standards. Students with greater needs are identified, assessed and subsequently given access to additional learning opportunities, including additional tutoring, or Individualized Learning Plans as appropriate. Students at Heartwood are given the opportunity to study a broad range of academic subjects. Independent study students are allowed choices in learning pathways for standard common core subjects, as well as a variety of elective studies. Students are guided through their studies by certificated faculty, who will confirm work samples and verify progress. Students enrolled in our program that offers in-person instruction will receive direct instruction in grade-appropriate curriculum in alignment with California common core standards. Students with greater needs are identified, assessed and subsequently given access to additional learning opportunities, including additional tutoring, or Individualized Learning Plans as appropriate. We believe that we are successful in offering a broad course of study to all students. The school will continue to offer broad courses of study to all students and will continue to focus on disadvantaged and special needs students. Met 2024-06-24 2024 49707970140228 Liberty Independent Study 7 Had the LEA enrolled students this year, we would have been prepared to offer all students a broad course of study. Had the LEA enrolled students this year, we would have been prepared to offer all students a broad course of study. Had the LEA enrolled students this year, we would have been prepared to offer all students a broad course of study. Had the LEA enrolled students this year, we would have been prepared to offer all students a broad course of study. Met 2024-06-20 2024 49707976051833 Liberty Elementary 7 The LEA maintains a broad course of study that is available to all students, including unduplicated and individuals with exceptional needs. A committee of staff reviews all students' needs multiple times a year to make sure that all students' needs are being met. The LEA has only one school site. and based on local data, all students are being offered a broad course of study that meets their needs. There are no barriers. There are no changes necessary. Met 2024-06-20 2024 49708050000000 Mark West Union Elementary 7 As we are a TK-8th grade district with self contained classrooms it is ensured that all students receive a broad course of study. 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 schools, are cross-curricular lesson plans, observations, and student performance data (Star Reading, Star Math,, Dibels). The scheduling is designed to ensure all students have access 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. Mark West Charter School utilizes an annual review of instructional minutes from bell to bell as well as course enrollment reports developed in the District’s student information system. 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. There will be continued implementation of Universal Design for Learning to ensure that all students have access and barriers removed to the extent possible. The district will continue the process of implementing a Multi-Tiered System of Supports (MTSS) framework, which will contribute towards ensuring continued access to a broad course of study for all. Met 2024-06-04 2024 49708050105890 Mark West Charter 7 As we are a TK-8th grade district with self contained classrooms it is ensured that all students receive a broad course of study. 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 schools, are cross-curricular lesson plans, observations, and student performance data (Star Reading, Star Math,, Dibels). The scheduling is designed to ensure all students have access 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. Mark West Charter School utilizes an annual review of instructional minutes from bell to bell as well as course enrollment reports developed in the District’s student information system. 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. There will be continued implementation of Universal Design for Learning to ensure that all students have access and barriers removed to the extent possible. The district will continue the process of implementing a Multi-Tiered System of Supports (MTSS) framework, which will contribute towards ensuring continued access to a broad course of study for all. Met 2024-06-04 2024 49708056051858 San Miguel Elementary 7 As we are a TK-8th grade district with self contained classrooms it is ensured that all students receive a broad course of study. 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 schools, are cross-curricular lesson plans, observations, and student performance data (Star Reading, Star Math,, Dibels). The scheduling is designed to ensure all students have access 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. 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. There will be continued implementation of Universal Design for Learning to ensure that all students have access and barriers removed to the extent possible. The district will continue the process of implementing a Multi-Tiered System of Supports (MTSS) framework, which will contribute towards ensuring continued access to a broad course of study for all. Met 2024-06-04 2024 49708056111066 John B. Riebli Elementary 7 As we are a TK-8th grade district with self contained classrooms it is ensured that all students receive a broad course of study. 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 schools, are cross-curricular lesson plans, observations, and student performance data (Star Reading, Star Math,, Dibels). The scheduling is designed to ensure all students have access 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. 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. There will be continued implementation of Universal Design for Learning to ensure that all students have access and barriers removed to the extent possible. The district will continue the process of implementing a Multi-Tiered System of Supports (MTSS) framework, which will contribute towards ensuring continued access to a broad course of study for all. Met 2024-06-04 2024 49708130000000 Monte Rio Union Elementary 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 and the class schedules. 100% of students have access to all enrichment courses in addition to standards aligned ELA, Math, Science, Social Studies, and PE. Given the fact that we are a very small TK-8 school district of 67 students, staff can easily determine that all students are enrolled in a broad course of study. Art and Music classes are provided to all students. There are no barriers preventing us from providing access to a broad course of study. Because we are a TK-8 school district, the use of bell schedules is important to insure that students 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. For students with exceptional needs and needing an Individualized Education Plan progress toward goals is reviewed annually, and students with IEPs are fully assessed to determine continued eligibility for special education services triennially. Our team meets to discuss progress toward annual goals, and results on local assessments. 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 Monte Rio 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, 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 2024-06-20 2024 49708210000000 Montgomery Elementary 7 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. 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. Montgomery Elementary School is providing all students with access to a broad course of study and so no changes are currently planned. However, this data will continue to be monitored and revisions made, with implementation as needed. Met 2024-06-17 2024 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. " No revisions or new actions will be implemented. Our commitment to offering a broad course of study is listed under LCAP Action 1.1 Implementation of the Standards. Met 2024-06-20 2024 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. Using the locally selected measures or tools, summarize the extent to which all students have access to, and are enrolled in, a broad course of study. The summary should identify any differences across school sites and student groups in access to, and enrollment in, a broad course of study, and may describe progress over time in the extent to which all students have access to, and are enrolled in, a broad course of study. (response limited to 1,500 characters) Pivot offers a blended learning program for elementary, middle, and high school. Students access courses online, including electives and remediation. Elementary students can attend optional on-site programs where teachers supplement the online curriculum with projects and group activities. Parental involvement is crucial, as regular home support is essential for student success. Middle and high school also have optional on-site programs with workshops, clubs, and electives led by credentialed teachers. These programs enrich the online learning experience but are not mandatory. Pivot prioritizes student choice. Students can access courses from anywhere with internet. The school provides laptops at the resource center and loans them to students in need. Pivot even encourages high schoolers to explore concurrent enrollment at community colleges. Elementary students face the biggest hurdle if they lack parental support while attending online classes. Training is provided, but some parents underestimate the commitment needed for independent learning. By providing additional training and increasing parental involvement, elementary students can engage more in a board course in study by finding more success in their core courses, having the ability to take elective courses, or increasing participation in our on-site program. Middle schoolers often prioritize core subjects, leading to lower elective enrollment. Resource center visits and field trips offer enrichment, but those who don't participate might miss out. Core remediation can also limit elective choices. By improving supports in core courses, middle student students with have more bandwidth to participate in broader course of study and activities. 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. In addition, the LEA has created “bridging courses” in order to accelerate a student’s learning loss or “catch them up” to their grade level peers. This results in greater access to a broad course of study in their future academic endeavors. 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 2024-06-20 2024 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. " No revisions or new actions will be implemented. Our commitment to offering a broad course of study is listed under LCAP Action 1.1 Implementation of the Standards. Met 2024-06-20 2024 49708470000000 Old Adobe Union 7 La Tercera 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 2023-2024 school year, 100% of La Tercera students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i). All students in grades TK – 6 are enrolled in a broad course of study, and all schools offer access and enrollment in the seven areas identified as a broad course of study for grades 1-6. Students can access courses, such as visual and performing arts, both within and outside of the regular school day. No barriers are preventing La Tercera 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 La Tercera as it makes decisions on offerings and in using LCAP Supplemental funds to support Priority 7. Met 2024-06-27 2024 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 utilizes Montessori pedagogy and curriculum as the foundation of education and instruction to provide a broad course of study for TK-6 grade students. RMCS continuously examines and expands the opportunities for our students to participate in learnng experiences and activities both on- and off-campus which provide additional curriculm support where needed. 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 participation 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, and currently provides, 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 2024-06-26 2024 49708470127555 Loma Vista Immersion Academy 7 Loma Vista tracks progress by conducting a review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Course enrollment reports, developed within the district’s SIS, identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. For the 2023-2024 school year, 100% of Loma Vista students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i). All students in grades TK – 6 are enrolled in a broad course of study, and all schools offer access and enrollment in the seven areas identified as a broad course of study for grades 1-6. Students can access courses, such as visual and performing arts, both within and outside of the regular school day. No barriers are preventing Loma Vista from providing access to a broad course of study for all students. Regular analysis of enrollment in a broad course of study helps to inform Loma Vista as it makes decisions on offerings and in using LCAP Supplemental funds to support Priority 7. Met 2024-06-27 2024 49708476051924 Old Adobe Elementary Charter 7 Old Adobe tracks progress by conducting a review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Course enrollment reports, developed within the district’s SIS, identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. For the 2023-2024 school year, 100% of Old Adobe students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i). All students in grades TK – 6 are enrolled in a broad course of study, and all schools offer access and enrollment in the seven areas identified as a broad course of study for grades 1-6. Students can access courses, such as visual and performing arts, both within and outside of the regular school day. No barriers are preventing Old Adobe from providing access to a broad course of study for all students. Regular analysis of enrollment in a broad course of study helps to inform Old Adobe as it makes decisions on offerings and in using LCAP Supplemental funds to support Priority 7. Met 2024-06-27 2024 49708476072136 Miwok Valley Elementary Charter 7 Miwok Valley tracks progress by conducting a review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Course enrollment reports, developed within the district’s SIS, identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. For the 2023-2024 school year, 100% of Miwok Valley students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i). All students in grades TK – 6 are enrolled in a broad course of study, and all schools offer access and enrollment in the seven areas identified as a broad course of study for grades 1-6. Students can access courses, such as visual and performing arts, both within and outside of the regular school day. No barriers are preventing Miwok Valley from providing access to a broad course of study for all students. Regular analysis of enrollment in a broad course of study helps to inform Miwok Valley as it makes decisions on offerings and in using LCAP Supplemental funds to support Priority 7. Met 2024-06-27 2024 49708476114755 Sonoma Mountain Elementary 7 Sonoma Mountain tracks progress by conducting a review of course offerings, class schedules, and school schedules to assess the extent to which all students have access to and are enrolled in a broad course of studies. Course enrollment reports, developed within the district’s SIS, identify access and enrollment based upon grade spans, unduplicated student groups, and students with exceptional needs. For the 2023-2024 school year, 100% of Sonoma Mountain students had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i). All students in grades TK – 6 are enrolled in a broad course of study, and all schools offer access and enrollment in the seven areas identified as a broad course of study for grades 1-6. Students can access courses, such as visual and performing arts, both within and outside of the regular school day. No barriers are preventing Sonoma Mountain from providing access to a broad course of study for all students. Regular analysis of enrollment in a broad course of study helps to inform Sonoma Mountain as it makes decisions on offerings and in using LCAP Supplemental funds to support Priority 7. Met 2024-06-27 2024 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: Reading Supplemental: Orton-Gillingham Systematic Phonics Writing Supplemental: Empowering Writers Health: SPARK Technology: Common Sense- Digital Citizenship Art and Music: Art Partnerships 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. Met 2024-06-12 2024 49708700106344 Northwest Prep Charter 7 NWP 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. NWP uses the following board approved curriculum in the following subject areas for all students: English Language Arts- Middle and High School Novel based Curriculum using Sora Overdrive, Common Lit, and Multicultural Voices Anthology Writing- Middle and High Everything's an Argument Bird by Bird Math: Middle School Math- Desmos, Illustrative Math, and CPM (College Preparatory Math) High School Math- Desmos and Discovering Math Science- Middle School- Teacher Developed Curriculum based off of Holt Life Science and The Ocean Ambassador Program High School- Stem Scopes Social Studies- middle and high Teacher Curriculum Institute (TCI) A Young People's History Of the United States Indigenous People's History of the United States Electives: Edmentum Schools PLP 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 NWP from providing access to a broad course of study for all students. All students at NWP have access to a broad course of study. Met 2024-06-12 2024 49708706066344 Olivet Elementary 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: Reading Supplemental: Orton-Gillingham Systematic Phonics Writing Supplemental: Empowering Writers Health: SPARK Technology: Common Sense- Digital Citizenship Art and Music: Art Partnerships 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. Met 2024-06-12 2024 49708706109144 Morrice Schaefer Charter 7 Schaefer 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. Schaefer 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: Reading Supplemental: Orton-Gillingham Systematic Phonics Writing Supplemental: Empowering Writers Health: SPARK Technology: Common Sense- Digital Citizenship Art and Music: Art Partnerships 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 Schaefer from providing access to a broad course of study for all students. All students at Schaefer have access to a broad course of study. Met 2024-06-12 2024 49708706113492 Piner-Olivet Charter 7 Piner-Olivet Charter School 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. POCS uses the following board approved curriculum in the following subject areas for all students: English Language Arts: Readers and Writer’s Workshop Mathematics: Carnegie Social Studies: TCI: Social Studies Alive! Science: FOSS Additional Curriculum Uses are as follows: Health: Positive Prevention Plus Technology: Common Sense- Digital Citizenship Art and Music: Art Partnerships 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 the school site or student groups for enrollment in a broad course of study. There are no barriers preventing POCS from providing access to a broad course of study for all students. All students at POCS have access to a broad course of study. Met 2024-06-12 2024 49708880000000 Kashia Elementary 7 The nine students currently attending Kashia Elementary School have access to a broad course of student that includes targeted instruction in the core subject areas provided by a classroom teacher and instructional assistant, with cultural activities enrichment activities provided by an independent contractor. N/A While the remote, rural location and small size of the school provides some unique opportunities for learning (environmental exploration and conservation, for example); the setting inherently limits opportunities for a wide variety of elective and extracurricular activities. As described in the 2024-25 LCAP, the district will seek to partner with a contractor who can provide instruction in the Pomo language. Met 2024-06-10 2024 49708960000000 Rincon Valley Union Elementary 7 All Rincon Valley Union School District students in grades TK – 6 are enrolled in and have access to a broad course of studies. All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day. Rincon Valley Union School District’s 7th and 8th grade students have access to a broad course of studies within their school offerings. Course enrollment reports developed in the district’s student information system identify access and enrollment for all students for a broad course of study 100% of Rincon Valley Union School District’s students had full access to a broad course of studies. No barriers are preventing the LEA from providing access to a broad course of study for all students. No changes as 100% of Rincon Valley Union School District’s students had full access to a broad course of studies. Met 2024-06-18 2024 49708960102525 Spring Lake Charter 7 All Rincon Valley Union School District students in grades TK – 6 are enrolled in and have access to a broad course of studies. All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day. Rincon Valley Union School District’s 7th and 8th grade students have access to a broad course of studies within their school offerings. Course enrollment reports developed in the district’s student information system identify access and enrollment for all students for a broad course of study. 100% of Rincon Valley Union School District’s students had full access to a broad course of studies. No barriers are preventing the LEA from providing access to a broad course of study for all students. No changes as 100% of Rincon Valley Union School District’s students had full access to a broad course of studies Met 2024-06-18 2024 49708966052039 Manzanita Elementary Charter 7 All Rincon Valley Union School District students in grades TK – 6 are enrolled in and have access to a broad course of studies. All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day. Rincon Valley Union School District’s 7th and 8th grade students have access to a broad course of studies within their school offerings. Course enrollment reports developed in the district’s student information system identify access and enrollment for all students for a broad course of study. 100% of Rincon Valley Union School District’s students had full access to a broad course of studies. No barriers are preventing the LEA from providing access to a broad course of study for all students. No changes as 100% of Rincon Valley Union School District’s students had full access to a broad course of studies. Met 2024-06-18 2024 49708966052047 Whited Elementary Charter 7 All Rincon Valley Union School District students in grades TK – 6 are enrolled in and have access to a broad course of studies. All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day. Rincon Valley Union School District’s 7th and 8th grade students have access to a broad course of studies within their school offerings. Course enrollment reports developed in the district’s student information system identify access and enrollment for all students for a broad course of study. 100% of Rincon Valley Union School District’s students had full access to a broad course of studies. No barriers are preventing the LEA from providing access to a broad course of study for all students. No changes as 100% of Rincon Valley Union School District’s students had full access to a broad course of studies. Met 2024-06-18 2024 49708966052070 Village Elementary Charter 7 All Rincon Valley Union School District students in grades TK – 6 are enrolled in and have access to a broad course of studies. All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day. Rincon Valley Union School District’s 7th and 8th grade students have access to a broad course of studies within their school offerings. Course enrollment reports developed in the district’s student information system identify access and enrollment for all students for a broad course of study. 100% of Rincon Valley Union School District’s students had full access to a broad course of studies. No barriers are preventing the LEA from providing access to a broad course of study for all students. No changes as 100% of Rincon Valley Union School District’s students had full access to a broad course of studies. Met 2024-06-18 2024 49708966085229 Binkley Elementary Charter 7 All Rincon Valley Union School District students in grades TK – 6 are enrolled in and have access to a broad course of studies. All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. Elementary students can access some courses, such as visual and performing arts, both within and outside of the regular school day. Rincon Valley Union School District’s 7th and 8th grade students have access to a broad course of studies within their school offerings. Course enrollment reports developed in the district’s student information system identify access and enrollment for all students for a broad course of study. 100% of Rincon Valley Union School District’s students had full access to a broad course of studies. No barriers are preventing the LEA from providing access to a broad course of study for all students. No changes as 100% of Rincon Valley Union School District’s students had full access to a broad course of studies. Met 2024-06-18 2024 49709040000000 Roseland 7 Our locally selected tools include: Review of class schedules and report cards, Review of district action plans/agreements as related to various subject matter; Review of Student Achievement Time agendas as related to various subject matter. Our review showed that over the course of the instructional year, all students, including all student subgroups, have access to and are enrolled in a broad course of study, which includes instruction in English language arts, math, social studies, science, visual and performing arts, physical education and health. The district has reviewed the various schedules of services for TK-6 grade students with Individualized Education Plans (IEP) who receive services outside of the general education classroom. Based on the review, the district has determined that TK-6 students receiving special education services typically miss only a part of general education instructional time assigned to a specific subject area (for example, a part of the English Language Arts block); or miss a specific subject area on certain days of the week but not on all days of the week. Thus, the district does not believe that students receiving special education services are being denied access to a broad course of study. Additionally, students who are English language learners have the same daily schedule and course access as non-EL students. Integrated and Designated ELD are provided within their general education classroom setting and 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. The district has made progress over the past few years in increasing our students' access to a broad course of study. Through the implementation of designated enrichment funds and the districtwide action plan related to the visual and performing arts standards, students have increased access to this subject area. Through professional development, community partnerships and the adoption of a social emotional learning curriculum students have increased access to SEL/health standards. Next steps for the district are to evaluate the effectiveness of our visual and performing arts program to ensure that instruction is fully aligned to the CA framework/standards. Additionally, the recent adoption of an NGSS curriculum will expand student access to science. Met 2024-06-20 2024 49709040101923 Roseland Charter 7 Roseland Charter utilizes a variety of tools when measuring students ability to access a broad course of study for the middle and high school grades. Master schedules are analyzed to ensure a variety of course offerings that include electives, AVID, art, PE, and AP classes. The charter uses the data tracking systems, Schoolwise and Illuminate, to track progress, grades, and completion of graduation requirements. At the high school level, we provide Directors of College and Career Counseling, who bi-annually analyze all student transcripts for completion and progress of our a-g graduation requirements. All students, including students with exceptional needs, are enrolled in a-g classes. All upper grade level students utilize Naviance, an online program, to select courses and for long term planning purposes. All students in grades seven and eight are enrolled in English, math, social studies, science, PE, and elective classes that include art. Students receive health classes through push-in services. There are no current foreign language or Career Technical Education classes for seventh and eighth graders. All students in grades nine through twelve, with the exception of those following a different graduation pathway through their IEP, complete a-g requirements, thus, signifying they have access to a broad course of study. The high school currently does not offer any Career Technical Education classes. At the middle school level, the barriers that prevent us from providing as broad a course of study as we would like, is the size of the school, number of teachers, and teacher credential type. Our middle school teachers possess multiple subject credentials that affect the number of instructional minutes required thereby affecting the bell schedule and elective time that is available. For the high school, the barriers are primarily the factors that affect the electives and/or career pathways offered compared to those at larger comprehensive schools. Barriers for the high school include facilities, equipment, funding, and staffing. The 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. During the 2023-24 school year, we partnered with the Magnolia Project to start exploring CTE partnerships. For the 2024-2025 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 2024-06-18 2024 49709120113530 Santa Rosa Charter School for the Arts 7 Santa Rosa Charter School for the Arts (SRCSA) utilizes a combination of locally selected measures and tools to ensure that all students have access to and are enrolled in a broad course of study. These measures encompass tracking across grade spans, unduplicated student groups, and individuals with exceptional needs. Here are the key tools and methods used: Master Schedule Reviews: Regular reviews of the master schedule ensure that a diverse array of courses, including core academic subjects, arts, physical education, and electives, are available to all students. Individual Education Plans (IEPs): For students with exceptional needs, IEPs detail the specific courses and supports required. These plans are reviewed regularly to ensure compliance and appropriate course placement. 504 Plans and Student Success Teams (SSTs): These plans track the accommodations and modifications needed for students with exceptional needs, ensuring they have access to the full curriculum. Student and Parent Surveys: Regular surveys gather feedback on course availability and satisfaction, helping us identify areas for improvement. 100% of our students have access to and are enrolled in a VAPA program either through art integration, an elective, or a prep teacher's specialty. n/a Recess and intervention schedule has been reworked to meet the needs of more students for intervention time slots. Met 2024-06-26 2024 49709120125831 Santa Rosa French-American Charter (SRFACS) 7 SRFACS is proud of its unusual status as a public French immersion language school. SRFACS students thrive while learning French standards as well as California Common Core curriculum. SRFACS provides a rigorous dual language immersion program to students from TK through 8th grade. Student progress in the primary instructional language of study, French, is measured through the annual National French evaluations. In addition, 5th, 6th and 7th grade students demonstrate proficiency in the French language through the French Ministry's DELF exam. All student outcomes in grades 3 through 8 are measured through the CAASPP exams in ELA and Math with almost 100% participation. Proficiency in English for students who are English Language Learners is measured through administration of the ELPAC with full participation. SRFACS serves students with exceptional needs through 504 and IEP plans in fully inclusive general education classrooms. All students, no matter their social-economic, ethnic, gender, or Special Education status have full and equitable access to the entire SRFACS program. The unduplicated student count is currently 132 students. 52 of our 472 students are English language learners who are also learning French. Enrollment is steadily increasing since the pandemic with 436 enrolled in TK through 7th grade in the 2022-23 school year, 472 in the 2023-24 school year in TK through 8th grade, and an anticipated 495 students in TK through 8th in the 2024-25 school year. Historically, 20% of the student population is identified as socioeconomically disadvantaged. All students have equitable access to all instruction, social-emotional development and whole-child growth. Of the almost 600 establishments worldwide SRFACS is the only immersion school accredited by the French Ministry of Education that has middle school students concurrently enrolled on a public comprehensive campus. The students benefit from half the day in classes taught in French and half the day in comprehensive middle school classrooms. They have full access to all the sports and clubs of the comprehensive school. They have an option to take another elective in addition to French such as drama, industrial arts or culinary arts. For the 2022-23 school year, SRFACS student outcomes on the California State test showed 57.21% of students met or exceeded standard in ELA and 52.41% in Math compared with 32.3% and 24.6% respectfully for the One area of concern is the lower, but improving (44.73% compared with 38.10% in the previous year) of economically disadvantaged students meeting or exceeding Math standard. Students expressed a lack of internet access or challenges in the home environment for completing Math assignments. SRFACS has established a Study Hall hour before school that provides Wifi access and a tutor. In addition, the school has an initiative to build student confidence in math through different math instructional modalities. Street data gathered by observation and empathy interviews supports the improvements in student outcomes. In response to the needs of our economically disadvantaged students, SRFACS is expanding a whole-school initiative to support struggling students at school. We are building foundational skills and student confidence in Math. In addition, a before-school study hall could give students time and space for completing assignments, helping them be ready for the day's learning. Using ELOP funding, SRFACS is offering before and after school tutoring as well as enrichment classes for unduplicated students. The SRFACS new LCAP increases mental health services for unduplicated students with the addition of a Site Based Therapist for four hours a week. The school community believes this additional support will reduce barriers to attendance and learning. Met 2024-06-26 2024 49709120128074 Cesar Chavez Language Academy 7 All students have access to all our offered courses in elementary and middle school. All students have access to the courses in our Elementary and Middle school. CCLA offers co-teaching to increase access for our special education students to be integrated in their core classes. 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. Met 2024-06-26 2024 49709126116958 Kid Street Charter 7 At Kid Street Charter, our student coursework is comprehensive and grounded in STEAM programming. We prioritize evidence-based programs for core subjects, utilizing resources such as Amplify, envision Math, Twigs science, and TLC History. Special Education (SPED) services are provided through our district, and Response to Intervention (RtI) is diligently monitored via our intervention program. Students with exceptional needs receive additional support through tutoring sessions facilitated by qualified volunteers. Furthermore, we offer engineering courses through Project Lead the Way, while art education is enriched through The Luther Burbank Center for the Arts Artist Residency program. Additionally, makers education is seamlessly integrated into our curriculum throughout the school day, guided by certified teachers. All students have access to a broad course of study There are no barriers Every action within our 2nd goal of the LCAP is done to support our enriching STEAM programming Met 2024-06-19 2024 49709200102533 Santa Rosa Accelerated Charter 7 Santa Rosa Elementary District monitors student progress through a comprehensive curriculum aligned with Common Core State Standards. The district uses its student information system to track course enrollment by grade level, unduplicated student groups, and students with special needs. Following the implementation of AB 2735, ensuring multilingual learners have access to a broad curriculum. Multilingual students are placed in general education classes and receive additional support to meet their needs, including designated English Language Development (ELD) time to strengthen their academic skills aligned with state and local indicators. Student access across school sites to a broad course of study is extremely high with 100% of our schools offering access and enrollment in the seven areas identified as a broad course of study. There are no barriers preventing access to a broad course study for all of our students. All students receive rigorous core academic classes and the support needed to complete them. A strong tool for progress monitoring students in the area of reading is being implemented along with a strong MTSS support system during the school day and after school ensures all students, including students with exceptional needs, continue to receive the support needed to access courses of study through targeted intervention. Met 2024-06-26 2024 49709380000000 Sebastopol Union Elementary 7 Students have access to a broad course of study (English, social science, physical education, science, mathematics, visual and performing arts, career technical education, and a rich elective program) as evidenced by the master schedule, bell schedules, and student individual schedules Access is 100% aligned based on schedule. All students, including unduplicated students and students with exceptional needs are enrolled in a broad course of study. There are no barriers. No revisions needed. Met 2024-06-13 2024 49709386113039 Sebastopol Independent Charter 7 The administration and the faculty work together in creating the weekly schedule to make sure that all students have access to a broad course of study. Our student support services team makes sure that our multi-tiered system of support (MTSS) is supporting 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 the overall progress of the whole student body, in addition to sub-groups. We are not experiencing a barrier preventing our school from providing access to a broad course of study for all students. We will continue providing access to a broad course of study for all our students. We will continue to measure and evaluate that we are providing access to a broad course of study for all our students. 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 2024-06-17 2024 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. High School readiness, Advanced Placement enrollment, CTE pathways and A-G completion are used as measurements. 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. 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. 29.5% of high school students enrolled in an AP course. 43.9% of white students and 26.1% of Latinx students were enrolled. SVUSD uses students who earn a C or better in the four core courses to measure high school readiness and access to a broad course of study. CTE competition rates are also used. 24.1% of graduates completed a CTE pathway, and 42.1% of graduaties completed A-G courses. 24.1% of graduates completed A-G and a CTE pathway. For the 2022/23 school year 59% of 8th grade middle school students earned a C or better in the four core courses. The breakdown or student groups is as as follows: 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. Barriers preventing students from having access to a broad course of study included 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. The bell schedules have been revised with a focus on access for all students to a broad course of study. The middle schools now have 7 periods to allow students to access electives, core courses, and support. 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. The bell schedules have been revised with a focus on access for all students to a broad course of study. The middle schools now have 7 periods to allow students to access electives, core courses and support. Met 2024-06-20 2024 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 2024-06-20 2024 49709536111678 Sonoma Charter 7 As a K-8 school, all students in all grades have access to a broad course of study as defined by the state of CA. As a single TK-8 charter school with one class for each of grades TK - 8, all students receive consistent access to a broad course of study. This is evident in scores on benchmark and state assessments. The only barrier we have to enriching our broad course of study is funding. Our chartering district is a basic-aid (community funded) district and receives significantly more funding that our charter school does. We do a good job with what we have and provide a rich and engaging curriculum, but if we had the same funding, our program would only be that much more rich. The school will be implementing more intensive services for English Learners and other unduplicated pupils as described in the LCAP. Met 2024-06-25 2024 49709610000000 Twin Hills Union Elementary 7 Student Information System (SIS): The LEA uses a comprehensive SIS to monitor and report student enrollment in various courses. The SIS allows for detailed tracking of individual student schedules, course completion rates, and participation in special programs. Surveys and Feedback Mechanisms: The LEA conducts surveys and gathers feedback from students, parents, and teachers to assess the perceived availability and accessibility of a broad course of study. These surveys help identify gaps and areas for improvement. Individualized Education Program (IEP) Reviews: For students with exceptional needs, the LEA reviews IEPs to ensure they include access to a broad course of study tailored to each student's unique requirements and goals. Local Control and Accountability Plan (LCAP) Metrics: The LEA includes specific metrics in its LCAP to measure and report on student access to a broad course of study. These metrics are aligned with state priorities and help track progress toward meeting educational goals for all student groups. Participation in Extracurricular Activities: The LEA also tracks student participation in extracurricular activities and enrichment programs, complementing the academic curriculum. Surveys and Feedback Mechanisms: Surveys indicate an improvement in the perceived availability of a broad course of study over the past three years. Both students and parents report increased satisfaction with the variety of courses offered, though there is still room for improvement in certain areas. Local Control and Accountability Plan (LCAP) Metrics: LCAP metrics show steady progress in increasing access to a broad course of study for all students. Initiatives such as expanded online course offerings, partnerships with local colleges, and additional funding for elective courses have contributed to this progress. Teacher Training: More professional development opportunities are needed to equip teachers with the skills and knowledge to support diverse learners and effectively teach a broader range of courses. Implement policies to ensure equitable distribution of funding and resources across all school sites, focusing on schools serving underrepresented and economically disadvantaged students. Enhanced Support Programs: Develop targeted support programs for unduplicated students and students with exceptional needs to provide them with the resources and assistance necessary to access a broad course of study. Professional Development: Invest in ongoing professional development for teachers to improve their ability to deliver a diverse curriculum and support all student groups effectively. Met 2024-06-27 2024 49709614930319 Orchard View 7 Through a combined approach of digital tools including Aeries, community feedback, and collaborative meetings, we monitor and ensure all students, regardless of grade or personal circumstances, have access to a broad course of study. This includes tracking data on enrollment patterns, student course selections, and feedback from parents and students to identify gaps and areas for improvement. Through the use of Aeries , we found that the majority of our students across all grade spans are enrolled in a diverse range of courses including but not limited to mathematics, English language arts, sciences, social sciences, physical education, and the arts. This indicates that our students have access to a well-rounded education, enhancing their academic and personal development. Low-income students may face various out-of-school barriers that affect their academic engagement, such as lack of access to transportation, after-school care, or a quiet place to study. These factors can limit their ability to participate fully in certain courses or extracurricular activities. Limited Awareness of Course Offerings: Among some student groups, there appears to be limited awareness about the breadth of courses available. This could be due to insufficient advising, communication barriers, or cultural expectations that inadvertently guide students towards a narrower range of courses. Scheduling Conflicts: For some students, especially those with special needs or those involved in extracurricular activities, scheduling conflicts can limit their ability to enroll in a wide range of courses. Investment in Resources: Increasing investment in resources to support English learners and students with special needs, ensuring they have the necessary tools and support to access a broad course of study. Strengthening Support Programs: Enhancing support programs for students, including tutoring, mentoring, and counseling services to address out-of-school barriers and provide additional academic support. Improving Communication and Advisement: Enhancing communication strategies and advisement services to ensure all students and their families are fully aware of the course offerings and the benefits of enrolling in a diverse range of courses. Community and Parental Engagement: Engaging with the community and parents through workshops, meetings, and informational sessions to ensure they are informed and can support their children’s educational choices. Met 2024-06-26 2024 49709614930350 Sunridge Charter 7 As a Public Waldorf Inspired charter school, all students have access to all courses of study at the school. To track this, SunRidge Charter School uses the following locally selected measures and tools: Course Enrollment Data: Monitors enrollment across grade spans, ensuring equitable access for unduplicated student groups and individuals with exceptional needs. Student Information System (SIS): Tracks student demographics and course enrollment, providing detailed reports by grade level and subgroup. Annual Course Audits: Reviews course offerings and participation rates, ensuring all students are enrolled in a broad range of subjects. Individualized Education Plans (IEPs): Ensures that students with exceptional needs have access to appropriate courses and supports. Stakeholder Surveys: Gathers feedback from students, parents, and teachers on course accessibility and satisfaction. These tools ensure comprehensive tracking of student access to a broad course of study, promoting equity and inclusion. As a Public Waldorf Inspired charter school with one suburban site, SunRidge ensures all students access a broad course of study. Tools used include Course Enrollment Data, SIS, Annual Course Audits, IEPs, and Stakeholder Surveys. Data shows equitable access to core subjects and arts. Efforts are ongoing to balance resources and support for low-income, English learner, and foster youth participation. Progress includes increased elective course offerings for Middle Schoolers, enhanced support for unduplicated and exceptional needs students, and continuous stakeholder engagement. This ensures all students benefit from a diverse curriculum. All students have equal access to all courses of study. All students have equal access to all courses of study. Met 2024-06-27 2024 49709616052302 Twin Hills Charter Middle 7 Standards aligned curriculum and benchmark assessments At THCMS, our state testing scores continue to increase. One hundred percent of our students have access a broad course of study. None Not needed at this time Met 2024-06-27 2024 49709790000000 Two Rock Union 7 Local data is measured through attendance on the school information system, report cards and teacher reports. All students have access to a broad course of study at Two Rock. Each teacher has a designated time for music, PE and library on a weekly basis. There are no barries to access a broad course of study. This past year a dedicated PE instrutor was hired to offer PE. With continued state funding, the program will be sustained. Met 2024-06-20 2024 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 have been given priority for the Waugh summer school program during the Summer of 2024. Waugh students maximize their access to the broad course of study by attending school regularly. Waugh’s attendance rate during the 2023/2024 school year was just under 96%. 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 47.57%. Intervention services are overseen by certificated specialists providing focused intervention to students. Approximately 42% of unduplicated students participated in the program, and over 175 overall students. 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 2024-06-13 2024 49710010000000 West Side Union Elementary 7 1. The locally selected measure that our LEA used to track the extent to which all students have access to and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served was a teacher interview for elementary students. 2. Elementary students (K-5). Based on teacher interviews 100% of students have access to and are enrolled in English, mathematics, social studies, science, physical education, visual and performing arts, and health. 3. There are no barriers to report. 4. 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 2024-06-18 2024 49710190000000 Wilmar Union Elementary 7 The Local Education Agency (LEA) employs several measures and tools to ensure that all students have access to a broad course of study. The measures include: Formative and Summative Assessments: These are used to track student progress and participation in the curriculum across various subjects. Semester-End Report Cards: These provide a summary of student performance and engagement in their studies. Daily Attendance: Attendance is recorded and monitored to ensure students are regularly participating in their educational programs. Alma: This system is used for monitoring attendance, which is then reported within the California Longitudinal Pupil Achievement Data System (CalPads). Subjects offered in each self-contained classroom for TK-6 include: English Mathematics Social Sciences Science Visual and Performing Arts Health Physical Education These measures and tools collectively help track and ensure that all students, including unduplicated students and those with disabilities, have access to and are enrolled in a broad course of study. Wilmar Union School District, being a single-school district, ensures that all students have access to a broad course of study. This inclusive approach spans across various student groups and programs. General Enrollment: Every student enrolled in the district is provided with a comprehensive curriculum designed to cater to diverse learning needs and interests. Special Education: Students with identified disabilities who have an Individualized Education Program (IEP) receive tailored support through the Wilson School's Special Education Department, ensuring they can fully participate in the broad course of study. English Language Learners (ELLs): Students identified as English Language Learners have access to the full range of studies through the district's English Language Development (ELD) program, which supports their language acquisition and academic progress. Intervention Programs: For students not in ELD or Special Education but who have significant gaps in their academic foundation, the district provides intervention programs. These programs offer additional support to help students catch up and stay on track with their peers. Progress over time has shown a commitment to inclusivity and equity in education, with ongoing efforts to identify and address any emerging needs or disparities. The district's focus on specialized support programs ensures that all students, regardless of their starting point, have the opportunity to engage in a broad and enriching course of While there are no current barriers, continuous evaluation and proactive measures will be essential to maintain and enhance the accessibility of a broad course of study for all students at Wilson School. Ensuring Access to a Broad Course of Study at Wilmar Union School District / Wilson Elementary School Comprehensive Enrollment: Every TK-6 student is enrolled in a curriculum covering ELA, math, science, history-social science, physical education, visual and performing arts, and health. The district’s small size ensures personalized attention. Special Education Services: Students with disabilities receive tailored services, focusing on integration into general education settings. Individualized Education Plans (IEPs) ensure access to all educational opportunities. English Language Development (ELD): ELLs receive push-in and pull-out support, blending in-class help with focused language instruction. This dual approach aids English proficiency while engaging in the broader curriculum. Enrichment Programs: Before and after-school enrichment programs support unduplicated students, providing additional help in ELA and math to close learning gaps. Ongoing Evaluation: Continuous evaluation of all student groups identifies and addresses learning barriers. Regular assessments and data analysis enable timely interventions. Program Enrichment: The district explores new programs, resources, and instructional methods to enhance learning, ensuring effective and engaging instruction. Conclusion: Wilmar Union School District / Wilson Elementary School is dedicated to providing equitable, comprehensive education, ensuring every student achieves their full potential. Met 2024-06-24 2024 49710350000000 Wright Elementary 7 Wright Charter School 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. Wright Charter School 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 school from providing access to a broad course of study for all students. The school will continue to ensure that access to a broad course of study is in place for all students. Met 2024-06-27 2024 49710356052377 Wright Charter 7 Wright Charter School 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. Wright Charter School 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 school will continue to ensure that access to a broad course of study is in place for all students. Met 2024-06-27 2024 49738820000000 Cotati-Rohnert Park Unified 7 CRPUSD employs a variety 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. Firstly, Williams Compliance ensures that all students have access to state adopted textbooks, addressing the fundamental need for educational resources. For students with exceptional needs, the Individualized Education Program (IEP) process ensures they have appropriate access to necessary accommodations and support services. Additionally, the district monitors English learners to ensure they receive mandated services, ensuring equitable access to education. At the middle school and high school levels, academic counselors play a crucial role in ensuring that students are appropriately placed and are meeting their academic requirements towards graduation, providing personalized support to promote student success. These measures collectively support CRPUSD's commitment to providing a comprehensive and inclusive educational experience for all students. Across CRPUSD, efforts to ensure all students have access to and are enrolled in a broad course of study are evident through locally selected measures and tools. State-adopted textbooks and adherence to state standards ensure consistency in curriculum delivery across schools. At the elementary level, academic offerings are uniform, providing equitable access to foundational education. Similarly, at the middle school level, core curriculum consistency is maintained, ensuring all students have access, while elective opportunities vary based on site-specific offerings. Lawrence Jones Middle School offers a unique pathway to Expeditionary Learning, blending traditional classroom content and skills with real-world problem-solving and immersive expeditions beyond the confines of the classroom. Meanwhile, Technology Middle School and Thomas Page Academy both provide robust opportunities in STEAM and STEM fields, empowering students with hands-on experiences and innovative learning opportunities in science, technology, engineering, arts, and mathematics. High school core classes are predominantly consistent, with slight variations to accommodate student needs, while elective courses, including Career Technical Education (CTE), are tailored to meet the diverse interests and requirements of students at each school. While CRPUSD demonstrates a commitment to equitable access, differences in elective opportunities across sites reflect a nuanced approach to meeting students' varied needs. Given the results of our locally selected measures, CRPUSD has identified no barriers preventing the district from providing access to a broad course of study for all students. The district takes pride in their commitment to equitable education and ensures that every student has ample opportunities to access a wide range of educational offerings. The district makes a concerted effort to provide inclusive access, reflecting their dedication to fostering a comprehensive and enriching learning environment for all students. In response to the results of CRPUSD's locally selected measures, the district has implemented several revisions and new actions to ensure and expand access to a broad course of study for all students. The secondary schools are actively expanding Career Technical Education (CTE) offerings, providing students with diverse pathways for academic and career success. Additionally, the district has recognized the importance of professional development in equity, anti-bias, and culturally relevant teaching to create robust, inclusive and accessible courses of study. To address this, training sessions will be offered throughout the 2024-25 school year, equipping educators with the tools and knowledge to create inclusive and culturally responsive learning environments. Furthermore, the district has recently completed an adoption process for science curriculum and will soon begin the process of adopting new Social Studies curriculum, ensuring that students have access to up-to-date and comprehensive educational resources across all subject areas. These initiatives reflect CRPUSD's commitment to continuous improvement and to providing equitable access to education for all students through a broad course of study. Met 2024-06-18 2024 49738820123786 Credo High 7 As a Public Waldorf, college prep high school, a core objective of the school is to provide all students with a broad course of study. Credo’s graduation requirements meet and in some areas, exceed UC and CSU requirements. The school’s graduation rate and UC a-g graduation rate are primary metrics for measuring our student’s access to a broad course of study. Credo is the beginning stages of implementing CTE pathways. Within the next few years Credo will be measuring the rate of CTE pathway completion. Credo's graduation requirements meet, and in some cases, exceed U.C. a-g requirements. The academic program is largely prescribed on a grade-by-grade level and an eight-period block schedule with all academic areas laid out across four years. Graduates earn a minimum of 260 credits which includes four years of English, a minimum of three years of World Language, three years of math and four years of science, a minimum of two years of music and art, a senior project, P.E. and a range of electives. In 2024/25 Credo will provide on-site dual enrollment opportunities with the Santa Rosa Junior college as part of the school’s CTE Pathway development. All students are enrolled in the same course of study with the exception of electives for 11th and 12th-grade students. The basic program includes a full year of rotating art classes and a full year of music classes for all ninth and tenth grade students. Students with IEPs or 504’s are often scheduled into a Directed Studies class in place of the art classes. Nonetheless, students are earning the UC standard of at least one year of Visual and Performing arts through their music classes. In addition to the college-prep program, Credo is articulating and implementing CTE pathways in Manufacturing and Product Development; Engineering and Architecture, and Arts, Media, and Entertainment. Met 2024-06-11 2024 49753580000000 Windsor Unified 7 "1. Course Enrollment Data: We collect and analyze enrollment data disaggregated by grade span, unduplicated student groups (low-income, English learners, and foster youth), and students with exceptional needs. Our enrollment data is consistently tracked to ensure equitable participation in programs such as AVID, our Dual-immersion program, and our California Partnership Academies. This data helps us monitor enrollment patterns and identify any gaps in access to core subjects and electives. 2. Student Success Teams (SSTs): Each school employs SSTs to review student progress and engagement in the broad course of study. These teams focus particularly on students from unduplicated groups and those with exceptional needs, ensuring they receive appropriate interventions and supports. 3. Parent and Student Surveys: Annually, we conduct surveys to gather feedback from parents and students regarding their perception of access to a variety of courses. 4. Curriculum Review Committees: Comprising educators from various grade spans and specialties, these committees evaluate the alignment and breadth of our curriculum. They ensure that it meets the diverse needs of all student groups and adheres to state standards. 5. Professional Development Logs: We track professional development sessions focused on equity and inclusion in course offerings." Windsor Unified School District utilizes comprehensive data analysis to ensure all students have equitable access to a broad course of study. Our findings from the 2023-2024 school year indicate significant progress, as well as areas requiring ongoing attention. Access and Enrollment Overview: Across all grade spans, 95% of students are enrolled in the full spectrum of required subjects, including mathematics, science, English, history, and electives. This represents a 3% increase from the previous year. Notably, the introduction of our Enhanced Arts and STEM programs has increased enrollment in these areas by 10% district-wide, reflecting our commitment to a diverse curriculum. Differences Across School Sites: While most schools show similar access and enrollment patterns, Windsor High School and Cali Calmecac Language Academy have exceptional enrollment rates in language and cultural studies, likely due to their specialized programs. We have identified lower participation rates in advanced courses at Big Picture Learning Windsor, prompting targeted interventions such as tutoring and academic counseling. Differences Among Student Groups: Data shows that while enrollment for low-income students and English learners has improved by 5% in advanced placement courses, foster youth continue to have lower participation rates in these courses. Initiatives such as mentorship programs are being expanded to address this disparity. Resource Allocation: Limited funds have notably affected our smaller and lower socioeconomic schools, constraining the diversity of elective courses available. Staffing Limitations: We face a shortage of qualified teachers in areas like STEAM, hindering the expansion of these programs. Fluctuating staff levels also challenge the consistency of course offerings. Facilities and Infrastructure: Outdated facilities at some schools, lacking modern necessities like science labs and art studios, limit our ability to offer specialized courses. Technology Access: Despite advances, unequal access to digital tools and the internet impedes participation in technology-driven learning, essential to a broad course of study. Transportation: Students in remote areas struggle with accessing centralized programs, such as those at district high schools or magnet programs, due to inadequate transportation options. Scheduling Constraints: In secondary schools, scheduling conflicts often prevent students from enrolling in desired courses, compounded by the need to prioritize remedial or mandatory classes for those academically behind. Cultural and Language Barriers: Non-English speaking students and families face challenges in the course selection process, often resulting in lower enrollment due to misunderstandings about course availability and benefits. Enhanced Resource Allocation: We are reallocating budget resources to enhance elective offerings, especially in STEAM, arts, and vocational programs. This includes pursuing additional grants and forging partnerships with local businesses and community organizations. Recruitment and Retention: We’ve initiated a targeted recruitment drive for qualified teachers in critical subject areas and are bolstering retention through professional development and incentives to stabilize our teaching workforce. Facility Upgrades: A multi-year capital improvement plan is set to modernize crucial facilities, including the renovation of science labs, art rooms, and technology centers to support diverse learning needs and meet current educational standards. Technology Integration: We’re expanding our technology infrastructure to boost digital literacy, providing devices to all students and improving internet access across district properties, ensuring every student can utilize digital learning resources. Transportation Solutions: We’re updating bus routes and schedules and collaborating with local transit authorities to improve access to specialized programs for students in remote areas. Scheduling Flexibility: Implementation of new scheduling software will enhance course selection flexibility, reducing conflicts and enabling students to enroll in a broad range of courses aligned with their interests and needs. Met 2024-06-27 2024 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 2024-06-06 2024 49753586052369 Cali Calmecac Language Academy 7 Not Met 2024 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 had full access to a broad course of studies as defined by California Education Code 51210 and 51220(a)-(i). All HUSD students in grades TK – 6 are enrolled in a broad course of studies. All elementary schools offer access and enrollment in the seven areas identified as a broad course of studies for grades 1-6. All HUSD secondary students have access to a broad course of studies within their school offerings. Significant progress has been made over the past 5 years as a 7-period day at both Healdsburg Junior High School and Healdsburg High School has been implemented, thus increasing the number of courses students can take each year. Additionally, HUSD has increased the graduation requirements for all students, including 3-years of 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 all students access to a broad course of study. " "HUSD will continue to monitor and ensure access to a broad course of study for all students. " Met 2024-06-20 2024 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 2024-25 Local Performance Indicator Self-Reflection for Stanislaus County Office of Education - Alternative Education Page 16 of 18 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 2024-06-11 2024 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 2024-06-24 2024 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 program-wide, including CTE. Approximately 7% of the adult students enrolled participate in CTE. Access to CTE courses can be a barrier due to distance, lack of transportation, work schedules, and parenting duties. We will continue to encourage our adult students to participate in the various CTE courses offered through our partnerships with NCCT, VOLT, MJC, and UC Merced. We will continue to offer assistance through our career navigator and we will continue to offer bus passes for all those who may need them. Met 2024-06-11 2024 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 2024-06-20 2024 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, TK-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 2024-06-20 2024 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. Spanish is 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 2024-06-20 2024 50710430112292 Aspire Summit Charter Academy 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 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 students including 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, 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, visual and performing arts, yearbook, arts and sports programs. A barrier identified at the middle school level is the limitation on the electives that can be taught school-wide based on teacher credentials. The middle school 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. Criteria Met 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 2024-06-25 2024 50710680000000 Denair Unified 7 Our schools build master schedules to ensure that all students, including English learners, students with disabilities, socioeconomically disadvantaged students, and homeless/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 are assigned a full period of Designated ELD instruction daily. 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 2024-06-13 2024 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 2024-06-13 2024 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 a-g 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 grades 11-12. A-g courses for Grades 9-10 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. One new action is a subscription with Edmentum to offer courses from a credential teacher not on site to support our students with a wide breadth of course offerings. Met 2024-06-13 2024 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. Standards, curriculum, and planning professional development has been provided to 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 2022-2023 to the 2023-2024 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 and mathematics 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 2024-06-20 2024 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 through our music program 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 Music and STEAM enrichment class, after school clubs such as Spanish, Ag Story Writing and Future City, 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 2024-06-10 2024 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 through our music program as well as provide a weekly STEAM enrichment class to all students. As Gratton Charter 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 Music and STEAM enrichment class, after school clubs such as Spanish, Ag Story Writing and Future City, 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 2024-06-10 2024 50710920000000 Hart-Ransom Union Elementary 7 The school uses various forms of tracking students access to the curriculum. i-Ready and Star are a couple of means we use to track progression. All students have access to Renaissance, Aeries, and i-Ready to develop their individual educational plan with the support of parents and staff. Current barriers for full implementation is the turn over on staff, as a result we are providing more training then implementation. Our district will implement small workshops for staff to develop skill for full implementation. Met 2024-06-13 2024 50710926112965 Hart-Ransom Charter 7 School on-campus course schedule, off-campus educational partners/vendors list/schedule, local community college course schedule for students participating in dual enrollment (74% of high school students) and Flexpoint online course offerings. This information applies only to our charter, and all of the course offerings are available to all students and all subgroups. There are no barriers, only the expectation that students complete the developmental prerequisite learning and courses. No new revisions, decisions, or actions required. Met 2024-06-13 2024 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 the week. All students have access to the honor choir and drama program. 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 are a small rural school who does not receive Title 1 funding. We have to serve our underrepresented groups staying within our budget, so our salaries do not compete with the bigger districts who receive these extra funds. We have utilized Prop 28 money to hire a district wide band teacher 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. We would like to add more CTE opportunities at the junior high school and will be reviewing the Master schedule to see how we can use an elective wheel to get students these opportunities. Met 2024-06-17 2024 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 the week. All students have access to the honor choir and drama program. 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 are a small rural school who does not receive Title 1 funding. We have to serve our underrepresented groups staying within our budget, so our salaries do not compete with the bigger districts who receive these extra funds. We have utilized Prop 28 money to hire a district wide band teacher. 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. We would like to add more CTE opportunities at the junior high school and will be reviewing the Master schedule to see how we can use an elective wheel to get students these opportunities. Met 2024-06-17 2024 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 the week. All students have access to the honor choir and drama program. 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 are a small rural school who does not receive Title 1 funding. We have to serve our underrepresented groups staying within our budget, so our salaries do not compete with the bigger districts who receive these extra funds. We have utilized Prop 28 money to hire a district wide band teacher. 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. We would like to add more CTE opportunities at the junior high school and will be reviewing the Master schedule to see how we can use an elective wheel to get students these opportunities. Met 2024-06-17 2024 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 the week. All students have access to the honor choir and drama program. 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 are a small rural school who does not receive Title 1 funding. We have to serve our underrepresented groups staying within our budget, so our salaries do not compete with the bigger districts who receive these extra funds. We have utilized Prop 28 money to hire a district wide band teacher. 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. We would like to add more CTE opportunities at the junior high school and will be reviewing the Master schedule to see how we can use an elective wheel to get students these opportunities. Met 2024-06-17 2024 50711340000000 Keyes Union 7 Locally Selected Measures or Tools: Keyes Union Elementary School District tracks the extent to which all students have access to and are enrolled in a broad course of study through a combination of locally selected measures and tools: Course Enrollment Data: Analysis of course enrollment data across grade spans (TK-8) to ensure equitable access to a diverse range of academic and enrichment courses. Demographic Data Disaggregation: Enrollment data by unduplicated student groups, including English learners, students with disabilities, socioeconomically disadvantaged students, and foster youth, will be disaggregated to identify any disparities in access to courses. Individualized Education Plans (IEPs): Review of IEPs for students with exceptional needs served within the district to ensure appropriate accommodations and supports are provided to facilitate access to a broad course of study. Teacher Input and Feedback: Solicitation of feedback from teachers regarding course offerings and student participation to gauge the effectiveness of current programming and identify areas for improvement in providing a comprehensive curriculum. These measures and tools allow Keyes Union Elementary School District to monitor and address barriers to access and enrollment, ensuring that all students can engage in a broad and enriching educational experience. Utilizing our locally selected measures, Keyes Union Elementary School District ensures equitable access to a broad course of study for all students. Enrollment data indicates consistent access across school sites, with efforts to standardize offerings. Disaggregated data highlights equitable access among student groups, including English learners and students with disabilities. Over time, sustained progress has been observed in expanding access, supported by increased core instruction and diverse exploratory electives. Professional development initiatives further enhance equitable access by promoting differentiated instruction. Our commitment to providing a comprehensive educational experience is evident in our ongoing efforts to ensure all students have access to a broad course of study, regardless of background or ability. Summary of Access to a Broad Course of Study at Keyes Union Elementary School District: Keyes Union Elementary School District has made significant strides in ensuring all students have access to and are enrolled in a broad course of study. Analysis of locally selected measures reveals equitable access across school sites and student groups. Across School Sites: Enrollment data indicates consistent access to diverse academic and enrichment courses across all school sites within the district. Efforts to standardize course offerings and resources have led to equitable opportunities for students to engage in a broad curriculum regardless of their school of attendance. Among Student Groups: Disaggregated enrollment data demonstrates equitable access for all student groups, including English learners, students with disabilities, socioeconomically disadvantaged students, and foster youth. Individualized supports and accommodations outlined in IEPs ensure students with exceptional needs are integrated into the broad course of study. Progress Over Time: Ongoing analysis of enrollment trends indicates sustained progress in expanding access to a broad course of study over time. Targeted interventions, such as professional development for educators and outreach initiatives for families, have contributed to narrowing any existing disparities in access and enrollment. In conclusion, Keyes Union Elementary School District continues to prioritize equity in access to a broad course of study In response to the results of our locally selected measures, Keyes Union Elementary School District is committed to further enhancing access to a broad course of study for all students. Building upon our current efforts, we will: Expand Core Instruction: Increase offerings in core academic subjects to ensure all students have access to foundational learning experiences aligned with state standards. Enhance Exploratory Electives: Introduce new exploratory elective courses to allow students to explore diverse interests and career pathways, fostering a well-rounded educational experience. Professional Development: Provide ongoing professional development for educators to support differentiated instruction and accommodate diverse learning needs, ensuring equitable access to the curriculum for all students. These actions align with our commitment to promoting academic excellence and supporting the holistic development of every student in our district. Met 2024-06-25 2024 50711346113286 Keyes to Learning Charter 7 Collecting data including graduation rates, A-G graduation rates, and dual enrollment numbers provides a measure of student access to a broad course of study. The school counselor/academic advisor consistently reviews student transcripts and schedules to ensure all students, including unduplicated groups are served. KTL graduation rate is 100%. All students have access to courses. Students enrolled in the Key Academy hybrid Independent Study program tend to have higher numbers of a-g graduates. BlendEd students (IS) do not enroll in as many classes. By submitting classes for a-g classification, the Independent Study teachers will give more students the opportunity. All programs are open to all students. Being a small school is the only barrier to offering more courses. Working to grow the population to sustain a higher number of courses and encouraging staff to submit courses for a-g will be implemented to increase access for all students. Met 2024-06-25 2024 50711420000000 Knights Ferry Elementary 7 The district used formal and informal measures to gather data including survey of teacher leadership on Dashboard indicators and evaluation of programs with the Leadership team. As a small school with one teacher per grade, no specialized classes such as a special day class, it is guaranteed that ALL students have access to ALL the same curriculum and a broad course of study as all students participate in the same grade based activities. As a single school LEA, with at maximum one teacher per grade, and no specialized classes such as a special day class, it is easy to conclude and summarize that there are no diffirences in access to a broad course of study across student groups or schools. All students regardless of status, have access to the same standards based texts and instruction. The only barriers present are in the areas of curriculum such as a World Language or some visual and performing arts such as music. However, these barriers are present to all students not just some students. Some of the barriers are lack of funding to provide ancillary instruction such as a world language or lack of access to qualified teachers such as music. The LEA will continue to seek creative opportunities to use existing funding sources to provide art, potentially music and other options such as world languages. Met 2024-06-19 2024 50711670000000 Modesto City Elementary 7 Upon review of daily schedules for TK-6 and master schedules for grades 7-8, it is ensured that all students have access to and are enrolled in the curriculum outlined in California Education Code 51220 – 51229. Unduplicated student groups and individuals with exceptional needs are provided with appropriate courses tailored to their requirements. For instance, students with disabilities have Individualized Education Plans (IEPs) designed to meet their specific needs and place them in the least restrictive environment. Students identified as English Learners (EL) in grades 7-8 are enrolled in additional coursework beyond the classes specified in the Education Code to support their language acquisition. In grades TK-6, additional language support is integrated into self-contained classroom settings. Upon reviewing the master schedules across all 7-8 sites, disparities in course offerings are evident, particularly for subjects beyond the scope of California Education Code 51220 – 51229. These variations stem from staffing limitations, diverse student interests, and the presence of specialized programs at specific sites. Notably, the district has designated a site to provide specialized support for newcomer students and those who are Deaf or Hard of Hearing (DHH). Variations in course offerings among the 7-8 sites are primarily due to teacher credentialing and staffing limitations. However, these differences do not impede students' access to a comprehensive curriculum, as outlined in the California Education Code. Instead, the variations are most noticeable in the elective classes available at each site. Students who require additional support for language acquisition, IEP accommodations, or other individual needs may find limitations in enrolling in their preferred elective courses. Nonetheless, all courses offered are in compliance with the California Education Code. Students enrolled in the Language Institute and English learners classified as newcomers to the US in grades 7-8 have the option to add an extra period to their day, allowing for additional coursework in language acquisition. Students in grades TK-6 have equal access to the same coursework offerings. Our current Local Control and Accountability Plan (LCAP) prioritizes various components of our extensive course offerings. Dedicated resources support the Language Institute, Dual Language Academy, student remediation services, and more. A primary objective is to enhance readiness for the Seal of Biliteracy. We continually review schedules, adjust staffing, and make facility enhancements to ensure compliance with California Education Code 51220 – 51229, thereby providing all students with a comprehensive curriculum. The district is actively expanding Visual and Performing Arts (VAPA) opportunities in line with the Proposition 28 site plans. Met 2024-06-17 2024 50711670137265 Aspire University Charter 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 50711670138057 Connecting Waters Charter School - Central Valley 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. Dual enrollment is also available for students to complete college coursework. 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 2024-06-11 2024 50711750000000 Modesto City High 7 Upon review of master schedules, all students in grades 9-12 have access to and are enrolled in the curriculum specified in California Education Code 51220 – 51229. Unduplicated student groups and individuals with exceptional needs are provided with appropriate courses tailored to their requirements. For instance, students with disabilities have Individualized Education Plans (IEPs) designed to meet their specific needs and place them in the least restrictive environment. Students identified as English Learners (EL) are enrolled in coursework that goes beyond the classes listed in the Education Code to support their language acquisition. Upon reviewing the master schedules across all 9-12 sites, differences in course offerings are noticeable, especially for subjects outside the parameters of California Education Code 51220 – 51229. These differences arise due to staffing constraints, the diverse interests of students, and the presence of California Partnership Academies at specific sites. Additionally, sites offer unique Career Technical Education courses based on staffing availability and student demand. The district has identified a specific site to provide specialized support for newcomer students and those who are Deaf or Hard of Hearing (DHH). Furthermore, the 9-12 sites are expanding the variety of Dual Enrollment course offerings. Variations in course offerings among the 9-12 sites are primarily due to teacher credentialing and staffing constraints. However, these differences do not impede students' access to a comprehensive curriculum, as outlined in the California Education Code. Instead, the variations are most noticeable in the elective classes available at each site. Students who require additional support for language acquisition, IEP accommodations, or other individual needs may find limitations in enrolling in their preferred elective courses. Nonetheless, all courses offered are in compliance with the California Education Code. Students enrolled in the Language Institute and English learners classified as newcomers to the US in grades 9-12 have the option to add an extra period to their day, allowing for additional coursework in language acquisition. Our current Local Control and Accountability Plan (LCAP) emphasizes critical aspects of our diverse curriculum. Allocations support the International Baccalaureate, Advanced Placement, the Language Institute, student remediation services, and more. Ongoing efforts are directed towards increasing the number of Seal of Biliteracy and State Seal of Civic Engagement recipients. Regular reviews of master schedules, staffing adjustments, and facility enhancements are conducted to ensure alignment with California Education Code 51220 – 51229, providing a broad curriculum for all students. The district is actively expanding Visual and Performing Arts (VAPA) opportunities in accordance with the Proposition 28 site plans. Met 2024-06-17 2024 50711750120212 Aspire Vanguard College Preparatory Academy 7 At our LEA, we employ PowerSchool, a robust Student Information System, to meticulously track and ensure that all students have access to, and are enrolled in, a broad course of study. This system is utilized by administrators, teachers, counselors, and families to monitor class enrollments and student progress across all grade spans, including unduplicated student groups and individuals with exceptional needs. PowerSchool supports our management of school and master schedules, grade books, and the generation of progress reports and report cards. Our coursework includes core subjects—Math, ELA, Science, Social Studies—and P.E., all tailored to meet the diverse needs of our student body, ensuring equitable access and necessary supports for participation. Our analysis using PowerSchool shows equitable access to and enrollment in a broad course of study across all student demographics and school sites. This includes effective inclusion of unduplicated student groups and individuals with exceptional needs. We monitor and address any participation barriers proactively through individualized education plans (IEPs), 504 plans, and our Multi-Tiered Systems of Support (MTSS). Over time, we have seen progress in increasing access and enrollment, ensuring that necessary adaptations and supports are provided to maintain our commitment to educational equity. Our continuous monitoring and proactive strategies have effectively minimized barriers, ensuring all students have access to a broad course of study. Currently, there are no significant barriers preventing any student group from accessing our full curriculum. This success stems from our responsive educational policies and the flexibility of our instructional models, which are designed to adapt to the needs of our diverse student body. Our LEA is successfully meeting the requirement to provide all students with access to a broad course of study. While we currently fulfill this mandate, we remain vigilant and prepared to make necessary adjustments based on evolving educational best practices and the changing needs of our students. This approach ensures that our educational offerings remain relevant and accessible to every student, reinforcing our commitment to delivering a comprehensive and inclusive educational experience Met 2024-06-20 2024 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 2024-06-19 2024 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 2024-06-19 2024 50712170000000 Patterson Joint 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 music instruction every week. Students in the middle grade setting are enrolled in the core classes of English, math, science, and social studies. Students have daily physical education and the option of a foreign language or visual and performing arts elective. Career Technical Education (CTE) courses are not currently offered at the middle school. 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 both high schools offer a broad course of study that includes remediation 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 or access to courses aligned to A-G requirements. English learners also tend to have less opportunity to participate in elective classes or courses aligned to A-G requirements because of the requirement to receive designated ELD instruction. The current barriers to accessing a broad course of study include a high school master schedule that has English learner students taking a double block of designated ELD with an English class that allows them to graduate. However, the students do not currently have access to an A-G aligned English class. Furthermore, students with disabilities are placed into classrooms that are not A-G aligned yet also allow them to graduate. Finally, there is currently a high percentage of students failing a math or an English class. The students, now credit deficient, have less options to catch up and continue enrollment in an A-G aligned course. The development of the 2024/25 LCAP aims to expand students' access to a broad course of study at the high school level. A comprehensive analysis of the master schedule will occur during the 2024/25 school year. Furthermore, designated ELD classrooms are being evaluated and curriculum explored to support English learner students' acquisition of English. This, coupled with ensuring all English learner students are placed in an appropriate grade level, A-G aligned English class, will occur as part of the comprehensive evaluation of the master schedule and will expand access to a broad course of study. For students with disabilities, plans are underway to have students participate in core content classes with their general education peers and delivery options are being explored (i.e., co-teach model, push in, etc.). Extensive professional development and coaching, equitable grading practices, and expansion of CTE programs for all students are additional areas that are contained within the 2024/25 LCAP to expand students' access to a broad course of study. Met 2024-06-10 2024 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 2024-06-11 2024 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 2024-06-11 2024 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, 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 2024-06-18 2024 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 2024-06-24 2024 50712740000000 Shiloh Elementary 7 Shiloh School collects data from staff to verify that students are enrolled in appropriate courses of study. Students are enrolled in courses which provide comprehensive educational opportunities in Math, ELA, Science, Social Studies, Physical Education, Art and Technology. While Shiloh School's population and size pose limitations in funding and facilities, the district has looked for creative methods to acquire funding to improve facilities, add buildings, and enable the addition of new educational opportunities. The district has added classroom spaces and teachers to improve educational opportunities and academic instruction in all grades, adding 5 teachers over the last several years. New buildings such as the multi-purpose room and soon-to-be-completed STEAM Center will support new opportunities in the future in physical education, Art, Science, and other subject areas. Met 2024-06-11 2024 50712740121558 Shiloh Charter 7 Shiloh School collects data from staff to verify that students are enrolled in appropriate courses of study. Students are enrolled in courses which provide comprehensive educational opportunities in Math, ELA, Science, Social Studies, Physical Education, Art and Technology. While Shiloh School's population and size pose limitations in funding and facilities, the district has looked for creative methods to acquire funding to improve facilities, add buildings, and enable the addition of new educational opportunities. The district has added classroom spaces and teachers to improve educational opportunities and academic instruction in all grades, adding 5 teachers over the last several years. New buildings such as the multi-purpose room and soon-to-be-completed STEAM Center will support new opportunities in the future in physical education, Art, Science, and other subject areas. Met 2024-06-11 2024 50712820000000 Stanislaus Union Elementary 7 In reviewing master schedules, all students in grades 1-6 have access to and are enrolled in, the course of study as prescribed in California Ed Code 51210 – 51212. All students in grades 7-8 have access to and are enrolled in, the course of study prescribed in California Ed Code 51220 – 51229. At all grade levels, the LEA uses student enrollment, demographics, and achievement data, coupled with stakeholder input to guide the development of additional course offerings. Specifically, within the 7-8 level, the LEA also includes student balloting to identify the needs and interests of students to design the master schedule and to offer electives that are in alignment with their interests. SUSD annually reviews master schedules, adjusts staffing, and makes facility changes to ensure that all students have access to a broad course of study, in compliance with California Ed Code 51210 – 51212 and 51220 – 51229. Band and Orchestra in grades 5-6 pull-out instruction was offered during the 2023-2024 school year. Weekly Classroom music was also provided to all students during 2023-2024 school year. When reviewing the master schedule for grades 7-8, students may not be provided with their first elective selection for coursework outside of California Ed Code 51220 – 51229. Factors that impact their access include staffing constraints and scheduling of those classes which may be in conflict with other required coursework. SUSD has made adjustments to the 2024-2025 elective selections based on student balloting in the Spring of 2024. 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. In addition, consideration is given to creating opportunities for additional time and support for students that need it in order to succeed at the grade level. Met 2024-06-13 2024 50712900000000 Sylvan Union Elementary 7 At the elementary school level, students are enrolled in grade-level courses including English Language Arts, Mathematics, Social Studies, Science, and Physical Education, taught by grade-level teachers with multiple subject teaching credentials. Additionally, all students participate in classroom music and art lessons, and fifth graders have the option to join band or orchestra. Those scoring as level 1’s or 2’s on the ELPAC receive English Language Development instruction, while students identified through intervention or assessment receive specialized support, including special education and gifted education services. In middle school, students follow a similar structure with core courses in English Language Arts, Mathematics, Social Studies, Science, and Physical Education. Elective courses are available, chosen based on individual needs. Similar support services are provided for English Language Development, intervention, and specialized education based on student needs. All students in Sylvan Union School District have access to and are enrolled in a comprehensive course of study. While most elementary schools offer a standard curriculum, Sylvan STEAM Academy and Standiford Elementary School have specialized programs. Sylvan STEAM uses a lottery system for enrollment, while Standiford's GATE program admits students based on cognitive assessments. District-wide teacher training supports students in gifted and talented education, focusing on STEAM strategies. Professional Learning opportunities enable teachers to implement these strategies effectively. Students in self-contained special education classrooms also receive a broad curriculum, both within their 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 2024-06-18 2024 50713240000000 Valley Home Joint Elementary 7 Not Met For Two or More Years 2024 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 2023-24 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. Met 2024-06-24 2024 50755490000000 Hughson Unified 7 Master Schedules AERIES DataQuest California Dashboard -K-5: ELA, ELD, Math, Science, History, PE, Art (visual), intervention, 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/Designated 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 minimum was implemented at RMS & HHS to support students' academic needs during the school day. Met 2024-06-11 2024 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 Educational Partner 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 1-5 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. Middle and high school students can choose electives that interest them, designed to enhance student engagement. The middle school offers a zero period for additional electives, and Spanish and Mandarin are available as world language options for grades 6-8 in the district's multilingual education program. The high school provides Advanced Placement courses, Career Technical Education pathways, UC/CSU A-G courses, and dual enrollment opportunities for college credit. At the K-6 level, master schedules are developed to ensure all students have access to academic interventions, while at the 6-12 level, intervention courses are included during the school day. Riverbank High School has implemented ""Bruin Time,"" a targeted intervention period held four days per week. Schools use diagnostic and formative assessment data to guide intervention time. With one comprehensive high school, one continuation high school, and one middle school, course offerings are consistent across these schools. The district has two elementary schools; however, only one offers the Riverbank Academy of Multilingual Education, providing 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 2024-06-25 2024 50755560113852 Riverbank Language Academy 7 RLA uses different measures to evaluate student progress through state and local data like CAASPP, ELPAC data and English Learner progress and uses other local data to monitor student progress. The school has a laser-like focus on biliteracy (English and Spanish) and the school has seen significant gains in CAASPP scores across all grades in English Language Arts. Additional academic support is offered to students not meeting ELD standards. The school has established literacy intervention supports to ensure students making progress toward English proficiency. Additionally, RLA teachers participate in professional learning communities that are centered on student learning. There are notable differences in academic performance between ELA and mathematics. There is also an identified academic achievement gap for special education students. The school will focus on integrated supports through inclusion to support the learning of all students. RLA has over 52% of students meeting or exceeding state standards in ELA. The school's focus on literacy instruction is supporting student learning and there is evidence of this in the state assessments. RLA is preparing students for biliteracy in English and Spanish. The school's focus for mathematics is student centered instruction through CGI (Cognitive Guided Instruction) for mathematics, number talks, and BTC (Building Thinking Classrooms). RLA offers access to a dual-immersion Spanish and English immersion model for all students. RLA students graduate from 8th grade as bilingual and biliterate students. RLA's three-year average indicates that students are achieving proficiency at a higher rate than the state average. There has been notable growth in the CAASPP English Language Arts and Mathematics scores across all grades. Additional academic support is offered to students not meeting standards. We also have a full-time English Language Development Teacher that works with students on making progress towards English proficiency. Met 2024-06-12 2024 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 2024-06-10 2024 50755645030176 Oakdale Charter 7 Oakdale Charter uses a system to make sure all students have access to and enrolled in a broad course of study. This includes all grade spans, unduplicated student groups, and individuals with exceptional needs. The system includes a monthly audit checking student course offerings and individual student schedules. All students have access to and are enrolled in a broad course of study. There are currently no barriers preventing the LEA from providing access to a broad course of study for all students. Oakdale Charter will continue its current policies and procedures as all students currently have access to a broad course of study. Met 2024-06-10 2024 50755720000000 Waterford Unified 7 Locally selected measures: Master schedules, instructional time schedules, course catalogs, sophomore counseling, WASC self-study, CA Dashboard College and Career Indicators (graduation, UC/CSU a-g, CTE completers), credit acquisition, “D” and “F” rates, and student enrollment in courses, as well as countywide averages for UC/CSU a-g completion and California Dashboard CCI rates. Analysis of the locally selected measures indicate opportunity exists for a comprehensive educational experience for all students. However, the data show an underperformance in UC/CSU a-g completion and CCI when compared to the county average. Moreover, placement practices for Long Term English Learners (L-TEL) limits access to electives in grades 7-8, and access to college-preparatory electives in grades 7-12. Though CTE opportunities exist they are limited to a few pathways. Data reveal that UC/CSU a-g completion is hindered by students receiving “D’s” in their ELA coursework and not re-taking for a higher grade, and that students do not complete a second year of Spanish. Barriers to access to a broad course of study include: • Forced elective choices for L-TEL students • Lack of CTE facilities; availability of appropriately credential CTE teachers • Missed opportunities to optimize a 6-period schedule • Loose course articulation grades 7-12 (math readiness and Spanish) • Limited early monitoring of freshmen progress. "Revisions, decisions, or new actions: The district engaged in processes related to LCAP development to inform our actions in increasing access and success in completion of a UC/CSU a-g course of study. This work along with investigation into practices of other LEAs with high UC/CSU a-g completion rates resulted in strategizing actions to: • Improve the monitoring and counseling of freshmen students • Implementation of an embedded intervention / enrichment period within the school day at Waterford High School allowing students or teachers to request ""just in time"" intervention from day to day • 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 2024-06-17 2024 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. Dual enrollment is also available for students to complete college coursework. 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 2024-06-11 2024 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: Adopted Course of Study Grades TK-6: English Language Arts, mathematics, history/social science, science/NGSS, Visual and Performing Arts, health, physical education, and English Language Development (ELD). 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: Adopted Course of Study Grades 7-12: English Language Arts, mathematics, social sciences, foreign language, physical education, science/NGSS, English Language Development, Visual and Performing Arts, and Career Technical Education. 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. Give the results, the District provided additional interventions and supports at the elementary and secondary levels - intervention teachers, Pride Time, Bulldog Boost, 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 2024-06-18 2024 50757390124669 eCademy Charter at Crane 7 eCademy conducts annual and ongoing reviews of master schedule, enrollment, course completion data, course pass rate, 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 such as WASC Self-Study 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 access, math placement criteria/math placement, enrollment numbers, AERIES/student information system, various online and digital platforms such as Edgenuity, usage reports from online and digital platforms, content committees i.e. math and science, course offerings, TUS District Task Forces - English Learners, Math, and Special Education, Western Association of Schools and Colleges (WASC), Career Technical Education, Concurrent Enrollment, AP courses, collaboration with continuation site, Roselawn, student demographic data, access to Tier II academic support via EL Para, and on-going data analysis. "All eCademy students, K - 12, have access to a broad course of study. Our K - 6 Home School Program is equitable to course offerings across TUSD comprehensive sites. Our 7 - 12 Independent Study Program is also equivalent to a broad course of study as TUSD comprehensive sites via the online Edgenuity Platform and concurrent enrollment opportunities for TUSD students. Access to broad course of study for elementary and secondary students is as follows: English Language Arts, mathematics, history/social science, science/NGSS, Visual and Performing Arts, health, physical education, and World Languages. In addition high school students may choose to complete an ""a-g"" college prep pathway and/or a CTE pathway. In addition students may access to elective courses such as Digital Citizenship. Study Trips at the local TUSD farm and local venues are offered as well as college workshops and study trips. Broad course of study is measured by all measures and tools stated in question #1." Given the results, eCademy and TUSD provided additional interventions and supports at the elementary and secondary levels. Home School elementary teacher has been provided extensive trainings for the curriculum taught in addition to the secondary teachers receiving training in Edgenuity. eCademy has Tier II support via our EL Site paraprofessional. In addition, a CARE counselor is on site twice per week for social-emotional supports and we have one part-time Special Education teacher for Resource students. eCademy and TUSD 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, eCademy will continue to provide EL Para support, focus on increasing students prepared for college and seek further CTE pathway options. eCademy and 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 2024-06-18 2024 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. 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. 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 purchase and provide more wi-fi enabled chromebooks to students without internet access at home and non-connected chromebooks to students with home internet access but without a device to access their coursework. 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 continues to be free with a student ID. Fusion provides free student ID’s and student ID replacements. Fusion increased its shuttle service to provide transportation for more students who were unable to access the city bus because of distance from a bus stop or safety concerns. Met 2024-06-28 2024 51105120000000 Sutter County Office of Education 7 The locally selected measures or tools are used to track the extent to which all students have access to and are enrolled in a broad course of study based on grade spans and unduplicated student groups. Upon enrollment and at the end of the quarter, students are asked to meet with their counselor to review their individualized learning plan (ILP) to ensure 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 tracks data for course enrollment, grades earned, and credits. Edgenuity is also a tool to track course access and enrollment in a broad course of study. Data is gathered from multiple resources to provide feedback on how students access a broad course of study at FRA. Using Edgenuity course data and reports, Aeries course enrollments, CTE, and PE participation, data is gathered to identify the number of students who are sufficiently accessing a broad course of study. This will be based on grade spans, unduplicated groups, and individuals with exceptional needs. All students have access to on-campus CTE and PE courses. Students also have access to all Edgenuity courses at Feather River Academy. Teachers and support staff proactively ensure students can access and know course options and requirements. The school Counselor makes every attempt to enroll students in courses required to meet the criteria for graduation and possible readmittance to their district of residence. Foreign language is available but not typically accessed by students at FRA. Additionally, visual and performing art is available via Edgenuity. Physical education is available on campus, but students may also 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 on campus. Foreign language requirements and health can be accessed via Edgenuity. Student access and course enrollment in these courses will increase student participation. Each student, upon enrollment, meets with the Most 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. Most 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 foreign languages and VAPA courses. High student transiency rates, low attendance as well and 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 allowing students flexibility in course options via Edgenuity. Classroom teachers have been trained to implement standards-based instruction in health courses. 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. Students can receive PE credits via on-site classes or activity logs approved by the school counselor and administration. The goal is to allow students to engage in physical education classes via on-site instruction or on their own via the activity logs. Professional development will continue in Edgenuity and Student-Centered Days to improve the fidelity and implementation of the curricular program. Support for instructional delivery will ensure that school staff will support students in accessing and enrolling in a broad course of study leading to graduation and/or return to the home district. Met 2024-06-20 2024 51105120138040 AeroSTEM Academy 7 AeroSTEM analyzes courses offered utilizing the Student Information System to ensure all students have access to approved courses, A-G Courses (when appropriate) and CTE Pathways (when appropriate). AeroSTEM also implemented a new learning management and data warehouse system that allows staff to look at student grades (including standards breakdown), 3rd party local data and State data while disaggregating student subgroups. AeroSTEM also utilizes a 3rd party provided for high school content, which allows all students access to an accredited, A-G compliant high school program. AeroSTEM Academy believes in a full inclusion school environment in which all students are enrolled in a course of study outlined by the charter petition to the greatest extent appropriate. All middle school students are in grade level appropriate courses taught by properly credentialed staff. All high school students are in a high school program taught by fully credentialed teachers and can graduate a-g ready There are no barriers preventing access to a broad course of study for all students as all students have access to all courses. AeroSTEM is in year one of a new learning management and data warehouse system and year two of a 3rd party provider for the high school program. At this point, there are no revisions or new actions in order to grow the program. Staff will continue to develop with the new systems through professional development. Met 2024-06-24 2024 51105120140152 Pathways Charter Academy 7 The locally selected measures or tools are used to track the extent to which all students have access to and are enrolled in a broad course of study based on grade spans and unduplicated student groups. Upon enrollment and at the end of the quarter, students are asked to meet with their counselor to review their individualized learning plan (ILP) to ensure 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 tracks data for course enrollment, grades earned, and credits. Edgenuity is also a tool to track course access and enrollment in a broad course of study. Data is gathered from multiple resources to provide feedback on how students access a broad course of study at PCA. Using Edgenuity course data and reports, Aeries course enrollments, CTE, and PE participation, data is gathered to identify the number of students who are sufficiently accessing a broad course of study. This will be based on grade spans, unduplicated groups, and individuals with exceptional needs. All students have access to on-campus CTE and PE courses. Students also have access to all Edgenuity courses. Teachers and support staff proactively ensure students can access and know course options and requirements. The school Counselor makes every attempt to enroll students in courses required to meet the criteria for graduation and possible readmittance to their district of residence. Foreign language is available but not typically accessed by students at PCA. Additionally, visual and performing art is available via Edgenuity. Physical education is available on campus, but students may also 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 on campus. Foreign language requirements and health can be accessed via Edgenuity. Student access and course enrollment in these courses will increase student participation. Each student, upon enrollment, meets with the counselor to develop an Most students enrolled in PCA 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. Most 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 foreign languages and VAPA courses. High student transiency rates, low attendance as well and 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. PCA is working on allowing students flexibility in course options via Edgenuity. Teachers are also implementing additional supplements to support the Edgenuity curriculum via required in-person days, where Edgenuity instruction is enhanced through the use of hands-on activities. Students can receive PE credits via on-site classes or activity logs approved by the school counselor and administration. The goal is to allow students to engage in physical education classes via on-site instruction or on their own via the activity logs. Professional development will continue in Edgenuity and Student-Centered Days to improve the fidelity and implementation of the curricular program. Support for instructional delivery will ensure that school staff will support students in accessing and enrolling in a broad course of study leading to graduation and/or return to the home district. Met 2024-06-20 2024 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 2023-2024 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 2024-06-25 2024 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 2024-06-13 2024 51713730000000 East Nicolaus Joint Union High 7 ENHS uses multiple measures to track our students in these areas: Aeries educational and information system, CALPADS, and 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 invested in ELD training for our teachers 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 main challenge is growing our ever increasing and popular CTE programs alongside the core content classes. Enrollment, appropriate CTE personnel and master scheduling will have an impact on this challenge and potential barrier. 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 School’s culture and encourages students to select and opt into a course of study that generates interest for A-G. Met 2024-06-13 2024 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 2024-06-20 2024 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 2023-24 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 2023-24 to 7th and 8th grade students and will continue going forward. Met 2024-06-12 2024 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 2024-06-17 2024 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, two to 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. he 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. Students who choose may participate in a cohorted academy of students who all take online courses together as well as participate in local events. 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. As a result of this evaluation, the school will continue to ensure all students have access to a multitude of courses and materials to address core, enrichment, and intervention areas. The school is continually connecting with vendors throughout the service area to increase the availability of providers in a wide range of academic areas to all students. Equitable access to high quality research-based interventions for Tier 2 and 3 students continues to be a priority. After reviewing internal data, it was determined that a revision of the current tutoring program was necessary, and a high-dosage learning acceleration program was implemented in 23-24. Both research and internal data indicate that this strategy has been successful and will continue into the next academic year. In the 22-23 academic year, the school began a 3 year implementation plan to reduce barriers to students graduating a-g completers. Through the a-g Access Grant, our College Success Counselor has been able to offer weekly classes in college preparation, college application workshops, review our supports for students pursuing an a-g pathway, work monthly with our High School Academy students and support our students applying for FAFSA by doing many hands-on webinars on FAFSA. Met 2024-06-04 2024 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. Students are provided with a broad course of study that includes required courses of study. Students requiring special education services are provided either pull out or push in services as specified in their IEP. Students are assigned their pull-out services at a time in the schedule that does not take them from their core classes nor does it take them from physical education classes. English learners participate in our full regular program unless they are on an IEP that states otherwise. 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 with 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 aide 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 2024-06-20 2024 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, 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 participate in courses that offer remediation and extensions of learning, as well as provide 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. Barriers include access to Wi-Fi and school materials, especially for 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 7th and 8th graders (those who completed the 6th or 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. Math Lab 2 course was added for struggling 10th graders to support their grade-level math course. This is in addition to the already running 9th grade ELA and Math Labs. After-hours support was also provided at the high school to our MVK students and students with IEPs to support their work in A-G courses. Met 2024-06-12 2024 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 2024-06-13 2024 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. Met 2024-06-13 2024 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 are 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 2024-06-13 2024 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 goal is a 100% graduation rate and for all graduates to be 100% college and/or career-ready upon graduation. Each school year, the course schedule is developed based on student needs. Aeries, our Student Information System (SIS) is used to track the extent to which all students have access to and are enrolled in, a broad course of study. LCAP metrics for Priority 4; Priority 5 including graduation rate; Priority 7; and the Dashboard College and Career Indicator are used to measure our success. One hundred percent of SUHSD students, whether they attend Sutter Union High School or Butte View, are enrolled in a pathway towards graduation, with access to graduation requirements unless their IEP specifies otherwise. Although 100% of students have access and are enrolled in a pathway toward scoring “prepared” on the College/Career Indicator, barriers include student transfers late in their high school career and credit deficient students who need to take credit recovery classes in order to meet graduation requirements which has to take priority over CTE pathway completion and A-G completion. As a result of our review of the data, including the goal of expanding access to pathway to score “prepared” on the College/Career Indicator, we are adding 2024/25 LCAP Goal 1 SUHSD will provide a rigorous academic program and Career Technical Education (CTE) opportunities for all students and increase the number of students who are A-G and/or CTE Pathway completers. This goal includes Action 1.1 Academic Support to support improvement in academic achievement and support continued progress in College/Career Indicators, A-G completion, and Dual Enrollment and Action 1.2 CTE Advisor for continued CTE Pathway development and increase percentage of students who are College and Career-Ready. Met 2024-06-18 2024 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 2024-06-18 2024 51714560133934 Feather River Charter 7 Our school offers a variety of locally selected measures and tools to ensure that all students, including those with exceptional needs, have access to and are enrolled in a broad course of study. For students with disabilities (SWDs), the school provides professional development opportunities tailored to instructional strategies aimed at maximizing their academic potential. This includes support from special education coaches and specialized training sessions. Additionally, the school offers a comprehensive assessment program, including various types of assessments and structured testing support, to track student progress effectively. In terms of curriculum development, the school has established TK-8 standards-based grade-level courses, supported by additional staffing and resources. This includes the provision of stipends to recognize staff efforts and the implementation of a Junior High Virtual Academy for online learning opportunities. Furthermore, the school ensures equitable access to essential technology resources, such as WiFi hotspots and 1:1 Chromebooks, to facilitate modern educational methods and technologies for all students. The curriculum is standardized and aligned across all grade levels and subjects, overseen by dedicated Curriculum Coordinators to meet established standards seamlessly. The school also provides targeted support for unduplicated students, such as a Foster/Homeless Liaison and programs like the Lexia program, fostering academic success. We have observed that all students in our school have equal access to and are enrolled in a wide range of courses. We ensure that the curriculum aligns with educational standards across all grade levels and subjects through continuous assessments and monitoring. Our staff undergoes professional development to tailor instructional strategies to meet the diverse needs of our student population, including Students with Disabilities (SWDs), English Learners (ELs), and unduplicated students. We have made significant progress in providing essential technology resources, such as WiFi hotspots and Chromebooks, to enhance student engagement and learning opportunities. Over time, we have seen improvements in the extent to which all students have access to and are enrolled in a wide range of courses. This progress is reflected in the expansion of support services, enrichment programs, and targeted interventions to address any differences across student groups and school sites. By continually refining our practices and ensuring that every student receives the support they need to succeed, we are committed to fostering academic excellence and personal growth for all learners. While our school aims to offer a wide range of courses for all students, we acknowledge that there is always room for improvement. At present, we do not pinpoint specific barriers, but we recognize the importance of continuously evaluating and refining our practices to ensure that all learners have equal access and opportunities. We are dedicated to addressing any potential barriers and continuously improving our efforts to meet the diverse needs of our student population. In response to the results of our locally selected measures, our LEA has taken proactive steps to ensure access to a broad course of study for all students. Building on our existing initiatives, we have decided to implement several revisions and new actions to further enhance the educational experience: Professional Development Enhancement: We will strengthen our professional development programs for staff, particularly focusing on instructional strategies tailored for Students with Disabilities (SWDs). This will include additional specialized training sessions and conferences aimed at enhancing support services and maximizing the academic potential of SWDs. Curriculum Alignment and Development: We are committed to further aligning our curriculum with established educational standards, ensuring that it meets the diverse needs of our student body. This will involve ongoing efforts to standardize and align curriculum, resources, and supports across all grade levels and subjects. Technology Integration: Recognizing the importance of technology in modern education, we will continue to ensure equitable access to essential technology resources for all students. This includes providing WFi hotspots and 1:1 Chromebooks, as well as encouraging students to utilize instructional funds to access additional devices. Expansion of Support Services: Our LEA will expand targeted support services for unduplicated students and those with exceptional needs. Met 2024-06-14 2024 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. Each school site, in addition to working with their local leadership team on schedule development for students, works closely with the district on accessing the access to, inclusion and scheduling of all student groups, to include unduplicated and students with exceptional need. All YCUSD 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 up to including intervention courses, AP and Dual Enrollment courses. 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. For our SWD students, we have added a goal of enhancing our co-teaching to help student gains in ELA and Math. 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. YCUSD 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. We added one new English 1A class this past year and we expanded our early college program to more students this past year. We are looking to add additional content area dual enrollment and AP courses to our high schools to provide more access to all students. Our AVID program districtwide, in addition, needs to continue to increase recruiting and enrollment for students, especially those students who meet the demographic for AVID. We continue to send teacher cohorts from school sites to the annual AVID summer institute to be trained on instructional practices. Met 2024-06-25 2024 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. Unduplicated students and individuals with exceptional needs are served primarily with push-in support, and intervention is systematically scheduled to provide all students with access to Tier-1, Tier-2, and Tier-3 support as needed. All students, including unduplicated students and students with disabilities, are enrolled in English Language Arts, Math, History-Social Science, Science, and receive at least 200 minutes of Physical Education every ten days. Additionally, 100% of students enrolled in TK-6th grade have access to weekly Visual and Performing Arts (VAPA) lessons. All students participate in Social Emotional Learning (SEL) lessons overseen by teachers and school counselors. Students in grades 6-8 participate in enrichment activities and elective courses that provide a broad course of study and develop college and career readiness. Providing a broad course of study is a strength of TRCS, with 94.20% of parents and families responding that their child has well-trained teachers with knowledge in their subject area/grade level. Also, 94.20% feel that TRCS is preparing their child to be future college and career ready. 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 trimester-long Math Support electives by teacher invitation with parent consent to provide flexibility for students to schedule additional electives during the school year. Met 2024-06-12 2024 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 plans 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 tacked to determine the number of students completing a career pathway. Students that are enrolled with YCCS the last three years of their high school career are likely to 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 students also have access to A-G courses to meet the CSU and UC requirements entrance requirements. CTE career pathways are offered in Agricultural and Natural Resources, Arts, Media and Entertainment as well as 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 admission. 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 apply to continue their education at a university. Met 2024-06-05 2024 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 2024-06-26 2024 52105206119606 Lincoln Street 7 Lincoln Street staff complete student record reviews to 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 curriculum areas (ELA, Math, Science, History-Social Science). Age-appropriate enrichment opportunities are available for all students which include visual art instruction, STEM, and social-emotional development. Lincoln Street has started CTE exploration with students. A barrier that Lincoln Street continues to improve upon is ensuring accessibility for students who 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 continued to evolve 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 2024-06-13 2024 52105206119671 Tehama eLearning Academy 7 All students have access to core courses online including Language Arts, Math, Algebra, Science, Social Science, and Physical Education. Additionally students have choices of Visual and Performing Arts courses such as Art, Music, and Theater courses. We offer a wide selection of engaging general electives such as Ethnic Studies, Navigating Adulthood, Nutrition and Wellness, World Religions, Psychology, and Sociology. We also have a wide variety of vocational exploration electives such as Archaeology, Astronomy, Career Preparation, Coding, Computer skills, Cosmetology, Criminal Justice, Cybersecurity, Fashion Design, Forestry and Natural Resources, Game Design, Interior Design. We have several language courses available including Sign Language and Spanish. We offer many engaging onsite, in person elective classes such as Gym, Board Game Design, Culinary Arts, College Skills, Yearbook, Photography, Piano, Guitar, Science Lab, Medical Lab, Career Choice, Art Design, Leadership, Drivers Education, and Work Experience. Participation in these courses are tracked and reported in Cal Pads. Additionally, we offer many enriching and educational field trips and participation opportunities in events including Volcano Adventure Camp (2 nights), Leadership Conference (overnight), Movie Theater, Shasta Caverns, Oroville Forebay Aquatic Center, Health Center, Ninja Gym, Shasta College, Job Training Center, Tehama County Youth Summit, Turtle Bay Exploration Park, Lacy Wilson Art Studio, Ball We have been working to increase participation of all students in a-g courses. Lower numbers of Students with disabilities completed an a-g course or CTE course. An area of focus is to increase access to students with disabilities to complete these courses. 19% of students completed an a-g course, down from 21% in 2020/2021. With the addition of on-campus dual enrolled college courses, more students have been completing college courses during high school. 39 students completed a dual/concurrent college course in SY 22/23, up from 25 in SY 21/22 and 9 in SY 20/21. We have added Supported Work Experience to provide special support for students with barriers to employment. These students participate in various volunteer and community based opportunities while supported by a school paraeducator to help them have exposure and build employability skills. Challenging curriculum requirements for a-g and CTE courses make it difficult for many students, including those with low reading levels, and those students with disabilities to complete these courses. School staff are seeking alternative ways for all students to have increased access to these courses. Additional courses have been purchased from multiple curriculum providers to provide features such as text readers, accessible content, and modalities that appeal to various learning styles. Met 2024-06-13 2024 52714720000000 Antelope Elementary 7 Course offerings, enrollment data, School Accountability Report Cards, volume of Williams Complaints (0), and student information system reports are used by AESD to track the extent to which all students have access to and are enrolled in a broad course of study. All students have a broad course of study in the AESD. All students have standards based instruction and materials in core subject areas. Given the results of the tool or locally selected measures, the only general barrier preventing the AESD from providing access to broad course of study is the uncertainty of state funding. The AESD otherwise is able to provide all students access. In response to the results of the tool or locally selected measures, continued monitoring and evaluation of instructional materials and staff development are the consistent actions implemented to ensure access to all students. Met 2024-06-27 2024 52714720134403 Lassen-Antelope Volcanic Academy (LAVA) 7 Enrollment data, course list, and teacher assignments along with end of term reports and report cards are used to track and verify that all students have access to and are enrolled in a broad course of study. All students have access to a broad course of study. There are none at this time. No revisions at this time. All student have access to a broad course of study. Met 2024-06-27 2024 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. 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. 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 2024-06-25 2024 52715060000000 Corning Union High 7 The primary tool used to determine the extent to which all students have access to and are enrolled in a broad course of study is our master schedule and the enrollment data that accompanies it. Additionally, we work with partners in higher education and local industry to assure that our coursework is in line with college career opportunities. On the comprehensive campus, students have a much broader choice of coursework and programs in which to enroll. The two alternative programs in the District, continuation and independent study, offer fewer options. The District is taking steps to resolve this through investment in the District Ranch for continuation CTE students to access and the addition of a CTE teacher at the continuation school. The barriers to broadening the course of study for students, especially those in alternative programs, remains that with small Districts and/or sites, resources must be stretched each time a new program is offered. The District continues to believe that students in an alternative setting need continued access to quality programs. This is reflected in the District investment into staff, materials, and facilities that are specifically intendent to help our most at risk students. Met 2024-06-20 2024 52715220000000 Evergreen Union 7 EUSD uses the Quantity, Currency, and Availability of Textbooks and Instructional Materials to report the extent to which all students have access to a broad course of study based on grade spans. Because we are a small, rural school District, all sites, and subsequently student groups use the same instructional materials. In areas noted where the LEA is in need of adopting a more recent version of instructional material to attend to new standards or frameworks, such action is taken. Teachers work together in coordination with the administration to establish. 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 (ELA/ELD, Math, Science, Social Science, Health, Visual/Performing Arts and Physical Education). At our Bend Elementary School campus for TK through 8th grade students, we ensure that the TK through 4th grade students have access to all content areas of instruction (ELA/ELD, Math, Science, Social Science, Health, Visual/Performing Arts and Physical Education). Students in 5th through 8th grade receive ELA/ELD, 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 we are beginning to explore language options. 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. As noted on Priority #2, EUSD plans to delve into ensuring students have opportunities for exploring Foreign Language Instruction and Applied Arts. Met 2024-06-25 2024 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 2024-25 Local Performance Indicator Self-Reflection for Evergreen Institute of Excellence Page 14 of 17 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 2023/2024 school year 75% 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 2023/2024 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 with an increase in an additional EIE vehicle. Due to COVID, it is now law that we 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. EIE continues to expand a-g offerings and online curriculum for more choice in courses. Met 2024-06-25 2024 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. The LEA is implementing more opportunities for parents to engage through community meetings. Options for expanding our course of student to include more opportunities for STEM and the integration of subjects is being considered and incorporated into the LCAP. Full implementation of an SEL Curriculum is also being implemented during the 24/25 school year with a curriculum being piloted during the current year. Met 2024-06-20 2024 52715480000000 Gerber Union Elementary 7 Tools utilized to track and extent a broad course of student include; teacher credentialing, monitoring standards , monitoring attendance and absenteeism, monitoring suspension and expulsion. All these are designed to insure we are extending the basic core curriculum to include meaningful opportunities for students to engage in activities that help them connect to the learning using personal interests. Our course offerings are monitored to ensure students have access to STEM, NGSS, DI, VAPA, and SEL/Behavior supports. In addition we focus on PBIS to support student positive engagement. As a single school district we focus on all students having access and these program offerings are equitable among all students. Using our work on MTSS, we continue to enhance our offerings and engage staff in conversations focused on the cycle of inquiry as we minimize and close identified equity gaps. Funding is a barrier that we continually address. We continue to focus on our our Dual Language Immersion program as well as VAPA and STEM. Met 2024-06-18 2024 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 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. For the 2024-2025 school year, the school will be exploring a CTE grant to bring more offerings to the Kirkwood 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 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 2024-06-11 2024 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 ensemble and band. Elective options were available for 7th-8th grade students two times per week. There are no barriers. 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 have adjusted our middle school schedule to balance the needs of core instruction and enrichment. Met 2024-06-18 2024 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 2024-06-20 2024 52716210000000 Red Bluff Union Elementary 7 Course enrollment and course performance data is tracked using the tools available in the District's student information system, master schedules, student schedules, and staffing. Master schedules are developed to assure equity in the amount of time dedicated to each course of study across grade levels, as well as equity in access for all students across all student groups and individuals with exceptional needs. As an elementary school district with one middle school, currently on an elementary schedule, district-wide students have access to all core courses and our English Learners to English Language Development (ELD) in addition to core course access. As a result, all students have access to and are enrolled in a broad course of study with no difference in access across sites or student groups. One of the barriers in offering a broad course of study inclusive of foreign languages, for example, at grades 7-12 is the current structure of the middle school. The schedule and offerings are dependent upon teacher credentialing in the study courses. As a result of the middle school adopting an elementary school schedule, the majority of teachers hold multiple subject credentials. However, the shift is being made to return to a traditional middle school model 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 at the middle school. Equitable access to content across core subjects needs for all students needs to be consistent across all elementary sites. Master schedules and district-wide standards for instructional minutes have assisted in equalizing 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 2024-06-20 2024 52716390000000 Red Bluff Joint Union High 7 The district uses a number of reports in its student information system to track students who have access and are enrolled in a broad course of study. This uploads into CALPADS. In addition, the district uses 6-week assessments to monitor the growth of all students. This is reported into the Illuminate system in which reports are generated to review the growth of all student groups. The district provides af full continuum of courses for all student groups. This includes College Prep classes, AP and Honor classes, CTE classes, and electives. The district still provides Standard classes which are not College Prep courses. It is phasing the Standard classes out as data shows a larger number of EL students. Providing on-going professional development to teachers to assist with differential instruction. The 2024 LCAP will provide support for up to 10 teachers to become teacher leaders in delivering professional development to staff focused on best instructional practices including inclusive classroooms. Met 2024-06-20 2024 52716470000000 Reeds Creek Elementary 7 Middle schoolers have an art elective. A teacher has been hired to teach middle school music (during an elective). CTE implementation is in it's second year offering a CTE elective with a middle school student engaging in a CAPSTONE project during the upcoming year. Grads TK-8 all engage in a gardening project. Fieldtrips are scheduled throughout the school year. All grade levels do art with a schoolwide art show. Living in a rural area creates challenges in accessing resources. 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 study for all students. 4. No revisions, decisions, or actions were necessary to ensure access to a broad course of study for all students. Met 2024-06-20 2024 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. Also included are report cards, lesson plans, budget reports, minutes of SSC/DELAC meetings, Tier II intervention class and SEL/school culture development activities. We also use Williams Act compliance reviews to 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. Our Williams Act compliance documents, parent surveys, community input meetings, site council and DELAC meetings and our master schedule indicate that we're offering a broad course of study that is acceptable to stakeholder groups. 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. One barrier that prevents an even broader course of study at RESD is the self-contained nature of our small school. A departmentalized setting would enable a more broad course of study (formalized electives etc) and allow for specialists to teacher areas such as career technical education, science/agriculture, home economics etc. RESD will continue discussions with stakeholder groups about the possibility of shifting to a departmentalized setting. RESD has significantly expanded our social and emotional learning (SEL) and support network for students and also overall school culture efforts. Met 2024-06-18 2024 53105380000000 Trinity County Office of Education 7 The tools listed below have been identified to track student access and enrollment in a broad course of study: 1) Transcripts and Individualized Learning Plans (ILPs) Upon enrollment, RISE staff request and evaluate student transcripts to determine and monitor the appropriate course of study for each student. Priority is given to courses needed for graduation. An Individualized Learning Plan (ILP) is created for every RISE 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. 2) SIS Course Report RISE provides a breadth of online coursework opportunities through the Edgenuity Learning System. Online course enrollment and completion are monitored through the SIS. We devote a great deal of energy to ensuring our students have access to and are enrolled in the courses needed for high school graduation. We are proud to say that 100% of our students have access to a breadth of courses through online coursework. All student mirror their district of origin coursework to be able to make a smooth transition back after completion of their learning plans. Ongoing and necessary triage is needed to accommodate the academic needs of our students and provide essential support. Since the majority 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 can offer a greater breadth of coursework to enrich their high school experience. Many RISE 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. To promote access to a broad course of study, we are focusing on continuing to provide students with access to Edgenuity Learning Systems, aligning courses 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 exiting RISE, and communicating between LEAs within across our county school system. Met 2024-06-19 2024 53105380125633 California Heritage Youthbuild Academy II 7 Key measures include: Course Enrollment Data: -Edgenuity Curriculum: Offers state-standard aligned courses from core subjects to electives, ensuring all students access grade-appropriate content. -Enrollment Records: Maintains detailed records to track comprehensive subject access. Individualized Education Programs (IEPs): -IEP Documentation: Details educational goals, accommodations, and services for students with exceptional needs, ensuring tailored educational opportunities. Student Course Progress Tracking: -Edgenuity Progress Monitoring: Tracks individual progress in Edgenuity curriculum, ensuring advancement through grade-level content. Regular Assessments: -Assessment Tools: Conducts regular assessments to evaluate learning and mastery, identifying gaps and informing instructional adjustments. Data Analysis and Monitoring: -Data Analysis: Analyzes data from enrollment, IEPs, progress tracking, and assessments to identify disparities in course access. -Targeted Interventions: Implements interventions based on analysis to ensure equitable educational opportunities. These measures allow CHYBA to track and ensure all students are enrolled in a state-standard aligned course of study, promoting equitable access and continuous improvement in meeting diverse student need CHYBA ensures equitable access to a broad course of study for all students through Edgenuity. Key points include: Equal Access through Edgenuity: -Universal Enrollment: All CHYBA students are enrolled in Edgenuity, providing state-standard aligned courses, including core subjects and electives like Visual Arts and Psychology. -No Site Differences: Access and enrollment are uniform across all school sites and student groups, ensuring a consistent educational experience. Support for Students with Exceptional Needs: -IEPs: Students with exceptional needs have full access to Edgenuity. IEPs document their educational goals, accommodations, and services, ensuring necessary support. Monitoring and Progress Tracking: -Student Progress: Regular monitoring within Edgenuity shows students advancing through grade-level content. Renaissance Learning STAR data assessments evaluate progress in Mathematics and Reading. -RTI Meetings: Weekly RTI meetings analyze data and implement targeted interventions to ensure all students meet their educational goals. Consistent Success and Improvement: -Assessment and Data Analysis: Regular assessments and data analysis quickly identify and address gaps or areas for improvement, maintaining equitable educational opportunities. -Continuous Improvement: Systematic use of these measures ensures success in broad course access and enrollment, with ongoing data analysis and targeted interventions improving outcomes. Despite CHYBA's efforts to ensure access to a broad course of study, several barriers persist: Equity and Access Disparities: -Transportation Issues: Some students, especially from disadvantaged backgrounds, face unreliable transportation, affecting attendance and participation despite CHYBA's robust services. -Limited Internet Access: Even with provided Chromebooks and WiFi, some students experience unreliable home internet, hindering engagement with online coursework. -Inadequate Support Systems: Students from disadvantaged backgrounds often lack adequate home support, impacting their ability to stay on track. Home visits and service connections by CHYBA are helpful but challenges remain. Mental Health and Motivation: -Mental Health Challenges: 23.3% of students report feeling depressed or unmotivated, affecting their participation. CHYBA offers onsite mental health counseling but needs to increase awareness and utilization of these services. -Motivation and Engagement: Some students struggle with staying motivated and engaged in coursework, impacting academic progress. More targeted motivation and engagement strategies are essential. Academic Support and Resources: Academic Challenges: 3.3% of students report that academic work is too hard and they don’t receive enough help. While CHYBA provides tutoring and additional resources, ensuring all students receive needed support is a priority. In response to identified barriers, CHYBA has implemented the following actions: Enhanced Transportation Services: -Expansion of Routes: Added bus routes and transportation assistance to ensure regular attendance. Improved Internet Access: Strengthened Mental Health Support: -Increased Counseling Services: Expanded onsite counseling with more counselors, workshops, and support groups to promote awareness and utilization. Targeted Academic Support: -Tutoring Programs: Expanded tutoring for additional academic support. -Academic Counselor: Guides students in coursework selection, monitors progress, and implements interventions. Parent and Community Engagement: -Workshops and Training: Organized workshops to help parents and community members support their children’s education, covering topics like navigating the education system and utilizing school resources. -Open Communication Channels: Strengthened communication with parents and the community through regular updates and engagement events via ParentSquare. Staff Professional Development: -Training for Teachers: Provided professional development focusing on effective communication with parents, culturally responsive teaching, and strategies for supporting diverse learners. These actions help CHYBA overcome barriers and ensure all students have equitable access. Met 2024-06-27 2024 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. During the 23-24 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, with a lack of music specialty teacher this year, our classroom teachers supported the performing arts 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 that included Spanish Language and a science specialist A barrier for the district has been its inability to hire a music 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 looking at options to collaborate with community entities or contracted services. 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 2024-06-11 2024 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 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 TK – 4th, ensures 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 3rd and 4th 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 2024-06-14 2024 53716960000000 Douglas City Elementary 7 As a small, single-school district, DCS uses course enrollment to track the extent to which all students have access to, and enrolled in, a broad course of study based upon grades, grade spans, unduplicated student groups, and students with exceptional needs. All DCS students in grades TK-8th are enrolled in a broad course of studies. These studies include math, language arts, social science, science, visual and performing arts, physical education and health. All 4th-8th grade students have the ability to participate in performing arts if they choose to do so. All 6th-8th grade students participated in Spanish on a weekly basis. A barrier that exists for our district is its inability to hire a foreign language instructor for all students. We are in a rural area and have not previously been able to retain a qualified instructor in this discipline that has had the time to teach all grades nor the time in the classrooms to implement a foreign language more than once a week. While this year we were able to hire a Spanish instructor, it's been difficult to find time in the weekly schedules to increase the amount of minutes Spanish is offered. 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. Met 2024-06-26 2024 53717380000000 Junction City Elementary 7 As a small, single-school district, we use our student information systems, SchoolWise and SEIS, 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 2024-06-26 2024 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, art, and PE. We struggle to retain qualified instructors due to our rural setting. The district will 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 which students can access. Teachers will create a schedule that serves the students best and allows students to explore their interests. Met 2024-06-18 2024 53717610000000 Trinity Center Elementary 7 Our staff meets regularly to get feedback regarding students’ needs. All students have access to all educational opportunities at our school. All TK-8 grade students participate in all programs due to our extremely small student population. There are no barriers due to our extremely small student population. All TK-8 grade students participate in all programs appropriate for their educational needs and abilities. Staff will continue to meet regularly in order to ensure students’ needs are met. Additional staff is needed in order to share the work load a broad course of study requires at an extremely small, underfunded, rural school. Met 2024-06-30 2024 53738330000000 Southern Trinity Joint Unified 7 The LEA is using teacher records, report cards, parent conferences, benchmark testing through IXL, Dibels, SIPPS, and Heggerty curriculum and reading assessments. STJUSD provides a broad course of study within student grade levels, and additionally provides additional opportunities to access a broad course of study. At the high school, students can take dual enrollment courses, AP, CTE, summer school, and participate in Cal Poly Humboldt's Upward Bound summer program and courses through Edgenuity. At Van Duzen and Hoaglin-Zenia Elementary School, students have the opportunity to join the After School Program, the ELOP program during the school year and also during the summer, and they have access to tutoring and after school enrichment in a variety of STEAM activities. These activities include the STEAM lab and music program. With a district enrollment of 74 students, the variety of classes is limited and the distance some students live from campus is also an obstacle. Online courses are used to provide some additional opportunities, however, they are not an adequate substitute for in-person learning. STJUSD is showing a pattern of declining enrollment. As this occurs, classes have been combined. For example, the high school has a combined freshman and sophomore English classes and the elementary classes contain more than one grade level. The district is seeking to develop project-based learning and cross-curricular learning to take advantage of the smaller class sizes. For example, the high school will be integrating the new Ethnic Studies requirement into the English III/IV class. Community partnerships will be further developed to expand learning opportunities outside the classroom and take advantage of the STJUSD's amazing rural by incorporating place-based learning. Met 2024-06-25 2024 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 2024-06-26 2024 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. 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. 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's degrees so they can teach dual enrollment courses, allowing our students to receive college credits. New teachers are provided mentors to address any problems or questions they may have. 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, enhances our current course offerings. The District has developed a music program that serves all students. Met 2024-06-19 2024 54105460000000 Tulare County Office of Education 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 7-12, as applicable, including the programs and services developed and provided to unduplicated students and individuals with exceptional needs; the LEA then reports the results to its local governing board at a regularly scheduled meeting and reports to educational partners and the public through the Dashboard. 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 2024-06-12 2024 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 their 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, and a 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 is eligible to enroll in a college course. Student eligibility is reviewed every nine weeks to determine if a student is eligible 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 the Friday lab classes, study hall, and/or the after-school tutoring program. UPHS does not offer Advanced Placement (AP) or International Baccalaureate (IB) courses because it is an early college high school. At this time, UPHS continues to work with students who struggle academically by offering teacher tutoring at lunch and after school. Students are also assigned a math or English lab on Fridays if they are struggling in these academic areas. Students have stated they want help from their classroom teacher who knows them and understands the type of help they need in a subject area. UPHS also employs two people to work with either EL students or students who struggle academically. The instructional aide pushed into some classes to help students who struggle with the curriculum in specific subject areas such as English, Social Science, and Biology/Earth Science. The EL TOSA also works one one-on-one with our EL students both in and out of the classroom to develop their academic language in content areas such as science and social science where the vocabulary knowledge needed presents a barrier to students' academic success. Met 2024-06-12 2024 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 implemented an honor roll system. It is also implementing a new ELA Curriculum. 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, MRA, and Fastbridge data to track the extent to which all students have access to and are enrolled in a broad course of study based on grade spans, unduplicated student groups, and individuals with exceptional needs served. Valley Life tracks the ELA, Math, and Social-Emotional Learning of students. 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 CAASPP also (VLCS Will discontinue the use of Fastbridge and will begin using NWEA Growth for assessments.) Benchmark Assessments – Teachers also give pre and post-assessments in reading, writing, and math. The achievement team's data is compiled with pre-assessments. Grade levels meet to discuss the data and create SMART goals. Students also look at the data and create their personal SMART goals. After the grade level teaches the standard, a post-test benchmark is given. Teachers meet again to analyze the results. Teachers use a fishbone diagram or other visual organizer to discuss what each did that may have impacted the scores, thereby learning from each other. Barriers to providing access to a broad course of student for all students include attendance. Met 2024-06-10 2024 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. 95% of students believe they have access to a broad course of study. 88% of parents agree the school has broad course offerings. Currently, all of our students have access to Spanish, Physical Education, 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 23-24 school year, Sycamore Valley Academy retained both a school psychologist and social worker to continue to provide social emotional supports for students. In addition, the LEA added a school psychologist intern based on the increasing needs of students enrolling in the LEA with social emotional and behavioral needs. Met 2024-06-18 2024 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. 91% of students believe they have access to a broad course of study. 92% 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 has now reached TK-8 capacity, we will continue to add electives 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 23-24 school year, Blue Oak Academy retained both a school psychologist and social worker to continue to provide social emotional supports for students. In addition, the LEA added a school psychologist intern based on the increasing needs of students enrolling in the LEA with social emotional and behavioral needs. Met 2024-06-18 2024 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. During the 2023-2024 school year, La Sierra expanded its A-G College and Career framework by adding an Honor's English Course for student capacity building efforts. During the upcoming 2024-2025 school year, La Sierra will also expand A-G courses for students by adding math classes in Trigonometry and Geometry. Removed from this, during the 2024-2025 school year, La Sierra will also be utilizing for the first time the CCGI documentation system for college and career planning for all students in grade levels 7-12. Analysis of current school data, revealed that less than 2% of graduating Seniors met the A-G requirements for UC/CSU admissions. La Sierra recognizes that ongoing school improvement is needed specifically in the area of College and Career standing towards raising student achievement in meeting A-G requirements for the upcoming 2024-2025 school year. Student capacity building will be addressed in this area through the continual refinement of the 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 88% of students who enroll at La Sierra enter in credit deficient standing towards meeting high school graduation requirements. To address this issue, La Sierra has implemented 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 2024-2025 school year, La Sierra will expand its math courses to include new courses in Trigonometry and Geometry for student learning and college/career expansion efforts. Removed from this, La Sierra also plans to provide all students with enrollment in the CCGI system that will provide all students 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 2024-06-12 2024 54105466119291 Eleanor Roosevelt Community Learning Center 7 As a homeschool program, ERCLC employs several locally selected measures and tools to ensure that all students have access to a broad course of study, tailored to their individual needs. These include: Individualized Learning Plans (ILPs): Each student has an ILP developed annually with the help of a dedicated educational coordinator. These plans outline personalized learning goals and are updated regularly to reflect each student's progress and changing needs. Monthly Learning Records: These records are maintained for every student to track their academic progress across all subjects. They serve as a tool for monitoring growth and ensuring that each student is meeting their educational milestones. i-Ready Diagnostic and Instruction: Used as a benchmark assessment tool, i-Ready tracks student progress in Reading and Mathematics. Pre- and post-assessments with i-Ready are integral in measuring growth and identifying areas where students may need additional support. Diverse Curriculum Options: In addition to a core curriculum, ERCLC offers a wide range of elective courses and enrichment activities. This variety ensures that students have a well-rounded education tailored to their interests and academic needs. Support for Unduplicated Students: Students who are socio-economically disadvantaged, English Learners, or have exceptional needs receive additional resources, tutoring, and specialized support. At ERCLC, 100% of students have access to a broad course of study through our homeschool resource center, educational coordinators, enrichment classes, and individualized learning plans. Here’s a summary of how this access is implemented across different grade levels and student groups: Elementary Curriculum Expansion: Eleanor Core: We have developed the second phase of the “Eleanor Core” curriculum for TK-2nd grade, incorporating Harbor and Sprout to provide a comprehensive ELA option. This initiative ensures a deep scope and sequence, enhancing the core foundation for our youngest learners. Recommended Learning Pace: The learning plan includes a suggested pace to increase rigor and align homeschool teaching with the broad course of study typical in traditional schools. Diverse Enrichment Opportunities: Elementary Enrichment: Students have access to enrichment classes in dance, music, theater, cooking, Spanish, physics, wood shop, and agriculture. These project-based learning opportunities complement the core curriculum, fostering a rich and varied educational experience. Secondary Enrichment: In addition to the above, secondary students can participate in 4-H, concurrent college enrollment, work-based learning, and more. These opportunities are designed to enhance their educational journey and prepare them for future academic and career success. Challenges include: Geographical Distance: Many families are spread across vast areas and counties, making regular travel to centralized locations for in-person instruction difficult. This geographical spread limits opportunities for students to engage in hands-on learning and peer interactions that are essential for a well-rounded education. Transportation Limitations: For families in remote areas, reliable transportation options may hinder their ability to attend on-site classes or participate in extracurricular activities. This limits their access to the full range of educational opportunities available through ERCLC. Resource Availability: While ERCLC offers extensive online resources and support, there is a significant need for more on-site and distance learning resources and support systems. Students who are unable to attend our centralized enrichment or in-person academic support, and enrichment activities have reduced ability to fully engage with classes and with their peers. Vendor and Community Engagement: Currently, vendor support and engagement in academic areas for those not attending campus is limited. Expanding vendor partnerships is essential to enhance the curriculum and provide additional academic support, enrichment opportunities, and resources closer to the students’ homes. This year, we are working to increase vendor engagement in academic areas to support students more effectively. To ensure that all students receive a broad course of study in 2024, ERCLC will implement the following actions: Enhance Special Education Services: Improve online services, expand materials, and provide specialized training, particularly in literacy. Facilities: Utilize new learning spaces with additional portables, outdoor learning spaces, and a learning center, while increasing paraprofessional support. Strengthen Multi-Tiered System of Supports (MTSS), social-emotional support, and counseling services, including high school counseling. Expand Learning Resources: Enhance access to learning materials through platforms like Clever, and develop more organized formative and summative assessments, including the introduction of Milestone Reports to track progress. Strengthen Individual Learning Plans: Continue using individualized learning plans and maintain Monthly Learning Records for each student to ensure personalized education and support. Increase Educational Coordinator Support: Hire additional educational coordinators with diverse experience to broaden learning opportunities and ensure all students are well-connected and supported. Develop World Language and Career Pathways: Expand world language offerings, increase A-G participation, increase pathways completion and job shadowing, and increase Career and Technical Education (CTE) opportunities. Build Custom Curriculum and Professional Development: Develop standards-aligned homeschool curriculum and classes. Met 2024-06-11 2024 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 2024-06-18 2024 54718030000000 Alpaugh Unified 7 Alpaugh USD builds a student schedule that insures to the extent of available resources, that all students have access to a broad course of study. In grades TK-8, all teachers are provided with training and ongoing professional development in how to provide a broad course of study based on the California Content Standards. Teachers are evaluated based on these expectations and provided timely and relevant feedback. In grades 9-12, all students are scheduled with the expectation on meeting A-G requirements for CSU and UC college entrance. Alpaugh USD is a small district. The demographics are similar across the board. Our HS students have continued to make significant gains in meeting A-G requirements. Over a 4 year period, our HS students have gone from 18 percent meeting A-G in 2019 to 76% in 2023. This number has increased every year. Being a small rural HS, one of the challenges is having a small staff that could be limited in the electives provided. We also have a difficult time having staff who are qualified to teach AP courses. In addition, with out rural location, it has been a challenge to get CTE Pathway courses offered, as well as dual enrollment courses. We purchased Edgenuity a few years ago, and this has allowed us to offer a more broad course of study with a multitude of electives. Alpaugh USD is also adding CTE Pathway courses beginning in 24-25 via Edgenuity. We have also made a priority to add Visual and Performing Arts opportunities. Met 2024-06-27 2024 54718030112458 California Online Public Schools Central Valley 7 California Connections Academy offers a diverse curriculum to all students, annually reviewing courses to optimize staff expertise and meet student needs. The Board evaluates these offerings. Given our online platform, courses are accessible anytime, eliminating constraints of traditional scheduling or location. Understanding graduation challenges, our high school team introduced Project Success. In 2022-2023, at-risk students achieved a 94.5% pass rate; by 2023-2024, this rose to 96.5%, motivating program expansion. Since 2020, our in-house summer school has replaced third-party programs, enhancing success rates from 77% pass and 85% graduation in 2020 to 83% pass and 95% graduation in 2023. These initiatives combat learning loss, underpinning our commitment to student success and equitable education access. They foster a supportive learning environment, empowering students to excel academically and reach their educational milestones. 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 has developed 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 2024-06-04 2024 54718110000000 Alta Vista Elementary 7 The local measures include the Williams visit to ensure all students have access to all curriculum. The LEA ensures through the Student Information System that students are enrolled in content courses and appropriate language courses based on past performance and family survey. All students have access to a computer or chromebook as well as access to online content provided by the school as supplemental. They also have access to a textbook for each subject. There are also supplemental curricula used like Read Naturally, Rewards, and Heggerty that are utilized for specific purposes throughout the LEA. Access to these programs is based on age or academic assessment. Based on the results of the assessment, the LEA places a student in the desired program. The LEA tracks the library titles and has recently purchased updated literature for all students that includes access to sensitive topics and minority groups. The LEA ensure that students had access to after-school options and tutoring for the students with the greatest need and intervention for the students that suffered from learning loss during the pandemic and even before that fateful period. There are two significant barriers: 1. The LEA can provide a computer but the access to the content within the computer is limited based on the understanding of technology. 2. The parents have a difficult time interacting with the curriculum and their student. There is often a language barrier. The LEA will continue to ensure that students have access to curriculum, supplemental curriculum, and technology. The LEA will improve the ability for students to access content on virtual platforms by ensuring that teachers are designing instruction for computers during the school year that is age appropriate. The LEA plans to provide parent assistance in parent night meetings by providing the parents with information about assignments, topics, and student homework responsibilities. In the future, the LEA is considering the ability to have a homework group that meets in the evening twice a week to provide parents and students homework assistance. This discussion will take place at the beginning of the year. The decision is between the weekly options or a twice a trimester option to replace the ESL program in the LCAP that has not been revamped since COVID-19. Met 2024-06-20 2024 54718110139477 Monarch River Academy 7 Monarch River Academy utilizes various locally selected measures to track access to and enrollment in a broad course of study. These measures include: Grade-span assessments: Analyzing course enrollment data across grade levels to ensure equitable access to diverse academic offerings. Student group disaggregation: Examining enrollment patterns among unduplicated student groups, including English learners, socioeconomically disadvantaged students, and students with disabilities, to identify any disparities in course access. Individualized support plans: Monitoring enrollment and participation of students with exceptional needs, such as those with individualized education plans (IEPs) or 504 plans, to ensure they receive appropriate accommodations and access to a comprehensive curriculum. Surveys and feedback: Collecting student and parent feedback regarding course offerings, satisfaction with available electives, and perceived barriers to accessing certain courses, to inform continuous improvement efforts and address any identified gaps in access. Monarch River Academy ensures that all students have access to and are enrolled in a broad course of study through various measures. Enrollment data analysis indicates equitable access across school sites, with consistent availability of diverse academic offerings. Disaggregation by student groups reveals equitable enrollment patterns, indicating efforts to address disparities among diverse student populations. Progress over time shows continual improvement in access to a broad course of study, with ongoing efforts to expand course offerings and enhance inclusivity. Additionally, feedback mechanisms highlight areas for further improvement, guiding targeted interventions to address any identified gaps and ensure equitable access for all students across school sites and student groups. 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 access to a broad course of study. In response to the results of our locally selected measures, Monarch River Academy has implemented several revisions and new actions to ensure access to a broad course of study for all students. These actions include: A-G Course Requirement Completion: Scheduling all 9th and 10th graders to complete A-G course requirements. Encouraging all students, including those planning on attending community college, to complete A-G course requirements. Incentivizing A-G course completion with an honor cord at graduation. Holding individual counselor meetings for 11th graders to provide encouragement and support for completing A-G courses. Career Technical Education (CTE) Pathway Completion: Matching available CTE Pathways with CTE credentialed teachers. Promoting CTE Pathways during meetings and sessions. College Credit Course (Concurrent/Dual Enrollment): Partnering with Fresno/Madera K-16 Collaborative Virtual Dual Enrollment Hub. Promoting Concurrent/Dual Enrollment to families through information sessions, emails, and website updates. Educating staff about the concurrent enrollment process and benefits. Smarter Balanced ELA/Math Tests: Providing curriculum recommendations that cover standards. Recommending Single Subject Teachers. State Seal of Biliteracy: Identifying and notifying students close to meeting the criteria for the State Seal of Biliteracy. Future plans include: Increasing staff knowledge and understanding of A-G completion and College Career Indicator (CCI). Met 2024-06-18 2024 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. 100% of students are enrolled and have access to a broad course of study. There are no current barriers, as evidenced by the data. We plan to continue our current programs. Met 2024-06-20 2024 54718370000000 Burton Elementary 7 The district employs several locally selected measures and tools to ensure that all students have access to, and are enrolled in, a broad course of study. These measures include: Annual Review of Student Schedules: Each year, the district conducts a comprehensive review of a cross-section of student schedules across different grade spans. This review ensures that all students are enrolled in the required classes and have access to a diverse range of courses. Monitoring of Course Access for Unduplicated Student Groups: The district specifically tracks the enrollment and course access for unduplicated student groups, which include English learners, low-income students, and foster youth. This monitoring ensures that these students receive the necessary support and opportunities to progress academically. Support for Individuals with Exceptional Needs: The district ensures that students with exceptional needs are provided with appropriate courses and support services tailored to their individual education plans (IEPs). This includes access to specialized courses and resources required for their academic advancement. These measures collectively ensure that all students, particularly those from unduplicated groups and those with exceptional needs, have equitable access to a broad and comprehensive course of study, enabling them to successfully advance to the next academic level. Using locally selected measures and tools, the district has ensured that all students have access to, and are enrolled in, a broad course of study, although there are some variations based on grade span. In elementary schools, all students have access to the traditional core subjects, as well as Visual and Performing Arts (VAPA) and Gifted and Talented Education (GATE) programs. This ensures a well-rounded education from an early age. In middle schools, students are provided with additional opportunities to tailor their education based on their interests. Electives such as music, leadership, photography, and others are available, allowing students to explore diverse areas and develop their skills and passions. While there is consistent access to a broad course of study across the district, some differences exist across school sites and student groups. For instance, schools with higher concentrations of unduplicated students (English learners, low-income students, and foster youth) have additional supports and resources to ensure these students can fully participate in and benefit from the broad course of study. The district has also observed progress over time, with increasing numbers of students accessing a variety of courses and programs each year. These efforts demonstrate the district's commitment to providing equitable educational opportunities, ensuring that all students, regardless of their background or school site, have the support and resources needed to succeed Based on the results of the locally selected measures, one significant barrier preventing the LEA from providing access to a broad course of study for all students is the challenge of ensuring Emerging Bilinguals have access to electives due to English Language Development (ELD) requirements. This has been an ongoing issue for the district as it strives to balance the provision of ELD courses with the availability of elective courses. In the 2023-2024 school year, the district has taken proactive steps to address this barrier. Specifically, adjustments have been made to some middle school schedules to ensure that Emerging Bilingual students not only receive the necessary ELD instruction but also have opportunities to participate in elective courses. By making these adjustments, the district aims to better meet the diverse needs of Emerging Bilingual students and provide them with equitable access to a broad course of study that includes both essential language development support and enriching elective opportunities. This demonstrates the district's commitment to addressing barriers and promoting educational equity for all students. 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 2024-06-17 2024 54718370109009 Summit Charter Academy 7 The district employs several locally selected measures and tools to ensure that all students have access to, and are enrolled in, a broad course of study. These measures include: Annual Review of Student Schedules: Each year, the district conducts a comprehensive review of a cross-section of student schedules across different grade spans. This review ensures that all students are enrolled in the required classes and have access to a diverse range of courses. Monitoring of Course Access for Unduplicated Student Groups: The district specifically tracks the enrollment and course access for unduplicated student groups, which include English learners, low-income students, and foster youth. This monitoring ensures that these students receive the necessary support and opportunities to progress academically. Support for Individuals with Exceptional Needs: The district ensures that students with exceptional needs are provided with appropriate courses and support services tailored to their individual education plans (IEPs). This includes access to specialized courses and resources required for their academic advancement. These measures collectively ensure that all students, particularly those from unduplicated groups and those with exceptional needs, have equitable access to a broad and comprehensive course of study, enabling them to successfully advance to the next academic level. Using locally selected measures and tools, the district has ensured that all students have access to, and are enrolled in, a broad course of study, although there are some variations based on grade span. In elementary schools, all students have access to the traditional core subjects, as well as Visual and Performing Arts (VAPA), Dual Immersion, & International Baccalaureate (IB) programs. This ensures a well-rounded education from an early age. In middle schools, students are provided with additional opportunities to tailor their education based on their interests. Electives such as music, leadership, photography, and others are available, allowing students to explore diverse areas and develop their skills and passions. In high school they have the opportunity to join Academies and participate in Career Technical Education (CTE) activities. While there is consistent access to a broad course of study across the district, some differences exist across school sites and student groups. For instance, schools with higher concentrations of unduplicated students (English learners, low-income students, & foster youth) have additional supports & resources to ensure these students can fully participate in and benefit from the broad course of study. The district has also observed progress over time, with increasing numbers of students accessing a variety of courses and programs each year. These efforts demonstrate the district's commitment to providing equitable opportunities. Based on the results of the locally selected measures, one significant barrier preventing the LEA from providing access to a broad course of study for all students is the challenge of ensuring Emerging Bilinguals have access to electives due to English Language Development (ELD) requirements. This has been an ongoing issue for the district as it strives to balance the provision of ELD courses with the availability of elective courses. In the 2023-2024 school year, the district has taken proactive steps to address this barrier. Specifically, adjustments have been made to some middle school schedules to ensure that Emerging Bilingual students not only receive the necessary ELD instruction but also have opportunities to participate in elective courses. By making these adjustments, the district aims to better meet the diverse needs of Emerging Bilingual students and provide them with equitable access to a broad course of study that includes both essential language development support and enriching elective opportunities. This demonstrates the district's commitment to addressing barriers and promoting educational equity for all students. 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 2024-06-17 2024 54718520000000 Columbine Elementary 7 All students at Columbine receive the same standards-based adopted curriculum in each grade in all subjects. All of Columbine's classes are self-contained by grade. Only TK and kindergarten shared a class in 2023-24. Columbine does provide supplemental programs such as Wordly Wise and Sing, Spell, Read, and Write, and IXL. All students in each grade participate in the supplemental materials for the grade. All 8th graders took Algrebra 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. One child has missed a longer period of physical education due to multiple surgeries. Teachers provide modified assignments when this occurs. All 8th graders took Algebra. No barriers. Columbine will continue after school classes, summer school, and other assistance such as aide help to enable all students to be successful in our broad course of study. Met 2024-06-13 2024 54718600000000 Cutler-Orosi Joint Unified 7 Cutler- Orosi Joint Unified School District (COJUSD) tracks the extent to which all students have access to and are enrolled in a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs through reviewing master schedules at each school, enrollment procedures and criteria for student course selection. In addition, an annual program evaluation report is presented to the School Board which includes course of study enrollment data. COJUSD is committed to offering a broad course of study to all students. Grades 1-6 follow a daily instructional schedule which includes English, Math, Science, & Social Studies. All students receive the required number of minutes in PE in all grades. VPA 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 2024-06-20 2024 54718940000000 Ducor Union Elementary 7 Currently, the unduplicated count is around 71%, and anticipate that this number will increase based on the number of new families moving into the district. The District is focusing on building skills in the core subjects, increasing academic instructional time, and providing materials that support the broad course of study. Students are demonstrating progress not only on the state testing model, but have demonstrated improvement on the local assessments as well. Staff has worked hard to develop benchmarks, timelines, techniques, and programs that generate a deeper understanding of the core curriculum. Under the previous administration, more than 70 minutes of PE instruction per day was cutting into academic learning time, and it had a drastic impact on student learning and standards mastery. In the 2024-25 school year, this number was cut from 70 minutes a day to 30 minutes a day resulting in a 200 minute a week increase in academic learning time. This is huge and we will now be able to attack the broad course of study like never before. The District felt it was critical to develop a curriculum that provided multiple opportunities for students to express learning outside to of the standard assessment model. We had our first summer of STEAM and found that it is a strong motivator for students to learn. Much of what they were asked to do in the projects integrated previously learned material that was relevant to the current learning. It provided students a great opportunity to manipulate and apply all of their learning into a meaningful project. And we now have the time to expand out science and social studies learning due to expanded academic learning time minutes recovered from PE. Met 2024-06-25 2024 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. In addition, each educational program offered also is available to students via CLEVER, using a single login. Textbooks and programs are available in print and digital format. 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 2024-06-18 2024 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. 4. In response to the results of the tool or locally selected measures, what revisions, decisions 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 2024-06-12 2024 54719510000000 Hot Springs Elementary 7 Since Hot Springs on has 17 students in grades Pre-K through 8th, it is very easy to ensure that all students have access to a broad course of study. With two teachers, an instructional aide and an administrator in close proximity to all students on a daily basis, it's hard to miss any student. Hot Springs Elementary has only one school site only 17 students in grades Pre-K through 8th, it is very easy to ensure that all students have access to a broad course of study. With two teachers, an instructional aide and an administrator in close proximity to all students on a daily basis, it's hard to miss any student. No differences have been observed or identified. There are no identified barriers as mentioned above. The district will continue with the methods being used and will add newly adopted curriculum as it become available to insure that all students have the latest materials aligned to the standards. Met 2024-06-13 2024 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. 100% of students, including students with disabilities and unduplicated students, have access to a Broad Course of Study. Access differences to some course offerings do exist between grade levels based on appropriateness, for example, the option to participate in band begins in fourth grade for all students and the identification for the Gifted and Talented Education classes become available in 3rd grade once identified as qualifying for this program. No barriers were identified. The systems in place are successful in ensuring all students access and participation. As a small, single site TK-8th grade school, there are minor barriers (limited staff and credential type) to provide a more varied course offerings to our 6th, 7th, and 8th grade students but we do not feel this prohibits our students from receiving a broad course of study. Based on the information gathered through our tools, KRUESD will continue to offer a broad course of study to all of our students in a similar manner in the future but will continue to analyze fiscal and human resources in the future to determine if the offerings could be further increased or more varied. Additionally, KRUESD will search for opportunities to partner with other agencies, entities, and schools to provide additional course offerings and opportunities for our students. Met 2024-06-24 2024 54719850000000 Liberty Elementary 7 Liberty Elementary School District (LESD) 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 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. While 100% of our students have access to a Broad Course of study, there are limits to the variety of offerings we can provide. Barriers preventing PGUSD 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 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 2024-06-25 2024 54719930000000 Lindsay Unified 7 All site schedules exceed the minimum minutes of core instruction as required by law. Lindsay Unified uses daily schedules at the TK-8 span, along with the master schedule and graduation requirements at the 9-12 span to ensure learners are receiving a broad course of study. All learners have access to ELA, Math, Science, History/Social Studies, PE, Health, and digital literacy. In addition, English learners have a block of designated ELD incorporated into their day. Two of the district’s K-8 sites offer Spanish dual immersion. Parents outside of the site boundaries can enroll their children in the dual immersion programs during the general enrollment and Kindergarten registration process. The comprehensive high-school offers a variety of CTE courses, of which learners are required to complete three to graduate. The comprehensive high-school has also added dual enrollment courses to their list of offerings. The number of offerings is continually being expanded to serve more learners and their interests. Partnerships with local community colleges allow learners additional opportunities for dual enrollment through the Early College program. Learners at the Alternative High School participate in internships. The Arts and PE are an area of need for the K-8 schools, as opportunities are provided, but they are not tied to the newest state framework. In the coming year, art provided by the 3 K-8 art LFs will be standards aligned. 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 math lab classes will be added to the schedule to ensure preparedness for the new 3 year math requirement. Ceramics is also being added as a pathway offering. Additional opportunities for dual enrollment are offered through the implementation of the Early College program, allowing a cohort of learners to travel to the local community college twice a week to take courses. In addition, 8 blended learning assistants support the work to offer digital literacy to learners K-12. Met 2024-06-24 2024 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 completed 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 completed 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 2024-06-24 2024 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 2024-06-18 2024 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, 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 3rd-8th grade interventions in order to increase the reclassifications rate. Interventions would also increase the rate of English only students reading on grade level. This would allow for increase access to electives. There is a deeper focus on integrated ELD as well. The ELD Consultant will be working alongside core teachers in order to develop integrated ELD strategies to ensure ELLs are having access to best practices in ELD. 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. There is also an increase in after school programs in order to offer more enrichment opportunities. 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. 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. Middle school students also have an option to be part of Leadership class whom are in charge of running the newly created Student Store. They learn business skills via purchasing and finance management. 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 2024-06-25 2024 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. Barriers that hinder access to a broad course of study is the limitations of the multi-subject credentialed staff. Also, because Outside Creek is a K-8 school with 130 students. The expense of hiring additional staff for specific broad course of studies is quite 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 few years, Outside Creek has dedicated more 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 2024-06-13 2024 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. Based upon review of class enrollments and teacher lesson plans, every student at Palo Verde is enrolled in and has access to the broad course of study. All students have access to the broad course of study including English/Language Arts, Mathematics, Social Studies, Science, Visual and Performing Arts, Physical Education, and Health Education. Based upon review of class enrollments and teacher lesson plans, every student at Palo Verde is enrolled in and has access to the broad course of study. All students have access to the broad course of study including English/Language Arts, Mathematics, Social Studies, Science, Visual and Performing Arts, Physical Education, and Health Education. Palo Verde has a full time music teacher. Students grades Pre School through grade three have bi-weekly music training that affords them time to sing, play instruments, and learn basic music theory. Students grades four through eight have the opportunity to play an instrument in the school band. Students in grades four and five, who are not part of the band, are part of a teacher led choir, and perform at a fall and spring concert. Students in grades 6-8 have an elective period and are able to choose Spanish, Science Olympiad, band, Student Leadership, Teacher’s Aide, Chess, Agriculture (Palo Verde has partnered with the Tulare high school district Future Farmers of America organization), and Year Book. All students have access to these electives. Upon matriculation from eighth grade to high school, students are prepared for success in the high school’s World Language courses and Career Technical Education. No barriers preventing Palo Verde from providing access to a broad course of study for all students have been identified. The resources provided by LCFF have, in fact, enabled us to deepen and expand access to such subjects as Music as well as expansion of science exploration through lab kits on-site, and online activities. Palo Verde continues to deepen and enhance access to the broad course of study through tiered professional development, expanded intervention strategies geared to student needs, supplemental instructional materials targeting student needs, and student support services. Met 2024-06-18 2024 54720410000000 Pixley Union Elementary 7 The sites and district annually examines student and master schedules at the middle school, grade level instructional schedules at the elementary school, in order to evaluate whether all students, including unduplicated student groups and individuals with exceptional needs, have access to a Broad Course of Study. 100% of students have access to a Broad Course of Study, including unduplicated students and students with exceptional needs. This has been maintained from the prior year. There are no, current, identified barriers. Measured by master schedules, student schedules, classroom observations, lesson plans. All Students, including English Learners, Foster Youth, and Socio-Economically disadvantaged students have access to a Broad Course of study including CTE, Art, and Music. Met 2024-06-18 2024 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 2024-06-25 2024 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 2024-06-12 2024 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 empowered partners 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 2024-06-20 2024 54721080000000 Saucelito Elementary 7 Saucelito uses master schedules, classroom observations, and lesson plans to evaluate the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. 100% of our students, including unduplicated and students with exceptional needs- are enrolled and have access to a broad course of study. There are no barriers that prevent access and enrollment for our students, in a broad course of study. Saucelito plans to continue its current practices that enabled 100% access and enrollment, and also expand electives to incorporate more Career Technical Education through a new Agricultural science offering. This is found in our 2024-25 LCAP plan. Met 2024-06-11 2024 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. Since our LEA is a K-8 Elementary school the course offerings are basic and are the same for all students, with the exception of ELD and intervention services, until they reach grades 6, 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 twice a week and music and agriculture once a week. English Language Learners and students performing below grade level also have access to specialized instruction from our intervention and ELD teacher. In Grades 7 and 8 students participate in afternoon elective classes such as leadership, agriculture, art, and STEM. 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 dependant 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, Reading Revolution and National History Day to help broaden student access to additional academic experiences. Met 2024-06-20 2024 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. Since our LEA is a K-8 Elementary school the course offerings are basic and are the same for all students, with the exception of ELD and intervention services, until they reach grades 6, 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 twice a week and music and agriculture once a week. English Language Learners and students performing below grade level also have access to specialized instruction from our intervention and ELD teacher. In Grades 7 and 8 students participate in afternoon elective classes such as leadership, agriculture, art, and STEM. 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 dependant 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, Reading Revolution and National History Day to help broaden student access to additional academic experiences. Met 2024-06-20 2024 54721320000000 Springville Union Elementary 7 To ensure that all students have access to a broad course of study, the district utilizes a well-planned and executed student master calendar that provides for the tracking of student opportunities and participation in required academic content areas, extra-curricular activities, elective classes, and enrichment opportunities during and after school. This information is utilized to guarantee that every student is engaged in activities that constitute participation in a well-rounded education through access to a broad course of study. The district is committed to ensuring that all students have access to, and are enrolled in, a broad course of study, which includes core academic subjects as well as electives and enrichment programs. Overall, all of students within the district benefit from a wide range of courses, including English Language Arts, Mathematics, Science, Social Studies, Physical Education, Art, Music, and Technology. As a single school district, there are no differences across school sites relating to extend that students can participate in a broad course study. The district has made significant progress in expanding the variety and availability of elective and enrichment courses, reflecting its dedication to broadening educational opportunities for all students. Resource limitations, including funding and staffing shortages, are significant challenges, particularly since we are a small, rural, single school district, where the breadth of course offerings is inherently constrained by the availability of qualified teachers and budgetary constraints. As a rural district, technology access (wireless) can at times limit availability of learning resources. Socioeconomic factors also play a role, as students from disadvantaged backgrounds may lack the necessary resources and support to fully engage in and benefit from a diverse curriculum outside of the school setting. Addressing these barriers requires a multifaceted approach involving increased funding, strategic resource allocation, enhanced support services, and robust community and education partner engagement to ensure all students can access a comprehensive and inclusive education. To ensure all students have access to a broad course of study, the district will continue with Actions in the LCAP that offer increased opportunities to all students relative to participation in a broad course of study. Additionally, the district is investing in professional development to equip teachers with the skills necessary to implement a diverse curriculum. To overcome technological barriers, the district is enhancing its digital infrastructure, providing necessary devices and internet access to students in need and thereby facilitating online learning opportunities. Furthermore, the district is strengthening support services for English learners and students with disabilities to ensure they can fully participate in and benefit from the broad course offerings. Community partnerships and educational partner engagement initiatives are being expanded to garner support and resources, ensuring that all students, regardless of background, have the opportunity to engage in a comprehensive and enriching educational experience. Met 2024-06-24 2024 54721400000000 Stone Corral Elementary 7 The district 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 district then reports the results to its local governing board/body at the same public meeting at which the LCAP is adopted and reports to educational partners and the public through the Dashboard. Based on these measures, 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: Physical Dimension 1. Safe and Clean Environment • Regular Maintenance • Safety Measures 2. Welcoming Spaces • Inviting Common Areas • Student-Centered Design 3. Healthy Environment • Air Quality and Lighting • Nutrition and Wellness 4. Social Dimension • Positive Relationships • Mentoring Programs • Support Systems 5. Inclusive Culture • Cultural Competence Training • Diversity Celebrations 6. Socio-emotional Support • Socio-emotional Learning Support Services 7. Parental Involvement • Engage Families • Effective Communication 8. Academic Dimension • High-Quality Instruction • Professional Development • Differentiated Instruction • 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. 9. Student Engagement • Active Learning • Relevant Curriculum 10. Supportive Learning Environment • Academic Support • Positive Reinforcement 11. Continuous Assessment and Feedback • Assessments • Student Voice " Met 2024-06-20 2024 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 2023-24 for the first three quarters. 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, Ethnic Studies, 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 foreign language courses and just a few in drivers’ education. The group with the lowest participation in foreign language, driver’s education, and CTE was our foster youth. This is likely based on their individualized academic plans. However, there is access to foreign language courses through Edmentum. 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 2024-05-30 2024 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 provide a number of optional programs to students during school hours, during lunch breaks, or after school including such things as Folkloric Dance, Mariachi, eSports, and other things of interest to our students. 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 (see #2 above) that are offered to 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. In 2023-24 we added some other options for students to participate in (see above) and anticipate adding more options in following years. Met 2024-06-17 2024 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 Dance Instructional Aide who will be teaching elective classes and lunch time groups to provide more access to the performing arts. Met 2024-06-18 2024 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 Band and Music Sunnyside also offers a wide variety of electives for our 6th-8th grade classes such as Dance, Band/Music, Gardening, Math elective, Chess and a variety of changing ones each trimester. Students have opportunities to change electives each trimester and attend these electives daily. During the 2024-2025 school year, we will provide 6-8th grade students more access to performing arts, life schools, and real life enrichment with a specific class that makes learning fun by doing and creating. Our K-5th grade classrooms have PE/Health from Sunnyside has all 6-8th grade students enrolled in the same number of courses and are given an opportunity to change electives. Sunnyside is a single school district, so no disparity arises across school sites. Access is limited in Grades TK-5, as the broad course of students is primarily the responsibility of the classroom teacher and music teachers. Time is always an issue with classroom teachers, as there are many required things throughout the day that limits anything extra. The teachers do try very hard to create lesson plans that provide their students a broad course of study. For Grades 6-8, Sunnyside has a limited number of elective courses due to limited staff, but teachers do try to teach an elective that students will greatly benefit from and they are qualified to teach. Another barrier for a broad course of study, includes lack of time. The extra curriculum is taught primarily 30 minutes a day; 4 days per week. In 2024-2025, an additional class period for Grades 6-8th called life skills will help with some of our current barriers. This 50 minute daily class will focus on creating projects, learning important life skills, and creating and doing hands-on activities. Sunnyside has also contracted with Olinga, which is a project based program that allows students to work with their community to solve real world problems. Sunnyside is excited to implement this and feels this will be a great addition to providing “more” to our students. Our TK-5th grade teachers will also make an increased effort to incorporate more activities, performance, and lessons that gives students a broader course of study. Met 2024-06-24 2024 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. 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. At the elementary grades art is a part of all subjects and is proudly displayed in all classrooms. 100% of students were involved in a board course of study. 100% of students were involved in a board course of study. The district aims to improve programs and add new programs based on student preference. Met 2024-06-14 2024 54722070000000 Three Rivers Union Elementary 7 TRUS utilizes a schoolwide master schedule to ensure all students have access to all course subjects that will prepare them for college & career success. The administration updates the master schedule annually to ensure all students have access to a broad course of study. TRUS utilizes a TK-8th grade schoolwide master schedule to ensure all students have access to all course subjects that will prepare them for college & career success. TRUS offers music and art opportunities for all TK-8th grade students. N/A An RTI Intervention system will be utilized to allow for appropriate skills development through diverse teaching methods and activities. Met 2024-06-12 2024 54722150000000 Tipton Elementary 7 Tipton uses class enrollment records and lesson plans as the local measure to ensure that all students are enrolled in the broad course of study. In addition, the principal reviews weekly lesson plans to ensure that all teachers are teaching English Language Development to provide access to the core curriculum. Based upon a 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 studies. 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. TESD has been able to offer a broad range of studies which includes music. New electives were introduced to students for the 2023-2024 school year. This will continue with the 2024-2025 school year. Due to unforeseen circumstances, the music class for K-5th graders was stopped during the 4th quarter of the school year. It will resume for the 2024-2025 school year. 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. Continued support will be provided for a diverse array of studies, with elective courses offered to furnish students with the essential materials and supplies required for their success. Met 2024-06-11 2024 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 of instruction in Math. All student groups (English Language Learners, students with exceptional needs, and unduplicated students) participate in a broad course of study, based on grade spans. The district currently tracks all students' achievement, either CAASPP, ELPAC, DRA, reading, writing and math benchmarks. Attendance has been the biggest issue. The LEA continues to struggle to get students here. The LEA will work on more parent meetings and utilizing other tools to get students here. The district is looking to revise the surveys being given out and how best to desegregate the data. Met 2024-06-25 2024 54722310000000 Tulare City 7 To measure annual access we maintain or increase the percentage of Certificated Elementary teachers assigned to provide services. All students in middle school (grades 7 – 8) receive the opportunity to self-select minimally one elective per year to broaden their course of study based on their interests. To monitor scheduled time designated for elective offerings, our district maintains or increases the percentage of Middle School students’ average scheduled time designated for Electives each year. District-wide access to technology serves as a tool to broaden students’ access to educational tools. Students in grades 1-8 have 1:1 access to devices. AVID is a district-wide priority in middle school. Extended Learning Opportunities continue to be a high priority of TCSD to provide students with opportunities to participate in enrichment activities. All TCSD students, including unduplicated students and students with exceptional needs (if in the best interest of the student based on the nature of their needs), participate in the adopted courses of study specified in the Ed Code. In addition, to offer students a broad course of study, students in elementary grades (TK – 6) are provided instruction in Visual and Performing Arts (VAPA) through the use of certificated VAPA instructional staff and/or the integration of VAPA lessons in the core curriculum. Expanded Learning Opportunities and Programs are offered to all students, including UDP and students with exceptional needs Barriers in providing access to a broad course of study include physical space limitations and scheduling conflicts. Scheduling conflicts may occur because multiple offerings of the same course may not be provided throughout the day. As of 23-24, a VAPA team provides instruction to all TK-6th grade students on a regular rotating basis. Students have access to art, music, dance and drama. Physical Education, Technology, Community Service Projects, Educational Field Trips, and Educational Assemblie are embedded throughout the day.Middle school electives vary by site and include:Choir, Band, Orchestra, Dance, Art, Musical Theater, Auxiliary, Digital Art, Web Design, Leadership, Yearbook, Broadcasting, Journalism, Industrial Tech, Computer Tech, Music Appreciation, Applied Science, AVID/ AVID Excel. Met 2024-06-25 2024 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. Additionally, Assistant Principals of Counseling and the Assistant Superintendent of Curriculum, analyze and monitor the master schedule for accessibility, class sizes, and participation. 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. Our district also offers Dual-Enrollment classes on campuses that include academic classes in English and History, as well as CTE classes in Home Economics. 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 2024-06-13 2024 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. Additionally, Assistant Principals of Counseling and the Assistant Superintendent of Curriculum, analyze and monitor the master schedule for accessibility, class sizes, and participation. 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. Our district also offers Dual-Enrollment classes on campuses that include academic classes in English and History, as well as CTE classes in Home Economics. 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 2024-06-13 2024 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. Additionally, Assistant Principals of Counseling and the Assistant Superintendent of Curriculum, analyze and monitor the master schedule for accessibility, class sizes, and participation. 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. Our district also offers Dual-Enrollment classes on campuses that include academic classes in English and History, as well as CTE classes in Home Economics. 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 2024-06-13 2024 54722560000000 Visalia Unified 7 Visalia Unified employs various measures to ensure all students, including unduplicated student groups and those with exceptional needs, have access to a broad course of study. Visalia Unified utilizes PowerSchool, the district's student information system, to build student schedules. These schedules are built with school counselors and transition teams working closely together. Counselors also work along side the student to ensure awareness and access. Transition team members specifically support unduplicated students groups, and master schedules are analyzed to confirm broad course enrollment. VUSD Systematically reviews course offerings and schedules, utilizing PowerSchool and Performance Matters to analyze enrollment data disaggregated by various groups. "Using locally selected measures and tools, we have summarized the extent to which all students in our district have access to, and are enrolled in, a broad course of study. Our district ensures that all 4th to 6th grade students receive music and physical education instruction by funding specialized teams. According to the master schedule, all 7th grade students have access to one elective course. However, students who are struggling academically, English Learners, or students with disabilities may be placed in an ""academic assist"" course instead of an elective. In 8th grade, students have the opportunity to enroll in 2 elective courses. However, those needing additional English support are limited to one elective. Middle school elective offerings include Visual and Performing Arts (VAPA), Technology, Art, and Spanish for 8th graders. Additionally, three middle schools provide robotics classes. The district continuously evaluates student needs to determine appropriate support classes for English Learners, students with special needs, or those struggling in English Language Arts (ELA) and/or math. At the high school level, all campuses offer VAPA, World Language, and other elective courses. Each high school provides different Career Technical Education (CTE) and Linked Learning pathways, with some schools able to offer a wider array of Advanced Placement (AP) courses due to teacher credentialing. All comprehensive high schools provide dual enrollment English courses." Given the results of our locally selected measures, we have identified several barriers that prevent VUSD from providing access to a broad course of study for all students. One significant challenge is ensuring that students with Individualized Education Plans (IEPs) receive the additional support they need during the school day to succeed academically. The IEP team determines that these students require extra assistance, which often limits their ability to participate in elective courses. English Learners (EL) face barriers due to the need for additional support classes focused on English language development. Additionally, students who have failed a course are often enrolled in remediation classes, further limiting their access to elective options. This remediation is necessary to help students meet graduation requirements but can restrict their participation in a broader curriculum. In response to the results of our locally selected measures, the district has implemented several revisions, decisions, and new actions to ensure all students have access to a broad course of study. We have undergone an extensive review of our master schedules and are continuously collaborating with educational partners to develop schedules that offer students access to additional courses throughout the school year. For English Learners, the district has developed specific courses to provide designated academic language support. To support high school staff, the district has provided data and professional development to help them explore alternatives to current scheduling practices. In middle schools, we have implemented a new special education service model that provides more opportunities for students to participate in elective courses. To ensure the success of this model, we are providing training for both general education and special education teachers. This training focuses on effective collaboration and strategies to support student success. Each year, an additional grade will be added to this model until all 9th-12th grade students have access to more A-G classes, tailored appropriately to their IEP requirements. Met 2024-06-18 2024 54722560109751 Visalia Charter Independent Study 7 VCIS uses the California Dashboard, CAASPP Scores, NWEA MAP Assessment Scores, College course completion rates from our community college, CTE completion rates, A-G completion rates (monitored by students and staff through the student’s ILP, individual learning plan, grades, and attendance to track student progress and engagement. We work closely with Visalia Unified School District (VUSD) to ensure our teachers follow the course outlines and the scope and sequence of all courses at VCIS. Our staff also uses the professional learning community model to analyze data to support all students progressing in their learning. Our staff continuously monitors all student learning in an ongoing basis. VCIS continues to follow student progress toward graduation and the college and career readiness goal established by the CDE. VCIS offers a complete program of study with A-G courses recognized by CSU, UC, and NCAA. Students are encouraged to and assisted with enrollment in college courses when they are prepared for that challenge. Students are encouraged to enroll in meaningful coursework at the College of Sequoias. These courses aim to complete transfer-level classes, explore career options, and enrich the students. Students meet with the school counselor to review their transcripts and their ILP (individual learning plan), and ensure they are on track for graduation. VCIS offers multiple CTE pathways in health sciences and also visual and performing arts. Students also have access to World Language and multiple advanced-level math classes. Our mission states, “Visalia Charter Independent Study is committed to providing a holistic and rigorous education, focusing on individual student needs, fostering academic potential, and inspiring a passion for lifelong learning while guiding students towards success in all future endeavors.” One limitation that VCIS faces is that due to our smaller school size, and therefore less teachers than a large comprehensive high school, we cannot offer the same amount of variety of courses that a comprehensive high school is able to offer. However, by increasing our CTE pathways and continuing to increase the number of dual enrollment courses in partnership with our community college, COS, our students have access to increasing college course offerings that engage students in enriching coursework. VCIS continues to expand the dual enrollment college course opportunities with COS. We also created a partnership with our local comprehensive high schools in our district to allow our students to concurrently enroll in their comprehensive home high school site to take an advanced level core class or a performing art class if we do not offer that course here at VCIS. That opportunity that Visalia USD has allowed for our students has opened up many opportunities for our students to get any course they need even though we are a small site. Met 2024-06-18 2024 54722560120659 Visalia Technical Early College 7 VTEC uses the California Dashboard, CAASPP scores, College course completion rates from COS, CTE completion rates, A-G completion rates (monitored by students and staff through the student's four-year plans), grades, and attendance to track student engagement. We work closely with the Visalia Unified School District (VUSD) to ensure our teachers follow the course outlines and the scope and sequence of all courses here at VTEC. Our staff also uses Professional Learning Community data to support all students' learning. Our staff continuously monitors student all student learning. "VTEC continues to follow student progress toward graduation and the college and career readiness goal established by the CDE. VTEC offers a complete program of study with A-G courses recognized by the CSU and US. Students are encouraged to and assisted with enrollment in college classes when they are ready for the challenge. Students are encouraged to enroll in meaningful coursework at the College of Sequoias. These courses aim to complete transfer-level classes, explore careers, and enrich oneself. Students meet with the school counselor to review their transcripts and four-year plan, ensure they are on track for graduation, and see where college courses may best fit. VTEC offers four agricultural-based pathways in Advanced Manufacturing, Plant Science, Animal Science, and Ag Systems Management. Students also have access to a world language and visual art. Students can obtain a variety of industry-standard certifications, such as but not limited to forklift driving, OSHA safety, and welding. All courses at VTEC have a focus on learning by doing. Our mission states, ""VTEC empowers students through rigorous hands-on educational experiences in agricultural-related fields that will fast-track students’ college and career aspirations.""" The only limitation that VTEC faces is that due to the staff size, we cannot offer the variety of courses that a comprehensive high school can offer its students. However, with our partnership with COS, we can offer a variety of college course offerings that can engage students in enriching coursework. Our students also take advanced Math courses to increase their competitiveness in college. VTEC continues to expand the early college opportunities for its students. Most recently, VTEC, with the support of VUSD, has continued to provide our students access to an Early College Student Success Liaison from the College of the Sequoias. This is a unique college position placed on the VTEC campus, which no other Visalia Unified campus has access to. This individual has dramatically impacted our early college program's overall success and effectiveness. It has provided opportunities to students they may not be able to have at VTEC due to its size and limited master schedule. VTEC also offers several concurrent enrollment college courses on its campus in the afternoons. VTEC works closely with the COS provost to ensure our students are prepared through dual enrollment courses to increase the likelihood of completers in various course offerings. These courses are available to all VTEC students. As VTEC introduces new courses, it works diligently to ensure they fit the master schedule and meet the A-G requirements of the CSU and UC systems. The goal of VTEC is to graduate students who are college- and career-ready and have as many options as possible. This could mean a certificate program, trade school, University, community college, or private institution. Met 2024-06-18 2024 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. All 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, art, 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 2023-24school year, the LEA has increased access to enrichment activities by offering opportunities both before and after school. In addition, the LEA increased the hours of the school’s library tech, so that students have access to the library before and after school, as well as during lunch recesses. The library offers not only reading opportunities, but collaborative games and learning activities. Met 2024-06-18 2024 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 2024-06-18 2024 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, including unduplicated students. 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 2024-06-12 2024 54722980000000 Woodville Union Elementary 7 At Woodville Union School District, we utilize a variety 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: Course Enrollment Data: We track course enrollment data across grade spans to ensure that all students have access to a diverse range of courses, including core subjects (English Language Arts, Mathematics, Science, and Social Studies) as well as elective courses (such as Arts, Music, Physical Education, and Career Technical Education), Student Schedules: We review individual student schedules to ensure that they are enrolled in a balanced and comprehensive course load that aligns with their academic needs, interests, and post-secondary goals, Special Education Services: We monitor the provision of special education services to ensure that students with exceptional needs are provided with access to appropriate accommodations, modifications, and support services to access a broad course of study that meets their unique learning needs, Equity Audits: We conduct equity audits to identify any disparities in course offerings, access, and enrollment among different student groups, including those from historically marginalized or underrepresented backgrounds. These audits help us identify areas for improvement and take proactive steps to address inequities. These measures allow us to assess the extent to which all students, regardless of background or ability. At Woodville Union School District, we've made significant strides in ensuring all students have access to and are enrolled in a broad course of study. Our locally selected measures and tools have helped us track this progress across different school sites and student groups. Overall, we've seen improvements in course enrollment and access to diverse subjects across grade spans. However, there are still some differences noted among school sites and student groups. For example, while core subjects like English Language Arts and Mathematics are consistently available across all schools, elective courses such as Arts, Music, and Career Technical Education may vary in availability. We're actively working to address these discrepancies and ensure equitable access to all courses district-wide. Additionally, we've observed disparities in enrollment rates among different student groups, particularly those from historically marginalized backgrounds. Through equity audits and targeted interventions, we're striving to eliminate these disparities and provide every student with an equal opportunity to engage in a comprehensive course of study. Over time, we've seen progress in increasing access and enrollment in a broad course of study for all students. However, our work is ongoing, and we remain committed to continuous improvement to ensure every student receives a well-rounded education that prepares them for future success. Based on the results of our locally selected measures and tools, several barriers have been identified that prevent Woodville Union School District from providing access to a broad course of study for all students: Resource Allocation: Limited resources, including budget constraints and staffing shortages, may hinder our ability to offer a diverse range of courses and extracurricular activities across all grade levels and school sites. Scheduling Challenges: Complex scheduling logistics, including course conflicts and limited availability of certain courses, may pose challenges for students in enrolling in their preferred courses or pursuing specialized academic interests. Addressing these barriers requires a multi-faceted approach that involves strategic planning, resource allocation, stakeholder engagement, and targeted interventions to promote equity and access for all students in Woodville Union School District. "In response to the results of our locally selected measures and tools, Woodville Union School District has identified several revisions, decisions, and new actions to ensure access to a broad course of study for all students: • Resource Allocation: We will review our budget allocations and staffing levels to prioritize funding for additional courses and extracurricular activities, particularly in areas where access is limited. • Facility Expansion: We will explore opportunities to expand our physical facilities or utilize alternative spaces to accommodate a broader range of courses and programs, addressing infrastructure limitations. • Scheduling Flexibility: We will revise our scheduling policies and procedures to increase flexibility and accommodate student preferences, minimizing course conflicts and maximizing course availability. • Monitoring and Evaluation: We will establish ongoing monitoring and evaluation processes to track progress and identify areas for improvement, ensuring continuous efforts to enhance access to a broad course of study for all students. By implementing these revisions, decisions, and new actions, Woodville Union School District is committed to ensuring that every student has equitable access to a diverse and comprehensive course of study that meets their individual needs and prepares them for success in college, career, and life. " Met 2024-06-11 2024 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 2023-2024 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 student groups, and unduplicated pupil 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, Foreign Language and STEM. The following courses saw slight declines in enrollment including Honors, Advancement Placement, music education and CTE. Given that our district is small and has only one comprehensive high school, we can focus our efforts to make sure that our high school offers a broad course of study and makes it accessible to our English Learners, students with disabilities, socioeconomically disadvantaged students, and foster youth. 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. Additionally, our high school schedule is creating a bottleneck when attempting to schedule students into courses due to the high number of CTE pathways at the school. In order to ensure access to a broad course of study, the LEA 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. Targeted work in the areas of explicit direct instruction and professional learning communities will also help to improve instruction while making timely instructional decisions for students thus mitigating many of the skill deficits that develop over time. Additionally, a focus on prioritizing and deepening strong CTE pathways at the high school will help relieve some of the scheduling hurdles preventing students from taking elective classes outside of those pathways. Met 2024-06-25 2024 54755230000000 Porterville Unified 7 The district utilizes several measures and tools to track and ensure that all students, including English learners, foster youth, low-income students, and individuals with exceptional needs, have access to and are enrolled in a broad course of study: • Aeries Student Information System: Monitors student enrollment in various courses, ensuring that all students have access to required academic and elective courses across all grade spans, and facilitates the tracking of individual student schedules, course completions, and helps identify gaps in enrollment for specific student groups. • Illuminate Education: Offers data visualization tools that can assist the district in monitoring and analyzing course enrollment patterns. It allows for disaggregation of data by student subgroups, making it easier to identify trends and address disparities in course access and completion rates. • District Data Dashboards: Customizable dashboards are developed to provide real-time insights into course enrollments and student progress. These dashboards are designed to highlight data specific to English learners, foster youth, low-income students, and students with disabilities, providing a clear view of how well these groups are being served. • Surveys: Regularly administered surveys to students, parents, and teachers can help gather qualitative data on perceptions of accessibility to a broad course of study. This feedback can identify perceived barriers and inform strategies for improvement. The district employs several strategies to ensure all students have access to and are enrolled in a broad course of study, emphasizing personalized learning and career readiness across different student groups: • Tools and Measures: Aeries, student study teams, and counseling sessions monitor and enhance students' enrollment in diverse courses, including electives, CTE, A-G courses, and dual immersion programs. These tools help identify and address gaps in access, particularly for underserved groups. • Student Groups: The district provides equal access to all students, including English Learners, GATE, foster youth, socio-economically disadvantaged students, individuals with exceptional needs, and homeless students. • Differences Across School Sites: While all middle school students have access to personalized learning opportunities, there are variations in how school sites implement programs and courses, particularly regarding the linkage of academics to career interests. The career interest inventory and graduate outcome rubric guide improvements. • Progress Over Time: The district has made concerted efforts to increase the participation of all student groups in comprehensive educational programs. Recent data shows progress, with a notable percentage of students completing A-G requirements and CTE pathways, though results vary significantly among different demographic groups. Possible barriers could include: • Resource Limitations: Insufficient funding can restrict the availability of specialized courses, particularly in areas like technology, arts, and advanced placement courses. This limitation affects the ability to purchase necessary materials, employ qualified instructors, and maintain small class sizes. • Staffing Constraints: A shortage of qualified teachers and staff can lead to fewer course offerings, especially in specialized or advanced subjects. This issue is often more pronounced in districts facing high turnover rates or in schools located in rural or underserved areas. • Scheduling Conflicts: Balancing student schedules to accommodate a broad range of courses can be challenging, especially when trying to align them with student interests and post-secondary goals while also fulfilling state education requirements. • Equity Issues: Ensuring that all student groups, including English learners, students with disabilities, foster youth, and economically disadvantaged students, have equal access to all courses is a persistent challenge. These students may face additional barriers, such as language barriers or a need for supplementary support services that are not adequately provided. Addressing these barriers requires strategic planning, advocacy for more resources, and a commitment to equity to ensure that all students can benefit from a diverse and comprehensive educational program. Porterville Unified School District (PUSD) considers revisions, decisions, and new actions to ensure all students have access to a broad course of study: • Enhancement of Course Offerings: PUSD has introduced AP Spanish and plans to expand dual-enrollment opportunities with Porterville College. This expansion also includes plans for additional dual-enrollment and Advanced Placement (AP) courses. • Resource Allocation: The district has prioritized aligning funding allocations and resources to sites that may have limited course offerings. This strategic allocation is intended to level the playing field across all school sites. • Professional Development: There is an ongoing focus on providing professional development for teachers to better address the diverse learning needs of students. This includes training in standards-based instruction and pedagogy that accommodates student needs flexibly. • Comprehensive Support Programs: A comprehensive intervention program is already in place to help students overcome academic deficiencies and avoid course repetition. This program is vital for helping students stay on track with their peers and progress through their educational career without delays. • Use of Data to Inform Support: The MTSS (Multi-Tiered System of Supports) model is utilized to identify students who most need support, allowing the district to prioritize resources and interventions effectively. Met 2024-06-27 2024 54755230114348 Butterfield Charter 7 Aeries is used to collect and analyze data on student enrollment; course enrollment reports. Butterfield 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. Differences across student groups in having access to, or being enrolled in a broad course of study, or address progress over time is due to course not being available or offered, credit deficient, or needed additional support courses. 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. Lack of student interest, courses not being available, resources limitations, lack of awareness and transportation, etc. Butterfield will continue to gather information from the graduate outcome rubric, CCI indicator, and make adjustments as data suggests. Allocating more resources towards education-possibly through grants and partnerships to support the expansion of course offerings. Staff Training - provide professional development for teachers to address the diverse learning needs of students. Transportation-provide transportation for students who need to travel to different locations for specialized courses or programs. Butterfield 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 2024-06-27 2024 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. 86.4% of all seniors met University of California and California State University “a-g” requirements. Fifty-three percent of students who are CCI ready, or conditionally ready from the graduating classes completed at least one career technical education (CTE) pathway, while 27.1% 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 1 and 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 54% of HMA students are socio-economically disadvantaged 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 2024-06-27 2024 54755230137968 Porterville Military Academy 7 Aeries is used to analyze data on enrollment by monitoring enrollment and completion rates. Graduate surveys are used for 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 2-3 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 their elective courses. From that we develop a master schedule providing options. PMA monitors student progress on local assessments, and student achievement in state tests, by analyzing the annual results on an ongoing basis. The ELPAC assessment results are also analyzed to monitor the English Language Development progress. Administrators use Progress Adviser monitoring system to monitor the implementation of California and ELD standards and for professional development support as needed individually or school-wide. Teachers at PMA continue to grow professionally, including the integration of technology to ensure all students have access to the curriculum and technology necessary to be successful. Differences across student groups in having access to, or being enrolled in a broad course of study, or address progress over time is due to course not being available or offered, credit deficient, or needed additional support courses. 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. "Lack of student interest, courses not being available, resources limitations, lack of awareness and transportation, etc. PMA will continue to gather information from the graduate outcome rubric, CCI indicator, and make adjustments as data suggests. For the previous academic year, 100% of students graduated in the cohort. No students in that year's graduating class participated in AP exams; however, 81.8% of students did complete A-G requirements. Five students among those who are ""prepared"" based on the College and Career Indicator in that year completed at least one CTE pathway, and 11 students completed at least one college credit course with a C or better. As a highlight, 95.7% of student did complete at least one year of Leadership/Military Science classes, while 87% completed two years." Allocating more resources towards education-possibly through grants and partnerships to support the expansion of course offerings. Staff Training - provide professional development for teachers to address the diverse learning needs of students. Transportation-provide transportation for students who need to travel to different locations for specialized courses or programs. PMA will increase A-G opportunities (UC/CSU Entrance Requirements), Technology, Arts, and Link Learning. Link Learning provides students opportunities to explore career pathways by providing real world application and inspiring students to excel in their education across all core subject areas. PMA will provide a wide array of elective classes to increase student engagement and motivation in middle and high school grades while establishing academic interventions, transitional programs, mentoring, and after school activities to support students' connectedness to school. Met 2024-06-27 2024 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 2024-06-27 2024 54767940000000 Woodlake Unified 7 Woodlake Unified reviews the master schedules of each school site to ensure the district is in compliance with Education Code requirements and that all students, including Unduplicated students and individuals with exceptional needs have access to a broad course of study. In addition to reviewing master schedules, Woodlake Unified includes metrics in the LCAP to track enrollment and completion rates of students, including Unduplicated students and individuals with exceptional needs, in a broad course of study by monitoring completion of Career Pathways, Career Technical Education (CTE), A-G requirements, and the number of students considered “Prepared” as measured by the CA College Career Indicator. Districtwide data collected for 2023 graduates (both comprehensive and alternative education), indicated 25.6% met A-G requirements, 34% completed a Career Pathway and 38.8% were considered “Prepared” for college and/or career. For 2023-24, 74% were enrolled in a CTE/Career Pathway program, 95.8 % were enrolled in A-G coursework. For student subgroups, 65% and 74% of English Learners and students with disabilities, respectively, were enrolled in a CTE/Career Pathway and 98.1% and 23% of English Learners and students with disabilities, respectively, were enrolled in A-G coursework. Woodlake Unified offers a well-rounded education and a range of course of study programs including, electives, and special classes to all students including physical education, visual/performing arts, video production, S.T.E.A.M., honors/advanced placement and dual enrollment. Students in grades K-5, receive STEAM instruction by a teacher on special assignment. In grades 3-5, all students are provided with Physical Education instruction by a credential Physical Education teacher and an opportunity to participate in music instruction or if in 5th grade, the option to join band. For 2024-25, art education will be increased by two additional art teachers that will provide visual arts programming for TK-12 students, including students at alternate education. In response to the results from the LCAP measures, Woodlake Unified has determined that offering college/career readiness opportunities such as dual enrollment, CTE/Career Pathways and A-G coursework at Bravo Lake High School, the district’s continuation school is a programmatic barrier that may prevent students' access to a broad course of study. To address the noted barrier, Woodlake Unified will develop college/career opportunities for students enrolled at BLHS that will include options for dual enrollment, pre-apprenticeship programs, CTE/Career Pathways and A-G coursework. This will involve partnerships with the comprehensive high school and ongoing collaboration with the district's Director of College/Career Programs and Work-based Learning Coordinator. Additionally, Woodlake Unified will develop an individualized learning plan to identify areas of need, outline a course of study program, document supports (e.g. academic, social-emotional) and track progress during frequent and scheduled intervals. Met 2024-06-12 2024 54768360000000 Exeter Unified 7 Exeter Unified School District utilizes a variety of locally selected measures and tools to track the extent to which all students have access, and are enrolled in, a board course of study. These measures include school site master schedules, course student enrollment data, student placement criteria summaries, and student course/pathway completion reports pulled from the District's student information system, Aeries. Local data evaluating the extent to which all students have access to a broad course of study indicate: - 45% of high school students participate in one or more Career & Technical Education (CTE) courses, a decrease from the previous year. - 33% of high school students participate in the district’s AP program, the same percentage as the previous year. Latinos, socioeconomically disadvantaged students (SED), English learners (EL), and students with disabilities (SWD) are underrepresented. - 15% of high school students are enrolled in a college credit course, a 2% increase from the year before. Latinos, SED, ELs, and SWD are underrepresented. - 35% of high school and 18% of middle school students are enrolled in one or more Visual and Performing Arts (VAPA) courses. EUSD is committed to encouraging all students to participate in a broad course of study, and in doing so, the district: - Offers Career & Technical Education (CTE) exploration courses at the middle and alternative high school campuses. - Provides 8th-grade students with a CTE Pathway tour during their Monarch Madness field trip before they transition to high school. - Fully funds the high school CTE Nursing Program; students do not pay for the designated equipment, clothes, screening, transportation, or testing. - Offers music and choral studies in grades 4-12. - Increased academic counseling services for students in grades K-12, with Academic Plan development for students in grades 9-12. Barriers that prevent EUSD from providing access to a board course of study to all students include: - MTSS: A developing multi-tiered system of supports (MTSS) that continues to standardize entrance and exit criteria for Tier 1 and Tier 2 supports across campus. - Intervention: Underperforming pull-out reading and math intervention programs; while students benefit from such services, many do not improve at the rate needed to catch up to grade-level standards. - Student Awareness: Students may not be fully aware of the availability or benefits of Career & Technical Education (CTE) courses, leading to lower participation rates. - Student Preparedness: Students from underrepresented groups may lack the necessary academic preparation or support systems to enroll and succeed in rigorous programs like AP courses or college credit courses. In response to local data related to student access to a broad course of study, EUSD will: - Continue to execute its Universal Transitional Kindergarten (UTK) implementation plan, providing targeted professional learning in foundational academic instruction. - Resign the District's pull-out methods of academic re-engagement in reading and mathematics to a push-in model. - Increase support for English learners by hiring two full-time English Language Development (ELD) teachers and 1.5 additional Bilingual Instructional Aides. - Significantly expanded dual enrollment course offerings at the high school, expanding access to students enrolled in Kaweah High School and Exeter Independent Study. - Expand access to high school course electives, including CTE courses, for students enrolled in Kaweah High School and Exeter Independent Study. - Explore partnerships with local industries to enhance the CTE pathways in education and health. - Extend art classes into middle and elementary grades (3-12). - Continue to enhance student and parent college and career awareness in grades K-12 and academic counseling in grades 6-12. - Ensure all students in grades 9-12 have completed a four-year Academic Planner visible to students, parents, and school staff. Met 2024-06-20 2024 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 was offered to TLC and GREC high school students during the first semester to 2023-24. Increased opportunities for CTE coursework will be offered in the 2024-25 school year. 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. Met 2024-06-25 2024 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 lack of funding and a high number of students identified as having special needs, as well as interventions for struggling students. We currently have 19% 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 24/25. Additional funds have been allocated in 2024-2025 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 2024-06-20 2024 55723480000000 Columbia Union 7 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. CUSD are a single school LEA. As such, all of our students have access to the same offerings for a broad course of study. The largest barriers are personnel and budget constraints. We are a small LEA with limited teacher resources. 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 2024-06-10 2024 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 selected measures showed that math intervention, desi Met 2024-06-20 2024 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. Other barriers are recruiting and retaining qualified staff especially in the areas of bilingual education and special education. 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 2024-06-26 2024 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 drama during the 23-24 school year for grades four through 8. Students have access to art grades 1-8. 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. The District was unable to fill the band position for the 23-24 school year. 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 2024-06-18 2024 55723890000000 Sonora Union High 7 The Sonora Union High School District uses several locally selected measures and tools to track student access to and enrollment in a broad course of study. These tools help evaluate progress across different grade spans, unduplicated student groups (such as foster youth, English learners, and low-income students), and individuals with exceptional needs. The key measures include: CAASPP ELA and Math Scores: These standardized test scores are used to assess students' proficiency in English Language Arts and Mathematics across all grade levels. They help identify achievement gaps and ensure all student groups are progressing. California Science Test Scores: These scores track student performance in science, ensuring that all students, including those from unduplicated groups and those with exceptional needs, have access to quality science education. A-G Completion Rates: The rates at which students complete the A-G course requirements for California State University and University of California admissions are monitored. This measure ensures students are prepared for college and career opportunities. CTE Pathway Completion Rates: The completion rates of Career and Technical Education pathways are tracked to ensure students have access to and are engaged in vocational training programs that align with industry standards. We are particularly focused on monitoring results for low-income students, Hispanic students, students with disabilities, English learners, and foster youth District-Wide Access: Sonora Union High School District ensures equitable access to a broad course of study for low-income students, Hispanic students, students with disabilities, English learners, and foster youth. Career Technical Education (CTE) Program: CTE pathways include Cosmetology, Emergency Response (CCAP), Nursing (CCAP), Welding and Fabrication (CCAP), and Fire Science (CCAP). Electives: Students can choose from electives like art and physical education to enrich their educational experiences. Dual Enrollment Opportunities: Students can earn college credits while in high school through the Middle College program or dual enrollment agreements. APEX Learning: APEX provides access to A-G courses for all students, helping them meet CSU and UC admission requirements and stay on track for graduation. Sonora High School Specific Programs: Specialized pathways and courses include Agricultural Sciences, Design, Visual & Media Arts, Education, Computer Games & Simulations, Band, Choir, Drama, Spanish, Psychology, Outdoor Adventure, Yearbook, and Leadership. Progress Over Time: The district has expanded access to a broad course of study, enhancing dual enrollment opportunities, CTE programs, and electives. Continuous monitoring ensures equitable access for all student groups, providing a comprehensive and inclusive educational experience. These actions needs of low-income students, Hispanic students, students with disabilities, English learners, and foster youth. Despite comprehensive educational offerings in Sonora Union High School District, several barriers hinder equitable access to a broad course of study: Skill Gaps: Many students arrive at high school with skills below grade level, needing significant support to catch up, which hinders success in advanced courses. Professional Development: More professional development is needed for staff in universal learning designs and inclusive practices. Training in brain-based concepts, trauma-informed theories, relational practices, and culturally responsive interventions is essential. MTSS: Increased training and implementation of Multi-Tiered Systems of Support are necessary to provide appropriate support for all students, especially those struggling academically and behaviorally. Changing Perspectives: Shifting perspectives on who can succeed in A-G and CTE courses is crucial. Challenging stereotypes and assumptions about students' abilities ensures all are encouraged to pursue rigorous pathways. Student Motivation: Improving student motivation is critical. Many students lack engagement, impacting their success. Targeted strategies are needed to increase interest and investment in their education. disconnected from the traditional curriculum. Engagement Strategies: Enhancing engagement strategies in lessons is essential. Teachers need more tools to make learning interactive, relevant, and engaging, especially for those disconnected from the traditional curriculum. Grants to Increase CTE and Dual Enrollment Opportunities: The district received grants to expand Career Technical Education (CTE) and dual enrollment opportunities, offering practical skills and college credits to prepare students for higher education and the workforce. Community Schools Grant for Cassina High School: Cassina High School received a Community Schools Grant for wrap-around supports, including mental health services, academic tutoring, and family engagement activities, creating a holistic support system for students. Curriculum Changes: Elimination of General Biology: General Biology is replaced with Biology CP to ensure rigorous, college-preparatory science education for all students. College Prep Courses: All general education courses in English, social science, and science are upgraded to college prep status, ensuring college readiness for all students. Professional Development: The district invests in staff development on universal designs for learning and inclusive practices, including brain-based concepts, trauma-informed theories, relational practices, and culturally-responsive interventions to support diverse student needs. Multi-Tiered Systems of Support (MTSS): Increased training and implementation of MTSS will provide varying levels of support based on individual student needs, particularly for those struggling academically and behaviorally. Enhanced Student Support: Specialized Academic Counseling Met 2024-06-10 2024 55723970000000 Soulsbyville Elementary 7 Soulsbyville School uses California Department of Education's Data Quest in addition to our master schedule and student information system to track the extent to which all students including unduplicated groups and individuals with exceptional needs 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 (Social Emotional Learning curriculum), 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 2024-06-18 2024 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 to be developed by the intervention team and parents, and the special education team as applicable, as per the recommendation of teachers, the foster and homeless liaison, and parent communication. All students are placed in classes that will support their learning needs. Students are progressed and promoted to other courses as skills progress. Intervention is offered to students through classroom push-in supports, pull-out supports, and after-school supports. Students have access to these services based on teacher recommendations, team recommendations, or expressed parent concerns. Summerville Elementary has no identified barriers to providing students with a broad course of study. A broad course of study is available to all students across the school. Summerville Elementary is currently exploring additional student engagement classes that could be offered through elective periods to middle school students at the school. Engagement courses could include middle school career technical education, art, tech classes, and other classes like these that would expand the offering and provide curricula for students beyond the core learning experience. Met 2024-06-19 2024 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. If 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 280 and reducing to 250 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 2024-06-26 2024 55724130112276 Gold Rush Home Study Charter 7 Every student at Gold Rush Charter School, including on-campus and Independent Studies, Special education, and English Learners, has access to grade-level and state-approved Common Core Standards-based, Board-adopted curriculum, programs, and individual Chromebooks. In addition to Math, ELA, Science, Social Studies, History, and Health, Gold Rush offers APEX access, college-level Technology and Art for High School students and college co-enrollment opportunities, Specials including Farm and Garden, Music, Art, Physical Education, Technology, and Library for our K-8 students. Middle school students enjoy electives such as archery, student leadership, and STEM. Weekly Enrichment blocks of Science, Reading, and Art are offered to K-8 Independent Studies students. Elementary curriculum is enhanced with Mystery Science, TCI, SIPPS and Pride Reading, Squiggle Squad, Learning Without Tears, leveled readers, and Second Step weekly lessons. Science of Reading practices are utilized in the Primary classrooms and reading intervention. In additional to curriculum and intervention assessments, exit tickets, and work samples, Renaissance, DIBELS, and interim assessments are used to measure progress. 100% of students at Gold Rush Charter School have access to and are enrolled in a broad course of study, as described above. There are currently no barriers preventing access to a broad course of study. All students have access to curriculum and programs necessary to achieve success. All students also have their own Chromebooks to access on-line instruction and resources. In addition to the curriculum and resources already in place, K-12 Gold Rush students will be utilizing Renaissance Freckle Math to support learning and improve performance. High School students will be encouraged to enroll in 3 years of Math rather than the 2 years required. Elementary teachers will be offered professional development in GLAD training to support English Learners and all students. Met 2024-06-06 2024 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. If 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 280 and reducing to 250 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 2024-06-26 2024 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 and Health instructional minutes in grades 7 and 8 will increase in the coming school year. 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. No barriers were identified in providing a broad course of study. We continue to identify areas to improve our academic programs specifically in math and ELA remediation. Junior high school Health curriculum will be adopted for the coming school year. Met 2024-06-26 2024 55751840000000 Big Oak Flat-Groveland Unified 7 The LEA collects and analyzes course enrollment data using AERIES (student information system) across different grade spans to ensure students have access to a variety of subjects. This data is disaggregated by unduplicated student groups (e.g., low-income students, English learners, foster youth) and individuals with exceptional needs to monitor equitable access and identify any disparities. For individuals with exceptional needs, the LEA monitors Individualized Education Program (IEP) implementation to ensure these students are enrolled in appropriate courses that meet their needs and promote inclusion in general education settings whenever possible. Using locally selected measures, we summarize the extent to which all students have access to, and are enrolled in, a broad course of study as follows: Due to the size of our schools, all students have equal access to the same broad course of study. At the elementary level, there is only one teacher per grade, ensuring uniform curriculum delivery. Similarly, each high school has one teacher per subject area, providing consistent course availability across all students. Special education students at the high school level are mainstreamed into most general education and Career and Technical Education (CTE) courses with appropriate program accommodations or modifications. This inclusive approach ensures these students can participate fully in the broad course offerings available to their peers .High school students can also enroll in online courses or dual enrollment programs, with the LEA covering course fees and book costs. This expands the breadth of available courses, allowing students to explore subjects beyond those taught within the school. The barriers preventing the LEA from providing access to a broad course of study include significant teacher shortages, limited staff, and a small student population. The district, with an ADA of 279 across three school sites, faces challenges in staffing each grade adequately. At the elementary school, each grade is supported by only one teacher, while the high schools each have just five teachers. Efforts to hire a music/band teacher over several years have been unsuccessful due to a lack of applicants. Additionally, while Spanish was introduced as a world language at the elementary school in the 2022-23 school year, it required the hiring of a bilingual aide to support curriculum and instruction. Although the high schools meet A-G requirements, the range of courses offered is limited by staff size and student population. To address these gaps, the district supplements course offerings with online classes to cater to additional areas of need and student interest. The district has made significant efforts to expand the course of study for all high school students by adding several Career and Technical Education (CTE) courses and pathways. These include Ag Science, Hospitality, Horticulture, and Ag Mechanics. To further provide variety and choices, the high schools offer dual enrollment courses through local community colleges. Additionally, the FUELED online program is utilized for credit recovery and to cater to students' specific interests, ensuring a more comprehensive and accessible curriculum Met 2024-06-26 2024 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 by our locally selected measures. VCOE Schools and Programs offer a variety of educational programs to meet the needs of a diverse group of learners, including court and community schools, special education programs for students with extensive support needs, 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 are reviewed, and the student is placed in the appropriate program and courses. In our high schools with diploma track programs, a master schedule provides access to courses leading to a high school diploma and prepares students for their post-secondary plans. In our special education schools serving high school students with extensive support needs, we offer courses that lead to a certificate of completion or high school diploma, along with an adult transition plan. Additionally, English Learner students participate in English language development courses to support their English proficiency. All students in VCOE Schools and Programs have access to Board-adopted, standards-aligned curriculum. Administration reviews curriculum frameworks, course materials, and course offerings annually. 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 significant behavioral issues due to the unique and specific educational programs offered, as outlined in number two above. These barriers can affect and potentially interfere with a student’s ability to access the broad course of study provided. To ensure access to a broad course of study for all students, VCOE will annually review course curriculum, instructional materials, master schedules, access to standards-aligned textbooks/materials, and student schedules. Additionally, VCOE will broaden educational accessibility by providing 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. For high school students with significant cognitive disabilities, the Alternative Pathway to Graduation will be discussed with eligible students and their parents/guardians during the IEP process, as outlined in BP 6146.1/6146.4. Met 2024-06-24 2024 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 2023-24 for the first three quarters. 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, Ethnic Studies, 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 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 2024-05-28 2024 56105610112417 Ventura Charter School of Arts and Global Education 7 As a small school, Ventura Charter School relies on teachers to inform the administration if any student does not have access to instructional materials. All grades have scope and sequences that have been vertically and horizontally aligned to ensure a broad course of study. As a small school, Ventura Charter School relies on teachers to inform the administration if any student does not have access to instructional materials. All grades have scope and sequences that have been vertically and horizontally aligned to ensure a broad course of study. We do not have a barrier in this area. We will continue to ensure all students have access to a broad course of study Met 2024-06-20 2024 56105610121756 BRIDGES Charter 7 he 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. 100% of students have access to, and are enrolled in, a broad course of study. We have no identified barriers. We continue to use feedback to drive our decisions and programs in order to ensure that all students have access to a broad course of study. Met 2024-06-17 2024 56105610122713 River Oaks Academy 7 Enrollment Data Analysis: Examining enrollment figures across grade spans and student demographics, ensuring representation from all student groups and individuals with exceptional needs. Course Offering Assessments: Regular evaluations of the breadth of courses available, ensuring diversity and accessibility for all students, including those with special needs. Individualized Education Plan (IEP) Reviews: Monitoring the implementation of IEPs for students with exceptional needs to ensure they have access to appropriate courses and support services. Student Surveys and Feedback: Gathering input from students to gauge their perceptions of course offerings, identifying any gaps or disparities in access. Teacher and Counselor Reports: Soliciting input from educators and counselors regarding student enrollment trends and any observed barriers to access. Resource Allocation Analysis: Assessing resource distribution to schools and programs to ensure equitable access to a broad course of study for all students. By utilizing these measures and tools, ROA can effectively track the extent to which all students, regardless of background or ability, have access to and are enrolled in a diverse and inclusive curriculum. Based on locally selected measures and tools, it's evident that efforts have been made to ensure access to and enrollment in a broad course of study for all students within River Oaks . Identifying barriers preventing River Oaks Academy Charter from providing access to a broad course of study for all students involves a thorough assessment of various factors. Here are a couple of common barriers that were identified: Transportation Barriers: For rural or geographically dispersed communities, limited transportation options may make it difficult for students to access certain courses or schools offering specialized programs. Inequities in Access: Socioeconomic disparities or systemic inequities may result in certain groups of students, such as those from low-income families or minority backgrounds, facing greater obstacles in accessing a broad course of study. Cultural or Linguistic Barriers: Language barriers or cultural differences may create obstacles for students, particularly for English language learners or those from non-dominant cultural backgrounds, in accessing certain courses or feeling comfortable in certain academic environments. ROA continues to Identify and address these barriers by collaboration among educational partners, including educators, administrators, policymakers, and community members, to develop strategies and initiatives to continue to promote equitable access to a diverse and enriching educational experience for all students. ROA boasts an extensive catalog of over 150 A-G approved courses, ensuring students have a wide array of academic options to fulfill their graduation requirements. However, our commitment to student success goes beyond the traditional curriculum. We actively encourage students to expand their horizons by taking advantage of opportunities at the local Continuing Education Center (CEC) and community colleges, broadening their educational experience. At ROA, we believe in nurturing students' passions. Our passion-powered approach means that if a student expresses an interest in a subject not currently offered in our catalog, we have the flexibility and expertise to create a tailored course just for them. This dedication to personalized learning ensures that every student's unique interests and talents are supported. In addition to academic excellence, we prioritize preparing students for their futures. Many career pathway classes at the local community colleges provide practical skills and insights into various industries, helping students explore potential career paths. Furthermore, our college and career seminar offers valuable guidance and resources for students to navigate the transition from high school to higher education or the workforce. Continuously striving for excellence, we are proud to continue to offer high quality Science classes, further enhancing our science curriculum and meeting the evolving needs of our students. With a commitment to innovation and student Met 2024-06-06 2024 56105616055974 Meadows Arts and Technology Elementary 7 NA NA NA 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 2024-05-20 2024 56724470000000 Briggs Elementary 7 The district utilizes the Q-SIS student database system to track all district students' access to a broad course of study. All students across the district are enrolled in a broad course of study. Students in grades TK-5 are enrolled in self-contained classes. Students in grades 6-8 are enrolled in balanced core and elective classes that are generated by individual student needs then via a master schedule program. One primary challenge the district faces when offering courses to students in grades 6-8 is the limited options due to the district being a small district with limited staffing. Because Briggs is a small district, we are limited in the number of staff we have teaching our courses, making if challenging to offer a broader spectrum of courses for our students. This includes limiting the number of electives and courses designed to meet students who are struggling or advanced in particular subjects. The district continues to offer a broad course of study to all students. The district will continue to be creative in how to best offer a greater variety of electives to students in grades 6-8 considering the limited number of staff available to our students. Met 2024-06-06 2024 56724540000000 Fillmore Unified 7 Fillmore Unified School District utilizes course data from our school information system, “QSIS”, which includes class rosters and a course catalog of 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 a 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 a 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 have impacted schedules, which could result in limitations 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. Additionally, D/F rates contribute to credit recovery course needs during the summer and during the year, which may provide constraints on some students' options in course selections. Elementary students that require reading intervention services receive intervention services during the school day. A universal access schedule was developed so that students who need these services are not pulled out from any core instruction. Fillmore Unified School District is targeting and supporting both teaching and learning outcomes through the current district initiatives. These initiatives include Professional Learning Communities (PLC), Co-Teaching, Reading Intervention, Social Emotional Learning (SEL), English Language Development support, 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 and site-based Wellness Centers. Met 2024-06-04 2024 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. No identified barriers prevent the LEA from providing access to a broad course of study for all students. We will continue to monitor our locally selected measures to ensure access to a broad course of study for all students. Met 2024-06-24 2024 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 2024-06-13 2024 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/guardian, student, and GVCS credentialed teacher work together to develop a plan that implements a broad course of study and includes 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, which includes courses of special interest. Every semester teachers 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 broad course of study that is 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 2024-06-10 2024 56725040000000 Mupu Elementary 7 This has been the second year of the new administration and several new programs were brought into the school to begin looking at student performance. These local measures in addition to the curriculum based assessments and report cards have been the district's way of gathering information as well as sharing information about student progress to parents. As we look at our data, including state data, we find that we have made gains with our special education students in the areas of ELA and Math although they continue to perform below the overall student scores, and that our Hispanic subgroup performs fairly equal to our White subgroup. Although our EL group is small with only 15% schoolwide, we do note that this group is not performing as well and that we have several students in our middle grades who are not reclassifying therefore not able to access grade level standards. As a school district with only one site all students are given and exposed to a broad course of study and grade level standards. As stated above we have made gains in our special education subgroup however this group continues to underperform as compared to all students. We see a discrepancy in our English Learner performance as well although we only have about a 13% EL population almost half of those students are LTELs or at risk of becoming LTELs. The school provides after school intervention for students who are struggling and several programs targeted for special education and EL students were utilized this year to support student progress in the areas of math and ELA. We have seen some progress but we are aware that we need to do more for our EL students to ensure they can access grade level standard curriculum and reclassify. As we have gathered data this year we are well aware that we do not have an appropriate local tool that can help us to track and monitor student progress more accurately and regularly. The programs being used do not accurately reflect student progress towards achieving grade level standards or that can identify how students will do in CAASPP testing. Without accurate and more regularly gathered data the school cannot properly implement appropriate interventions or supports for students. This year we will be purchasing STAR computer based testing for math and ELA which will be used to monitor student progress on a more regular basis. All students will be assessed at least three times during the year and those students receiving intervention or in the EL subgroup will be assessed more regularly so that interventions and supports can be adjusted accordingly. Based on the information utilizing our new local assessment system we will conduct trimesterly student data chats between the administrator and teachers looking at the STAR data and creating individualized learning plans for any students who are not accessing the grade level curriculum.We will also be doing targeted assistance for our EL students in 5th-8th grade with a teacher several times a week to give them the supports and tools needed to increase their fluency and help them to pass the ELPAC and reclassify. Professional development is being planned to address ELD strategies and to support teachers in implementing the new math framework. We feel these given steps will help us in ensuring that all students have access to a broad course of study. Met 2024-06-20 2024 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 Transitional Kindergarten and/or 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. This includes a full time art teacher providing six periods of arts instruction. Additionally, Art Enrichment courses are provided to all elementary students. Finally, the district implementing a new History-SS adoption for elementary schools in 2024-2025. Met 2024-06-25 2024 56725200000000 Ojai Unified 7 Master Schedule, AP Scores, CAASPP scores, CSU/UC eligibility. All students have the ability to access rigorous coursework including honors and AP. We've increased the amount that students with disabilities are in the least restrictive environment. The data from CAASPP suggests that over 50% fo students are still not mastering grade level standards. Low academic outcomes prevents students from accessing more rigorous coursework. The District added a math focus goal in the LCAP. Teachers continue to work as a Professional Learning Community. Met 2024-06-26 2024 56725205630405 Valley Oak Charter 7 Valley Oak Charter 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 I-Ready 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. VOC ensures that all students, including unduplicated student groups and individuals with exceptional needs, have equitable opportunities for a comprehensive and enriching education. Valley Oak Charter has made significant strides in ensuring that all students have access to and are enrolled in a broad course of study. I-Ready, a program available to all students, provides personalized learning resources and assessments, contributing to increased access and participation in courses aligned to each student's grade and ability level. Similarly, Edgenuity Courseware is available to all students in grades 6 through 12, 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. VOC 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. Valley Oak Charter strives to promote a broad course of study for all students including A-G courses for high school students in our online program, Edgenuity. All students have access to Chromebooks and are able to borrow the devices to use at home. The most significant barrier VOC faces is our small size and limited teaching staff to support students in advanced courses. Our high school students have access to dual enrollment with local community colleges, which helps to support student access to advanced courses. This year VOC purchased over twenty Chromebooks so that all students have access to a device at all times. VOC continues to offer courses through Edgenuity. Met 2024-06-13 2024 56725380000000 Oxnard 7 To ensure that all students in the Oxnard School District have access to and are enrolled in a broad course of study, the district employs several locally selected measures and tools. Firstly, they monitor master schedules across all schools to verify the availability of appropriate courses. The department collaborates closely with schools to ensure the curriculum meets the needs of diverse grade spans and student groups, including those with exceptional needs. Additionally, the district provides schools with a content allocation plan specifically designed for biliteracy programs. This plan ensures that all schools can offer comprehensive courses aligned with educational standards. School principals oversee daily schedules for teachers and monitor the implementation of these standards through regular classroom visits and benchmark assessments. Furthermore, the district's comprehensive master schedule audits to review student enrollment and the availability of required courses, such as English Language Development (ELD) courses. These audits help identify any gaps or discrepancies in course offerings, ensuring equitable access to a broad and enriching curriculum for all students. By employing these measures and tools, the Oxnard School District maintains a proactive approach to guaranteeing that every student has the opportunity to enroll in a diverse range of courses that support their academic growth and development across all grade levels and student demographics. The Oxnard School District (OSD) ensures all students have equitable access to a broad course of study across all school sites through a district-wide approach. District administrators work closely with each school to develop master schedules that meet the diverse needs of the student population, ensuring standards-based instruction in all content areas. To support this initiative, OSD has appointed Teachers on Special Assignment (TOSAs) in key subject areas. These TOSAs collaborate with schools to enhance teachers' skills and ensure comprehensive access to all curriculum areas. The district's commitment to biliteracy education is evident through its 10 district-wide biliteracy programs and 2 strand programs within schools, integrating literacy standards with science and social studies for a robust educational experience. OSD emphasizes specialized strands at many schools, offering courses, electives, and clubs that allow students to pursue their interests. Additionally, the district's after-school program enriches student experiences by providing activities in science, music, and the arts, broadening their educational exposure beyond regular school hours. Through these efforts, OSD ensures that all students have access to a diverse and enriching course of study. The district monitors progress closely and remains committed to fostering an inclusive educational environment where every student can thrive academically and pursue their interests. The Oxnard School District has identified specific barriers hindering access to a broad course of study for some students, particularly those who require English Language Development (ELD). To address this challenge, we have implemented the AVID Excel program, integrating ELD standards into elective courses. This innovative approach ensures that English learners receive essential language development instruction alongside enrichment opportunities. Furthermore, the district is actively exploring the feasibility of offering a zero-period option to expand access for all EL students to both ELD and elective courses. Moreover, to support student learning and minimize disruptions to core instruction, the district prioritizes intervention opportunities before and after school. These interventions are targeted based on student needs, focusing initially on supporting unduplicated student groups. Additionally, the district offers enrichment activities after school and during the summer to enrich student learning experiences and further promote academic growth. By addressing these barriers and continually refining programs and offerings, the Oxnard School District is dedicated to ensuring that all students have equitable access to a comprehensive and enriching course of study that supports their academic success and personal growth. We remain committed to fostering an inclusive educational environment where every student can thrive and reach their full potential. The Oxnard School District (OSD) has made strategic revisions and decisions to ensure equitable access to a broad course of study for all students. Collaborating with partner agencies, OSD has reinforced its commitment to providing comprehensive education, including robust art and music programs across all schools. To further enhance access, the district meticulously analyzes and refines all master schedules. This ongoing effort ensures a broad course of study and promotes heterogeneous groupings at the middle school level, fostering diverse learning environments that benefit all students. Building on the success of the AVID Excel program, OSD has expanded opportunities and is exploring zero-period options, providing students with greater flexibility in their schedules to accommodate both academic needs and elective interests. The district is also conducting a thorough review of schedules tailored to student groups, ensuring all learners have equitable access to educational opportunities. By implementing these revisions and decisions, OSD is dedicated to fostering an inclusive educational environment where every student can thrive academically and pursue their passions across diverse disciplines. The district remains committed to continuous improvement, ensuring all students have the opportunities and support needed for academic success and personal growth. Met 2024-06-26 2024 56725460000000 Oxnard Union High 7 In the 2023-24 school year, Oxnard Union High School District maintained a strong focus on ensuring that all students had access to a comprehensive course of study by utilizing Synergy, the district's primary student information system, and Cardonex, our master scheduling platform. These tools facilitated real-time monitoring and adjustments by special program counselors, academic counselors, and case managers, particularly for unduplicated students and those with unique needs. Our Instructional Support Services, Special Education, and CTE Departments, in collaboration with the District Curriculum Committee, regularly updated the master course list to align with UCOP's A-G requirements, CA ED Code 51220, and district graduation requirements (Board Policy 6146.1). These updates ensured that course offerings remained relevant and rigorous. We closely monitored enrollment trends in various courses and programs such as AP/IB, A-G, VAPA, and CTE, to guarantee equitable access across different student demographics. We conducted regular reviews and utilized data from the CA Dashboard, interim assessments, and feedback from local surveys and LCAP sessions to refine our strategies and support systems. The district's adopted graduation requirements, which include a VAPA or CTE course pathway, align with UCOP’s UC/CSU A-G requirements and CA ED Codes 51220 and 51225.3, ensuring both a broad course of study and adherence to CA minimum graduation standards. Various measures, including course enrollment data, A-G completion rates, CTE participation, AP/IB enrollment and pass rates, and feedback from local surveys and LCAP sessions, are used to monitor and ensure access for all students. While all school sites provide broad access to these courses, there are notable differences in enrollment patterns, especially in AP/IB and CTE courses. Positive trends are seen in dual enrollment and college readiness initiatives, reflecting ongoing efforts to enhance these programs. Challenges persist due to socioeconomic and language barriers, and lower parental engagement in high-need schools. These barriers underscore the need for targeted interventions to support equitable access for all student groups. While all sites provide broad access, there are differences in enrollment patterns, especially in AP/IB and CTE courses. Positive trends are evident in dual enrollment and college readiness initiatives, though challenges persist due to socioeconomic and language barriers and lower parental engagement in high-need schools. Given the results of the locally selected measures, and with the support of 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. To further ensure all students have full access to a broad course of study, we are implementing several strategic changes. We are enhancing our professional development initiatives to include not only differentiated instruction but also culturally responsive teaching practices, as well as equitable and inclusive pedagogical and assessment strategies. The number of bilingual paraeducators is being increased to support students with language barriers. Parent engagement programs are being expanded to foster greater involvement from families in high-need schools. We are developing new CTE pathways, enhancing our dual enrollment opportunities, and increasing support for underrepresented students in AP/IB courses. These initiatives are designed to create a more inclusive and supportive educational environment that promotes academic excellence for all students. Met 2024-06-17 2024 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 2024-06-06 2024 56725460120634 Architecture, Construction & Engineering Charter High (ACE) 7 ACE's Student 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 2024-06-13 2024 56725530000000 Pleasant Valley 7 PVSD examines site master schedules at the middle school level. Data from the Q Student Information System and data from SIRAS provide detailed information, including progress on special education least restrictive environment metrics. Through a WIN (What I Need) time structure, PVSD elementary campuses offer scheduled enrichment, prevention, and intervention time. WIN time schedules are reviewed to ensure that offerings support student needs. The examination of data sources demonstrates that PVSD students have access to a broad course of study. Eight of PVSD's nine elementary-serving campuses have transitional kindergarten programs. In transitional kindergarten and kindergarten, PVSD employs a staggered schedule model to provide a targeted hour for students with a smaller teacher-to-student ratio. In the 2023-24 school year, PVSD inaugurated a Spanish dual language immersion program on one of our TK-5 campuses. Additionally, a computer science immersion program was implemented at one of our TK-8 campuses. Middle school students have access to a wide array of elective offerings ranging from STEM opportunities to the arts. In the 2024-25 school year, middle schools will implement an intervention and enrichment structure. Some Career Technical Education (CTE) offerings are provided at middle school-serving campuses. One comprehensive middle school campus has developed a Spanish elective program. Throughout the district, students have had some access to arts/music programs at selected grade levels; however, these opportunities will increase in the 2024-25 school year. All campuses are outfitted with MakerSpaces to support hands-on STEM exploration. PVSD students have access to a broad course of study. A previous barrier to providing more music and arts programming was funding. The CTE programming at the middle school level has been dependent on partnering with the local high school district and county office of education through the Strong Workforce Program grant funds. PVSD will continue to provide broad course access for students. We will continue the expansion of arts and music opportunities and pursue alternative sources of funding for CTE programming. Met 2024-06-19 2024 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 2024-06-05 2024 56725536120620 University Preparation Charter School at CSU Channel Islands 7 Grades K-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. Met 2024-06-19 2024 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 full implementation of a K-8 Dual Immersion school where students in 8th grade have the option to take the Advanced Placement Spanish and Culture exam. 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. This school is now in TK-4th grade implementation. 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 homework completion support, 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, field trips at all school sites. The LEA has a growing Ag Science and robust outdoor education program located at the Rio Farm that all school sites have access to. This program supports a Career and College pipeline. Rio School District provides access to a broad course of study for all students at all sites. Art, Music, GATE, Garden and Nutrition, Ag Science, 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 allow students to play instruments, dance and develop an appreciation for the culture being represented. Increased Visual and Performing Arts (VAPA) options have been identified and plans are in place to increase access to these courses of study for underrepresented student populations. Rio School District continues to see steady enrollment in the various courses offered. Barriers that prevent underrepresented students from participating in a broad course of study include master schedule restrictions that require students to participate in courses based on language or Individual Education Plan needs. Students who need English Language Development are required to take an ELD class as an elective course which prevents participation in other engaging VAPA or enrichment courses. RSD is supporting a push-in model to allow access to VAPA opportunities and additional extended day courses which allows students to extend the day and access a broad course of study. 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. RSD is supporting a push-in model, in the elementary and middle school setting, to allow enhanced access to VAPA opportunities which allows students to extend the day and access a broad course of study. Met 2024-06-26 2024 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 2024-06-18 2024 56726030000000 Simi Valley Unified 7 Firstly, SVUSD has abolished all prerequisites to taking advanced coursework. Secondly, SVUSD partners with Equal Opportunity Schools which allows us to identify high school students who have not taken any advanced classes despite showing potential to be successful in such courses. Staff then reaches out to these students to encourage them to take Advanced Placement courses. In addition to using Equal Opportunity Schools to increase enrollment in advanced level courses, we also eliminated most non-college prep courses so that more students would ultimately be able to meet a-g eligibility. This strategy has been effective as measured by our districtwide a-g completion rate over the last years. Our largest obstacles are providing more inclusive opportunities to our students with special needs. Too many students are pulled out for special services, as opposed to providing such services in the general education setting. We are proving our teachers with training on co-teaching models, universally designed lessons (UDL), and professional learning communities so that many more students may be able to access grade-level curriculum in a general education setting. Met 2024-06-25 2024 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. All students have full access to the course of study while receiving personalized instruction and support. Met 2024-06-14 2024 56726520000000 Ventura Unified 7 Secondary course offerings by site, enrollment by secondary course by site and student group, including analysis of student group #'s in Honors, AP and Dual Enrollment, Overall Dual Enrollment rates, maintenance of 7 period days at the high schools for increased access, increasing SPED/Gen Ed Co-Teaching sections for more inclusion, monitoring UC A-G rates and D/F rates by student group including UP and SWD. For elementary, access to Arts and for K-8 secondary access to the development of specialized electives is also monitored. Increased access to AP Spanish for TWI students in middle school, adding 7 period days to middle school for students in interventions to support elective engagement, etc. VUSD has eliminated gate-keeping entrance exams for AP/Honors, etc., and it has increased it's promotion and allowance for students taking dual enrollment courses VUSD has a strong Multi-Site Enrollment (MSE)policy/process whereby students at one high school can take courses at another high school - this is an area of strength. In addition, students enrolled in most district IS programs (e.g., ECHS, FLEX, etc.) can MSE to other schools for specific courses, all of which support a strong access to a broad course of study. For high school, D/F rates are the primary barrier for students when they have to retake classes and then cannot access additional coursework for A-G completion. VUSD has enhanced its summer school offerings and continues to offer 7 period days prioritizing students who are in intervention courses or credit recovery courses so that they can continue to be engaged in electives. Students are also offered initial credit advancement in the summer to make room for a broader course of study during the year, and there are no limits on students' dual enrollment opportunities. VUSD continues to work towards enhancing it's on-campus dual enrollment opportunities to the extent that partnerships with local community colleges allow. For some students who wish to MSE (see above), transportation to/from those sites may be a barrier - however, in a few cases, VUSD has been able to provide bus/van transportation for some CTE MSE students. No new actions are planned as this is an existing area of strength for VUSD. Met 2024-06-25 2024 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 at our 3 comprehensive high schools. For SWD, CVUSD offers a continuum of educational services that includes co-teaching at the elementary and secondary levels. 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. 65% 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. 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, 54% 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. 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 2024-06-20 2024 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, 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. This year, OPUSD staff updated the outside credit and summer school Board policies, increasing access to a broad course of study. 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 5 year graduation rate of 98.6% in 2022-23 (Data Quest), with 98.7% of Asian students, 98.2% of Hispanic students, 98.4% of White students, 100% of students identifying as two or more races, 97.6% of socio-economically disadvantaged and 96.6% 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 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 2024-06-18 2024 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) 2022-23 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. These courses are not prohibited based on language proficiency, socioeconomic 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. 2022-23 CA DataQuest data shows an overall graduation rate of 92.1%, which is higher than the CA statewide graduation rate. The graduation rates for individual student populations are SES- 90.9%, SWD 88.8%, and EL- 73.9%. We are very proud to have a significant increase in every student group’s graduation rate. MUSD’s A-G completion rate is 49.2%. The College/Career indicator reported that 41.6% of students were prepared. Although there are no barriers in place to prevent MUSD students from accessing College/career-required courses, a student’s limited English proficiency and/or disability may hinder a student’s ability to complete those courses successfully. 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 2024-06-20 2024 56739400121426 IvyTech Charter 7 IvyTech's head of student services creates an individualized education plan for each student. This plan is aligned with course requirements as outlined by the school's handbook. Plans are created to ensure that not only are all credits required for graduation offered, but also the opportunities for students to demonstrate their Career and College Readiness by fulfilling all A-G requirements, completing a CTE pathway, or are engaged in Dual Enrollment opportunities at the local community college district. All IvyTech students are enrolled and have access to a broad course of study. Since IvyTech's coursework exists online, economically disadvantaged students are offered additional access support with school-supplied internet hotspots and computers for home usage. There are no barriers preventing IvyTech from providing access to a broad course of study for all students. ITCS provides over 150 A-G-approved courses for students in grades 9-12. IvyTech also encourages students to enroll in CEC courses offered through VCOE, as well as at the local community colleges. The school's counselor utilizes her own metrics in conjunction with the School Information System to track student progress and credit acquisition throughout their school careers with IvyTech. The counselor partners with the school's special education team and staff 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. The only limiting factor for providing students with a broad course of study comes from outside activities (such as CEC or College dual enrollment) and their limited available space for learners. The school will continue to expand its A-G-approved courses by investigating and adopting additional curricula (e.g. Apex, Edgenuity). Additionally, the school will increase access for low-income and foster youth by providing internet hotspots that can be checked out for home use. Met 2024-06-25 2024 56768280000000 Santa Paula Unified 7 In grades TK-6 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 TK-6 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 7-12, additional periods were added to the master schedule to give students with impacted schedules increased access to electives and at SPHS, the Expanding English 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 2024-06-26 2024 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 2024-06-28 2024 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. EPIC's TK program is aligned to California requirements. 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. 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, sports such as soccer and gymnastics, 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 them in the regular classroom, with support, whenever possible. EPIC will offer TK and expanded learning opportunities to all students in 2024-25. Met 2024-06-18 2024 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 38% of students are enrolled in CTE coursework as Seniors. Notable: 23% of our CTE coursework is made up of unduplicated students and 10% 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, 75% of students participate in World Language. Those courses, are 24% 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 2024-06-20 2024 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 2024-06-20 2024 57726860000000 Esparto Unified 7 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 always to provide access to any student who would like to pursue a class regardless of ethnicity or ability. It is difficulty 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 back to our school district each year. 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 always to provide access to any student who would like to pursue a class regardless of ethnicity or ability. There is difficulty with 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 back to our school district each year. There is difficulty with some 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 back to our school district each year. Some of our students with disabilities are not able to access the course of study based upon the academic achievement. EUSD has provided additional courses over the summer, breaks and after school to help support students. Tutoring is also available for our high school students to ensure access to all courses. Met 2024-06-12 2024 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. During the 2023-24 year WUSD 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. MTSS continues to be a focus for the 2024-25 school year. Met 2024-06-27 2024 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 monthly 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 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 2024-06-06 2024 57726940131706 River Charter Schools Lighthouse Charter 7 Lighthouse Charter 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 Lighthouse 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. 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 2024-06-24 2024 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 2024-25 LCAP to support the full time Outreach Specialist. Met 2024-06-27 2024 57727020000000 Winters Joint Unified 7 Winters JUSD 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. At Waggoner Elementary School and Shirley Rominger Intermediate School (grades 1 - 5) the instructional schedule, including grade level subject area blocks and specials, is the chosen measure. The master schedule and course enrollment data are the selected tools for Winters Middle School (WMS - grades 6-8). At Winters High School (WHS) and Wolfskill CRA (grades 9-12), the master schedule, graduation rate, A-G and CTE pathway completion rates are the selected measures. Using these tools, the District has determined that English Learners, foster youth, unhoused students, and students with disabilities are able to access all subjects within a broad course of study. In grades 1-5, all students, including unduplicated pupils and students with exceptional needs, are enrolled in English, Mathematics, Social Sciences, Science, Visual and Performing Arts (VAPA), Health, and Physical Education. English, Mathematics, Social Sciences, Science, and PE are taught by homeroom teachers. Students participate in a weekly music class taught by a credentialed music teacher and a weekly Science, Technology, Engineering, Arts, and Mathematics (STEAM) class taught by a multiple-subject teacher. In grades 6-12, all students, including English Learners and students with learning disabilities, are enrolled in English, Social Sciences, Physical Education, Science, and Mathematics courses. All middle and high school students have access to VAPA, Applied Arts, and Spanish Language elective courses. 100% of English Learners have access to CCSS and ELD standards. However at both WMS and WHS, English Learners are required to take a designated ELD elective which impacts their access to choice electives. In grades 1-12, music educators are assigned to serve two school sites, and there are no theater or drama courses offered at WMS or WHS. These circumstances create a barrier to implementing more expansive performing arts programs. Currently, 9th graders at WHS do not take a Social Science course, however the recently adopted 8 period day expands the site’s capacity to offer a broader range of classes. Additionally, in order for WHS students to access AP Calculus, they must initiate their math course of study by taking Integrated Math II in ninth grade, circumventing Integrated Math I. Further, students at WHS and CRA have limited access to dually enrolled coursework, limiting their ability to acquire collegiate credit at the high school level. In 2023-2024, the District established a Prop 28 Task Force and conducted a survey among students, families, and staff to inform the development of a Prop 28 Plan for 2024-2025, aimed at expanding arts and music education offerings at all District schools. WMS adopted a revised “Flex” schedule, increasing student access to flexible intervention and extension learning in lieu of semester-long support electives. WHS staff expanded the “What I Need Now” (WINN) schedule, enabling flexible groupings and support to enhance enrichment opportunities for English Learners and students with disabilities. In 2024-2025, District staff will design and pilot a semester-long ninth grade Ethnic Studies course and a partner course, with these new graduation requirements anticipated to take effect in the 2025-2026 school year, broadening student access to diverse studies. All elementary and middle/high school math teachers will undergo training related to the new Math Framework to support vertical articulation and revision of the secondary Math pathway, ensuring all students have access to rigorous coursework. Additionally, site and District leaders collaborated with Yuba Community College District (Woodland Community College) to develop a College and Career Access Pathways Partnership (CCAP) Agreement, expanding dual enrollment opportunities. In 2024-2025, seven new CCAP courses in Agriculture and Culinary will be taught by WHS teachers, exclusively for WHS and Wolfskill CRA students. Met 2024-06-20 2024 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 ensure all high school scholars have a clear graduation pathway through a broad course of study. Our extensive catalog of course offerings is linked to our student information system. Scholars in our Online Learning Program and Options Learning Program have access to Accelerate Education coursework. Supervising teachers create personalized learning plans for scholars. For English Learners, we use research-based Lexia ELD courses to enhance language proficiency, enabling full access to our course offerings. Scholars with exceptional needs receive supplemental resources through our ClassLink system to fully participate in our curriculum. We regularly conduct self-audits to ensure proper course enrollment according to their Master Agreement. We expanded our MTSS tutoring and reached out to unduplicated scholar groups for necessary support. For high schoolers, we track access to the Accelerated Course Options Program (ACOP) and concurrent enrollment. Scholars with special needs receive modified curricular offerings per their IEP. Annual surveys help identify necessary changes to promote course access. We track attendance at live learning sessions and use a rigorous vetting process for all community providers. 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 2024-25 Local Performance Indicator Self-Reflection for Compass Charter Schools Los Angeles Page 17 of 20 completion. As a virtual school, our curriculum is available online, and the school ensures that all scholars have 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. Met 2024-06-22 2024 57727100000000 Woodland Joint Unified 7 "The district uses several metrics to measure student access to a broad course of study, including: (1) students who are ""Prepared"" on the College/Career Indicator; (2) high school graduates who enroll in a 2 or 4 year post secondary institution; (3) students completing a-g requirements; (4) students completing a Career Technical Education pathway; and (5) pathway awards for music programs. In addition to these metrics, the district has also been engaging in a Systemic Equity Review (SER), which was started in 2022-23. The SER was a comprehensive analysis of the challenges and the successes that students experience as they progress towards achieving a high school diploma in the district. The SER identified key areas and has recommendations for improving student access to a broad course of study. During the 2024-25 school year, district staff will work to develop implementation plans for the key recommendations." 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. In the 2022-23 school year, Latinx, African American, low-income, and in Special Education students were underrepresented in Advanced English classes. Although they are underrepresented in Advanced English 9 and AP English Literature course enrollment, Emergent Multilingual students exceeded proportionality in AP English Language enrollment. English is the a-g subject area with the lowest completion rate. In the 2022-23 school year, students who are Latinx, low-income, and in Special Education are underrepresented in Pre-Calculus, while white, Asian, and Emergent Multilingual students exceeded proportionality. Students who are Latinx, Native American, Low-income, and in Special Education are underrepresented in AP Calculus. An identified barrier is that many students from underrepresented groups do not feel prepared for advanced coursework. This lack of preparations has multiple causes, including low expectations, lack of engagement, curriculum that is not culturally relevant, and less rigorous coursework, starting in elementary school. To address this, the district is moving into Year 2 of implementation of Professional Learning Communities. Having high functioning PLC teams in every department and at every grade level is essential to the improvement of student outcomes. The district intends to increase accessibility to advanced, Advanced Placement, Career Technical Education, and dual enrollment courses for emergent multilingual students, students with disabilities, and other underrepresented students by ensuring that students have the skills and knowledge necessary to be successful through equitable grading practices, culturally-relevant instruction, universal design for learning, English learner, and AVID teaching strategies, and implementation of high functioning professional learning communities. Met 2024-06-25 2024 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, and puzzles designed to thematically match their classroom instruction, animation, etc. Our 4th - 6th grade students have access to band and string classes. Next year, using the Visual and Performing Arts funding, we have hired a teacher to enhance our technology offering by providing opportunities for students to engage in Visual and Performing Arts offerings. Although all students have access to a broad course of study, we know that based on our 2023 California Dashboard, our Chronic Absenteeism is in Yellow at 25.2%. However, even though it was a decline of 3% from the year prior this has caused a barrier in preventing our school to fully provide those students access to a broad course of study. Chronic Absenteeism has had an impact on our student groups especially our Socioeconomically Disadvantage (27.5%), Students with Disabilities (29.2%), English Learner (18.5%) and Hispanic (24.2%) students. In order to address these concerns SciTech will continue to 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 the Monitoring tool to gauge the efficiency of our interventions. In addition, to address the high percent of absenteeism in our students, student groups and especially our Students with Disabilities a new action was developed based on the feedback from both the School Site Council and Teachers and Staff members - Attendance and Engagement: Address and support barriers (e.g., social-emotional needs, mental health, homelessness/foster) which may impact chronic absenteeism. The following will be added: *Ensure evidence-based and culturally relevant practices are implemented as proactive tiered systems of support to increase attendance. *Support through attendance liaisons and social workers. *Provide training on unconscious bias to support classroom practices that are inclusive and engaging for all students, especially students in Special Education, unduplicated students, and students in historically underrepresented groups. *Provide anti-bullying training for teachers, staff, and administrators. Met 2024-06-12 2024 58105870000000 Yuba County Office of Education 7 Thomas E Mathews Community School and Harry P B Carden Court School Master Schedules. There are no differences across school sites. There are no identified barriers. All students (in grades 7 -12) have access to grade-specific and standards-based curriculum in English, Social Studies, Science, Mathematics, Physical Education, Arts, World Languages, and Career Technical Education, both in in-person and independent study learning environments; this is measured by yearly material sufficiency reviews and IT department oversight of necessary equipment, devices, and hardware. Further, administration at both sites served, Thomas E. Matthews (TEM) and Harry P. B. Carden (Carden), conduct reviews to ensure all students have equitable access to learning resources and support services. All students have Individualized Learning Plans (ILP), which contain transcripts, courses of study, schedules, and all service opportunities individually assigned (IEP, ELD, Intervention, SEL, College and Career, Foster and Homeless outreach, mentorship, and/or counseling). Student ILPs are consistently updated and reviewed with students and families and are another tool to help identify any inequities in access and assignment. Further, there is an implemented Multi-tiered System of Support (MTSS) to ensure that all students succeed; at the site level, students are identified as either Tier I (access to all available core courses, CTE, College and Career opportunities, SEL, tutoring, and mentorship), Tier II (all of Tier I and extended services - IEP, ELD), or Tier III (Tier I, Tier II, counseling, and/or extended time on campus for intensive and targeted interve Met 2024-06-20 2024 58105870117242 Yuba Environmental Science Charter Academy 7 All students have access to, and are enrolled in, a broad course of study. The tools used to determine this are the school's schedule and each teacher's daily schedule, lesson plans and curriculum pacing guides. All TKK-5 students are placed in a self contained homeroom with at multiple subject teacher who teaches all subjects. Students in grades 6-9 follow a schedule that rotates them through all subjects that make up a broad course of study. These classes are taught by single subject teachers. Based upon local measures, all grade levels and all students have access to a broad course of study. Students with IEPs and students with exceptional needs receive most services through a push-in model that ensures that they 2024-25 Local Performance Indicator Self-Reflection for Yuba Environmental Science Charter Academy Page 14 of 17 maintain access to a broad course of study. YES is a one school district with under 200 students. All students in a grade level follow the same schedule. Every student in a grade level has access to the same teachers and courses of study. Due to our small size and push-in model for services, there are no inequities in the provision of a broad course of study between student groups. Our small size, under 200 students, makes providing a variety of electives difficult. We are able to provide all required courses and select electives. YES continues to be aware of the effect of our small school size as we seek ways to offer more varied electives. We continue to seek teachers who are able to teach a required course and varied electives. We plan to bring electives that students request through online resources if we are not able to find a qualified in-person teacher. Met 2024-06-27 2024 58105875830112 Yuba County Career Preparatory Charter 7 The school administrator, academic advisor, and enrollment team use a locally developed enrollment process to ensure each student has an Individualized Learning Plan (ILP). Each ILP includes access to a broad course of study designed to maintain a solid path that will address both credit deficiency and meet high school graduation requirements in a timely manner. Students' ILPs are reviewed at least two times a year by the supervising teachers and one time by the academic advisor. YCCPCS is one school site and all students have access to and are enrolled in a broad course of study that places them on track to graduate with a high school diploma. There is no difference in access or enrollment as a result of a student’s unduplicated status or program enrollment options. There are no barriers to providing access to a full course of study for all students. YCCPCS continues to revise its master schedule, including a Cohort IS where students meet with their supervising teachers for more time to better meet students' needs. Students remain in our setting longer, demonstrating growth in academic achievement and earning more credits per semester. Our academic advisor meets with students to review their educational paths, and we continue to design programs to ensure all students have access to a broad course of study. Met 2024-05-28 2024 58727280000000 Camptonville Elementary 7 All students have access to all courses of study. Due to the extremely small size of the LEA, we are able to offer all interventions and services to all students. All students have access to all courses of study. Due to the extremely small size of the LEA, we are able to offer all interventions and services to all students. No barriers exist in providing a broad course of study at this time No new actions are planned at this time. Met 2024-06-18 2024 58727286115935 CORE Charter 7 CORE utilizes a variety 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 curricula, 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 2024-06-27 2024 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 Art, ASL II classes, and continue to offer 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 the classroom will be utilized. Data support sites that have strong connections to the home achieve these goals at a higher rate. Through the College and Career Center, an intentional focus is placed on a broad course of study. Through this department, MJUSD works to ensure the alignment of CTE, monitor our Dual Enrollment, and provide college and career centers at our secondary sites. This year was spent exploring and developing a 4-year Engineering and The medical program at our high schools is to be implemented in the 2024-25 school year. Met 2024-06-25 2024 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 the process of exploring 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 2024-06-20 2024 58727365830138 Marysville Charter Academy for the Arts 7 Local review of course, AERIES data, A-G enrollment and pass rates, AP course enrollment & completion, CCI indicator, Dual enrollment and Seal of Biliteracy completion data are evaluated to assure access to a broad course of study. Diverse educational options exist to create a broad course of study in MCAA. While access is available, rates of our identified subgroups enrolled in the most rigorous course of study leaves room for improvement. Increased offerings in diverse courses such as CTE pathways, Language and AP have been added to address student needs. MCAA is beginning to implement 4-year academic plans (in conjunction with the 10-year plan from the 9th-grade Careers course and curriculum) 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 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, determine placement for intervention period (9th Block), and after-school tutoring and Study Hall. We will also utilize our Link Crew and ASB students to tutor and mentor other students, especially our younger students. Met 2024-06-25 2024 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 2024-06-20 2024 58727510000000 Wheatland 7 The LEA is utilizing locally selected measures or tools such as enrollment data disaggregated by grade spans, unduplicated student groups, and individuals with exceptional needs, along with course enrollment records. These tools allow the LEA to track the extent to which all students have access to and are enrolled in a diverse range of courses tailored to their needs and grade levels. Using locally selected measures and tools, Wheatland School District has observed overall improvement in ensuring all students have access to and are enrolled in a broad course of study. Wheatland School District continues to monitor and allocate resources where needed to ensure equitable access and enrollment opportunities for all students. The results of the locally selected measures indicate some barriers such as insufficient resources, school size which limits course offerings, but we still are able to provide a broad course of study to all students. Additionally, disparities in access may stem from factors like socioeconomic status, geographic location, and language barriers, highlighting the need for targeted interventions to address these systemic challenges but again we are able to access to a broad course of study for all students. In response to the results, the Wheatland School District has implemented measures such as expanding course offerings, allocating resources, and implementing targeted interventions to address any disparities. Additionally, WSD has adopted policies to promote equity and inclusion, ensuring that all students have equitable opportunities to enroll in a diverse range of courses tailored to their needs and interests. Met 2024-06-26 2024 58727516118806 Wheatland Charter Academy 7 Not Met 2024 58727690000000 Wheatland Union High 7 WUHSD uses several locally selected measures to track the extent to which all students have access to, and are enrolled in, a broad course of study. These measures are aligned with the district's goals and are detailed in the 2024-25 LCAP. The district monitors student enrollment in A-G courses, AP courses, CTE pathways, and dual enrollment courses. This data is disaggregated by grade spans, unduplicated student groups (e.g., ELs, Foster Youth, Low-Income students), and individuals with exceptional needs. The percentage of students districtwide completing A-G requirements is tracked to ensure all students have access to college-preparatory courses. The district ensures compliance with the Williams Act, confirming that all students, including unduplicated pupils and students with special needs, have access to appropriate instructional materials. Regular assessments are conducted to ensure the effective implementation of state academic standards across all courses. The district offers a broad course of study, including visual and performing arts, physical education, health, world languages, and CTE. The availability and enrollment in these courses are monitored to ensure inclusivity. The number of dual enrollment course offerings and the participation rates of students in these courses are tracked to provide opportunities for students to earn college credits while still in high school. Early College Access Program: Funded through a grant and allows students to affiliate with our CTE Pathways. Students can earn college credits through Dual Enrollment, Articulated Credit, and Concurrent enrollment with Yuba Community College courses, aiming to achieve an Associate Degree. As of the 2023-2024 school year, enrollment in this program increased to 200 students, showing significant growth from 152 students in the previous year. Course Access Metrics: The district monitors several key metrics to evaluate course access and enrollment: % of pupils completing Articulated and DE Courses. % of students districtwide completing A – G requirements. # of Dual Enrollment Course Offerings. Students participating in concurrent enrollment courses. Implementation of State Academic Standards. Students receiving the CA State Seal of Biliteracy. Students receiving the CA Golden State Seal Merit Diplomas. Various intervention and enrichment activities support students’ academic progress and personal development. These include after-school programs, online tutoring, intervention credit recovery, and transportation for after-school events. Programs like ASSETS program and Summer School are maintained and grown as needed. Digital programs via Edmentum are used for credit recovery and enrichment. Tailored initiatives such as the WUHS Virtual Academy, EPD Independent Study, and Short-Term IS are in place to address the unique needs of ELs, Foster Youth, and Low Income students. WUHS students who need additional support in English or math must enroll in support classes. These classes take up a period in their schedule, limiting their ability to enroll in elective courses. For ELLs, enrollment in English Language Development (ELD) classes similarly restricts their access to a broader course of study. If a student fails a class and has to repeat it the following year to make up the credits, this reduces the number of elective courses they can take over their high school career. This repetition creates a significant barrier, particularly for students who need multiple attempts to pass essential courses. A notable performance gap in math has created barriers for some students to meet the A-G requirements for college admission. Students struggling in mathematics often must dedicate more time to remediation, reducing their opportunities to explore a wider range of subjects. Limited course availability due to scheduling conflicts can prevent students from accessing a variety of electives. This issue is particularly pronounced for students who must fit support or remediation classes into their schedules. The allocation of resources towards support and remediation classes limits the availability of resources for elective and enrichment courses. This can affect the quality and variety of elective courses offered to students. Students and parents may lack awareness or guidance regarding the importance of a broad course of study and how to effectively plan. WUHSD has implemented self-directed online courses as part of the master schedule to support students needing to recover class credits. An Academic Technician who assists with goal setting, progress monitoring, and communication with parents supervises these courses. Online credit recovery courses are offered during the summer on the school campus, providing students with more opportunities to stay on track for graduation. The district will expand its Early College Access Program, allowing students to earn college credits through DE, Articulated Credit, and Concurrent enrollment with YCC. This initiative includes personalized 4-Year Education Plans for students, encouraging them to complete pathways. To address the performance gap in math, we will enhance math support through targeted interventions and tutoring. WUHSD is exploring flexible scheduling options to allow students to enroll in a broader range of electives. Strengthening academic counseling services to ensure students and parents understand the importance of a broad course of study. Counselors will provide guidance on course selection and help students create balanced schedules that include both required courses and electives. Met 2024-06-27 2024